Teaching sustainability across curricula: understanding faculty perspectives at Vancouver Island University
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Sustainability initiatives in higher education are growing in importance. This case study may guide faculty at other institutions seeking to gain deeper insight into the state of sustainability education where they work. Members of the Vancouver Island University Sustainability Advisory Committee hosted a workshop for faculty members, students and staff to explore how sustainability is incorporated into teaching and learning at the institution, to share perspectives, and examine ways to enhance individual and collective pedagogical practices. A World Café posed four questions for participants to answer as they rotated between tables. The resulting qualitative data were content analysed and interpreted. Key themes and categories from data concerning participants' successes and inspirations while teaching and learning at Vancouver Island University (VIU), challenges and barriers in blending sustainability into coursework, faculty's perceptions of student perspectives of sustainability in VIU courses and about resources and opportunities to integrate sustainability in interdisciplinary courses are reported and discussed. This case study differs from others in that it does not describe an evaluation of a programme but, rather, explicates a process by faculty working at a new university to elicit information from their peers and develop networks that will engage the university in interdisciplinary sustainability for years to come.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 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 | 0.005 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it