• Energy Research
• 2021-2025close
• 4. Education close
• ZENODO close

Code and data for the paper "Carbon neutrality should not be the end goal: Lessons for institutional climate action from U.S. higher education" File descriptions: 'HEI_analysis_OneEarth.Rmd' is the code with improved annotation and colorblind-friendly figures. All other data files are provided as excel and csv for convenience. 'working_master_data' contains data from the Second Nature reporting platform on emissions by category for each institution analyzed in the paper (measured in metric tons). All adjustments necessary to fill in the data gaps in this file are documented at the beginning of 'HEI_analysis'. 'offsets' contains data on the type(s) of offsets purchased by each school in their carbon neutral year (measured in metric tons). This data was assembled from a variety of sources which are documented at the beginning of 'HEI_analysis'. 'carbon_neutral_years' contains yearly counts of higher education neutrality goals that were reported to Second Nature as of November 2020.

The purposes of this study were to: 1) create and develop effective doctoral learning module on leading student’s development program to enhance critical thinking for thesis writing and 2) evaluate the developed module on its efficiency and effectiveness- its congruence of utility, possibility, and appropriateness, learning achievement of learners, learning retention, and the learners’ satisfaction. Samples were 4 Doctoral degree students in Educational Administration and Development and Leadership program, Northeastern University, Khon Kaen Province, Thailand. Statistics used were percentage, mean, standard deviation, effectiveness index, and t-test. The results were: 1) The developed module on learning activity management of leading teachers in simulation situation had 16 Modules: (1.1) Survey of former experience (1.2) Collaboration in planning (1.3) The development of creative students’ conception (1.4) The application of thinking approach (1.5) Practice in classroom (1.6) Supervision, follow up, and evaluation (1.7) Feedback and reinforcement (1.8) Seminar for enhancing strength, publication cased studies and (1.9) Reflection learning. 2) The efficiency and effectiveness of the developed module were: (2.1) The efficiency of 85.46 (E1) /82.59 (E2) which were higher than the committed 80/80 standard, (2.2) The congruence of utility, possibility, and appropriateness were in the highest level ( = 4.69, SD = 0.42), (2.3) The effectiveness index was 0.7465 which meant students gained more knowledge of 74.65%, (2.4) The students had significantly higher learning achievement after learning via the module at the level of 0.01, (2.5) There was no significant differences of learning achievement between after learning and after learning for two weeks which mean the students’ learning retention, and (2.6) The students had satisfaction on the developed module in the highest level ( = 4.65, SD = 0.41), and all pass skill program of learners module in the excellence( ( = 2.53, SD = 0.21).

As stated in the European Green Deal: "to tackle climate and environmental-related challenges is this generation defining task". Young generations represent a juncture between understanding the potential hazardous impact of climate change on society and local communities. In this frame, STEAM education in school proved its ability to nurture students' curiosity and cognitive resources, provide them with the right tools to understand the world's complexity and face the challenges that the current times are posing, like climate change, among many others. However, STEAM subjects are not always part of educational curricula: according to the OECD Programme for International Student Assessment (PISA) report 2018, more than 20% of pupils in the European Union has insufficient proficiency in reading, mathematics, or science. Such a lack of diversity in the offer may decrease pupils' motivation to pursue STEAM academic paths, often perceived as highly theoretical and complex. The improvement of STEAM education in secondary schools is the core objective of the Erasmus+ funded project "GIS4Schools", which aims at promoting a new innovative approach to foster the teaching of STEAM subjects in secondary schools across four different European countries: Italy, Portugal, Romania, and Spain. The project intends to introduce the education of GIS and satellite technologies for Earth Observation- rarely adopted in secondary schools- and applying them to the thematic area of Climate Change. GIS4Schools combines Inquiry-Based Science Education (IBSE) with Problem Based Learning (PBL) approaches to an interdisciplinary contextualisation of the science topic. Pupils actively contributes to the co-creation of new knowledge by assessing with GIS tools the impacts of specific climate challenges affecting their local community thanks to Copernicus products, Sentinels' satellite-derived information, and other ancillary data. The paper illustrates the genesis of the project, and more specifically, the process leading to the development of training packages for secondary schools' teachers and pupils. Furthermore, the paper explores which methodology and pedagogic approach must be adopted to transfer new knowledge from teachers to pupils. The paper also describes how the teaching of GIS and satellite technologies for Earth observation in secondary school can impact pupils' perception of STEAM subjects and how this can impact their future academic careers. Specific attention is also dedicated to the description of the innovative tools developed and applied for monitoring and evaluation.

