Sustainability Infused across the Curriculum at a Minority Serving Liberal Arts Institution: A Case Study
Bibliographic record
Abstract
A critical challenge facing institutions of higher education is the integration of a sustainable energy curriculum into interdisciplinary education. This case study will evaluate the campus-wide development, adoption, and evaluation of an interdisciplinary and multidisciplinary sustainability education, at a small liberal arts college. The process and outcomes of the development of this sustainability curriculum are reported. The efficacy of the development and adoption of the curriculum was assessed by student surveys and faculty interviews. The interview results indicated substantial faculty interest and approval of implementing sustainability education at the institution. Survey results reveal an increased interest in pursuing studies and careers in sustainability and energy among students. Upon the completion of the study it was concluded that the sustainability initiative was successfully developed and infused at a historically black college and university (HBCU). The implications of this study advance the importance of incorporating sustainability education within all academic disciplines throughout a minority-serving, small, liberal arts college to increase the presence of African Americans in future careers in energy, green jobs or energy policy/economics.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".