Enhancing Student Engagement in a Sustainability …
339
program development, scientific research, institutional change and even community
and social development.
Change can be initiated from the bottom, or else it can be lead from the top.
The empirical case of CUFE shares the experience gained through the creation of
an optional course on sustainability. From a broader perspective, it is just the effort
of “picking the low-hanging fruit”, which means there is a big gap, as well as a
great potential in achieving successful sustainable campus management by integrating the SDGs into the curriculum. Such endeavors have been widely tested with
growing passion by many universities. However, to realize transformation towards
an engaged class and a sustainable campus, strong leadership and governance reform
are fundamental requirements.
References
CUFE (2016) The Thirteenth Five-Year Plan of Educational Affairs of the Central University of
Finance and Economics. Available at http://udp.cufe.edu.cn/info/1021/1248.htm
Fredricks JA, Blumenfeld PC, Paris AH (2004) School engagement: potential of the concept, state
of the evidence. Rev Educ Res 74(1):59–109
Fredricks JA, McColskey W (2012) The measurement of student engagement: a comparative analysis of various methods and student self-report instruments. In: Christenson SL et al. (eds) Handbook of research on student engagement. Springer, New York, pp 763–782 https://doi.org/10.
1007/978-1-4614-2018-7_37
Gettinger M, Ball C (2007) Best practices in increasing academic engaged time. In: Thomas A,
Grimes J (eds) Best practices in school psychology. National Association of School Psychologists,
Bethesda, MD, pp 1043–1075
Gurung R, Schwartz B (2013) Optimizing teaching and learning: practicing pedagogical research.
Wiley-Blackwell, West Sussex
Harper SR, Quaye SJ (2009) Beyond sameness, with engagement and outcomes for all. In: Harper
SR, Quaye SJ (eds) Student engagement in higher education. Routledge, New York, pp 1–15
Huang A (2018) A Dutch University has canceled plans to offer degrees at its China campus. Quartz
Media (2018-01-28). Available at https://qz.com/1192517
ISCN (2018) Sustainable development: educating with purpose. 2018 sustainable campus best
practices from ISCN and GULF Universities. Available at http://www.iau-hesd.net/en/news/3961sustainable-development-educating-purpose.html
Kuh GD, Kinzie J, Schuh J and Associates (2005) Student success in college: creating conditions
that matter. Jossey-Bass, San Francisco
Leal Filho W, Shiel C, Paço AD (2015) Integrative approaches to environmental sustainability at
universities: an overview of challenges and priorities. J Integr Environ Sci 12:1–14
Liu L (2018) University sustainability course creation in China: experiences from the CUFE. In: Leal
Filho W, Rogers J and Iyer-Raniga U (eds) Sustainable development research in the Asia-Pacific
region. World Sustainability Series, Springer International Publishing AG
Mcmillin J, Dyball R (2009) Developing a whole-of-university approach to educating for sustainability: linking curriculum, research and sustainable campus operations. J Educ Sustain Dev
3(1):55–64
MOE (2010) Outline of China’s national plan for medium and long-term education reform and development. Available at https://internationaleducation.gov.au/News/newsarchive/2010/Documents/
China_Education_Reform_pdf.pdf
339
program development, scientific research, institutional change and even community
and social development.
Change can be initiated from the bottom, or else it can be lead from the top.
The empirical case of CUFE shares the experience gained through the creation of
an optional course on sustainability. From a broader perspective, it is just the effort
of “picking the low-hanging fruit”, which means there is a big gap, as well as a
great potential in achieving successful sustainable campus management by integrating the SDGs into the curriculum. Such endeavors have been widely tested with
growing passion by many universities. However, to realize transformation towards
an engaged class and a sustainable campus, strong leadership and governance reform
are fundamental requirements.
References
CUFE (2016) The Thirteenth Five-Year Plan of Educational Affairs of the Central University of
Finance and Economics. Available at http://udp.cufe.edu.cn/info/1021/1248.htm
Fredricks JA, Blumenfeld PC, Paris AH (2004) School engagement: potential of the concept, state
of the evidence. Rev Educ Res 74(1):59–109
Fredricks JA, McColskey W (2012) The measurement of student engagement: a comparative analysis of various methods and student self-report instruments. In: Christenson SL et al. (eds) Handbook of research on student engagement. Springer, New York, pp 763–782 https://doi.org/10.
1007/978-1-4614-2018-7_37
Gettinger M, Ball C (2007) Best practices in increasing academic engaged time. In: Thomas A,
Grimes J (eds) Best practices in school psychology. National Association of School Psychologists,
Bethesda, MD, pp 1043–1075
Gurung R, Schwartz B (2013) Optimizing teaching and learning: practicing pedagogical research.
Wiley-Blackwell, West Sussex
Harper SR, Quaye SJ (2009) Beyond sameness, with engagement and outcomes for all. In: Harper
SR, Quaye SJ (eds) Student engagement in higher education. Routledge, New York, pp 1–15
Huang A (2018) A Dutch University has canceled plans to offer degrees at its China campus. Quartz
Media (2018-01-28). Available at https://qz.com/1192517
ISCN (2018) Sustainable development: educating with purpose. 2018 sustainable campus best
practices from ISCN and GULF Universities. Available at http://www.iau-hesd.net/en/news/3961sustainable-development-educating-purpose.html
Kuh GD, Kinzie J, Schuh J and Associates (2005) Student success in college: creating conditions
that matter. Jossey-Bass, San Francisco
Leal Filho W, Shiel C, Paço AD (2015) Integrative approaches to environmental sustainability at
universities: an overview of challenges and priorities. J Integr Environ Sci 12:1–14
Liu L (2018) University sustainability course creation in China: experiences from the CUFE. In: Leal
Filho W, Rogers J and Iyer-Raniga U (eds) Sustainable development research in the Asia-Pacific
region. World Sustainability Series, Springer International Publishing AG
Mcmillin J, Dyball R (2009) Developing a whole-of-university approach to educating for sustainability: linking curriculum, research and sustainable campus operations. J Educ Sustain Dev
3(1):55–64
MOE (2010) Outline of China’s national plan for medium and long-term education reform and development. Available at https://internationaleducation.gov.au/News/newsarchive/2010/Documents/
China_Education_Reform_pdf.pdf