Within the context of this panel discussion the panellists gave the following presentations: Sonja Filipovska: FAIR-by-design Methodology for Learning Resources: Skils4EOSC and NI4OS-Europe Lottie Provost: TRIPLE OS Training Series: Achievements, Lessons Learnt, Next Challenges Monica Monachini: A FAIR Training Platform for Italian Humanities and Heritage. Building on the CLARIN and SSHOC Experience Irena Vipavc Brvar: Training in EOSC Future Project The TRIPLE project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 863420 Disclaimer. The content of this publication is the sole responsibility of the authors and can in no way be taken to reflect the views of the European Commission. The European Commission is not responsible for any use that may be made of the information it contains.

Micro Teaching by ESR 4 Alejandro Fonseca on "Production of sustainable and recyclable phosphorus flame retardant additives". Talk delivered in the Network-Wide Training Event 6 of C-PlaNeT EU H2020 project at TU/e, in Eindhoven, The Netherlands. This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie grant agreement No. 859885.

Jiang, assistant professor of Learning Design and Technology in the College of Education, was a presenter in the second lightening round session, and discussed interactive data visualization and how it's changing information is communicated. Jiang used an interactive map from the New York Times that shows the greatest climate threat by county in the United States, and analyzed students' comments on climate stress in response to the map. Jiang found that the graph created an effective lesson that helped students gain a critical understanding of social scientific issues related to climate change. {"references": ["The New York Times. (2020, October 15). What's going on in this graph? | climate threats. The New York Times. Retrieved from https://www.nytimes.com/2020/10/15/learning/whats-going-on-in-this-graph-climate-threats.html."]}

This report is the main output of a scientific exchange among a group of 10 Swiss and International scholars who have been drafting a roadmap for Open Education in the Swiss Higher Education landscape. The roadmap is organised around 3 main strategic focuses and each focus is detailed in 4 actions: Focus 1: Broad horizon education; Focus 2: Ethical and responsible use of technology; Focus 3: Humans reconnected to the planet’s ecosystem. This work stems from i) a Delphi study with worldwide Open Education experts; ii) two workshops held during Open Education events – the Open Education Global Conference and the Swiss Open Education Day; iii) 9 months of work and, iv) a vision exercice, projecting the kind of education we would like in 50 years. Stakeholders, citizens and communities are invited to join and actively contribute to the discussion through the interactive version of the roadmap, https://edutechwiki.unige.ch/en/Open_Education_Roadmap .

In the last two decades, Audiovisual Translation (AVT) studies have become of interest for Second Language Acquisition (SLA) researchers, particularly regarding the use of subtitles in language learning activities. This paper will present an experiment aimed at investigating the role of subtitled 'input enhancement' in SLA. The study involved a group of Italian native students of English as a Foreign Language (EFL) from Milan University. They were exposed to a video with three different subtitling techniques (interlingual subtitles, intralingual subtitles, and enhanced intralingual subtitles), and they were asked to perform a proficiency test immediately after the exposure to the video. The study showed that visual enhancements in the subtitled input improve learners’ noticing process of language features, thus facilitating short-term vocabulary acquisition. The results proved that future SLA and AVT cross-studies should focus on input enhancement in the subtitles to improve learners’ noticing process of language features in the input.