text-only page produced automatically by Usablenet Assistive Skip all navigation and go to page content Skip top navigation and go to directorate navigation Skip top navigation and go to page navigation
National Science Foundation
design element
Search Awards
Recent Awards
Presidential and Honorary Awards
About Awards
Grant Policy Manual
Grant General Conditions
Cooperative Agreement Conditions
Special Conditions
Federal Demonstration Partnership
Policy Office Website

Award Abstract #1158728

A Contextual Approach to Researching and Teaching Sustainability

Div Of Engineering Education and Centers
divider line
Initial Amendment Date: March 22, 2012
divider line
Latest Amendment Date: June 23, 2015
divider line
Award Number: 1158728
divider line
Award Instrument: Standard Grant
divider line
Program Manager: Elliot Douglas
EEC Div Of Engineering Education and Centers
ENG Directorate For Engineering
divider line
Start Date: April 1, 2012
divider line
End Date: March 31, 2017 (Estimated)
divider line
Awarded Amount to Date: $431,202.00
divider line
Investigator(s): Eric Pappas pappasec@jmu.edu (Principal Investigator)
Robert Nagel (Co-Principal Investigator)
Jesse Pappas (Co-Principal Investigator)
Elise Barrella (Co-Principal Investigator)
Olga Pierrakos (Former Co-Principal Investigator)
Christopher Hulleman (Former Co-Principal Investigator)
Chapman Frazier (Former Co-Principal Investigator)
Morgan Benton (Former Co-Principal Investigator)
divider line
Sponsor: James Madison University
MSC 5728
HARRISONBURG, VA 22807-7000 (540)568-6872
divider line
divider line
Program Reference Code(s): 110E
divider line
Program Element Code(s): 1340


This engineering education research award to James Madison University (JMU) research proposal will study and assess ways in which sustainability instruction in five contexts can be integrated into existing material in engineering, science, social science, education, and the humanities. Specifically, the objectives of this proposal are 1) to employ a systems theory approach to integrating research and instruction in five sustainability contexts (environmental, social/cultural, economic, technical, individual) into existing material in the university curriculum; 2) to utilize a cross-disciplinary approach to sustainability that includes perspectives from other disciplines (science, social science, education, humanities) in order to give engineering students a comprehensive understanding for solving sustainability problems; and 3) to create a personalized instructional approach that focuses on individual values and behaviors. The final deliverable will be a first iteration of a low-cost global model for sustainability research, instruction, and assessment.

This model will allow universities to examine their programs to determine the content and methodologies they employ to teach sustainability, and consequently, determine appropriate methods for integrating cross-disciplinary instruction based on values and behaviors into their curricula.

The model will provide an inexpensive, scalable, and transferable model for integrating systems and cross-disciplinary instruction based on individual values and behaviors into an engineering course or curriculum. In the university, this project will make more visible the important research and instructional implications of sustainability in engineering, science, social science, education, and the humanities. Faculty and students involved in this effort (approximately 400 over three years) will have a greater understanding of a realistic systems approach to sustainability they will take with them into their adult lives and careers.


Note:  When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

McDearis, K. & Pappas, E.. ""Individual Sustainability"," Journal of Cleaner Production, v.86, 2014, p. 323.

Pappas, E.. "Radical Premises in Sustainability," Journal of Sustainability Education, v.January, 2013, p. 1-26.

Pappas, E. & McDearis, K.. ""Who Are You, Anyway? Values and Behaviors in Conflict"," Journal of Cleaner Production, v.86, 2014, p. 323.

Pappas, E., Pappas, J., & Sweeney, D.. "?Walking the Walk: Conceptual Foundations of the Sustainable Personality.?," Journal of Cleaner Production, v.86, 2014, p. 323.

Pappas, J. & Pappas, E.. "?The Sustainable Personality: Values and Behaviors in Individual Sustainability.?," International Journal of Higher Education, v.4, 2015.

Pappas, E.. "A Theory of Intrinsic Learning: Fundamental Concepts.," Social Science Today, 2(1), 21-32., v.2, 2015, p. 21.

Nagel, R.L., Pappas, E., Swain, M., and Hazard, G.. "Understanding Students? Values toward Individual Behaviors when in an Engineering Group," ASEE National Conference, Indianapolis, Ind. June., 2015.


Please report errors in award information by writing to: awardsearch@nsf.gov.



Print this page
Back to Top of page
Research.gov  |  USA.gov  |  National Science Board  |  Recovery Act  |  Budget and Performance  |  Annual Financial Report
Web Policies and Important Links  |  Privacy  |  FOIA  |  NO FEAR Act  |  Inspector General  |  Webmaster Contact  |  Site Map
National Science Foundation Logo
The National Science Foundation, 4201 Wilson Boulevard, Arlington, Virginia 22230, USA
Tel: (703) 292-5111, FIRS: (800) 877-8339 | TDD: (800) 281-8749
  Text Only Version