Assessing Cognitive Processes, Instructor Strategies, and the Transdisciplinary Nature of Course Offerings in Post-Secondary Sustainability Education Programs.

The purpose of this case study was to describe, assess, and compare the cognitive level of instruction, course objectives, instructional strategies, assessments, and the transdisciplinary nature of two post-secondary degree programs in sustainability. Instructional strategies in these programs included such methods as class presentations, group activities, and interaction with students. The populations for the case studies consisted of instructors and administrators from two undergraduate courses at the Arizona State University School of Sustainability and two graduate courses at Portland State University Institute for Sustainable Solutions. The cognitive levels of instruction were derived from courses selected from the core curriculum at each university and measured using the Florida Taxonomy of Cognitive Behavior (FTCB) model based on Bloom’s Taxonomy. The instructors' discourse, in-class activities, and interactions were evaluated in reference to their cognitive level of instruction. Student assessment methods and course objectives from the syllabi were also evaluated to assess the intended levels of cognitive instruction. The evaluation of instruction was conducted through direct observation of four courses at each university, with multiple observations during the fall 2011 and spring 2012 semesters. This research also examined the transdisciplinary nature of sustainability courses offered in each university program obtained from class syllabi, course catalogs, and university websites. Findings from the research showed transdisciplinary studies were offered and required in the curriculum for both the ASU programs and the PSU programs that were examined. The core courses in sustainability were balanced in regard to required courses in the economics, environmental, and societal domains, however elective courses at both institutions trended toward environmental sciences more heavily.