Suchergebnisse

Contents -- Editors and Contributors -- 1 Social Paleoethnobotany: New Contributions to Archaeological Theory and Practice -- Introduction -- Archaeological Theory and Paleoethnobotany -- New Studies in Social Paleoethnobotany -- Conclusions -- References -- 2 Integrating Archaeological Data Toward a Better Understanding of Food Plants Choices and Territory Exploitation in the Northwestern European Early Neolithic: The Case of Remicourt "En Bia Flo II" -- The Belgian Early Neolithic (LBK) Within the Overall European Neolithization Process -- Two Theoretical Approaches to Interpreting the Transition from Predation to Food Production -- Analytical Tools of Environmental Archaeology and Foodways -- Belgian LBK -- LBK Foodplant Practices -- Remicourt "En Bia Flo II" Botanical Data -- Early Neolithic Paleoenvironment in Belgium -- LBK Foodways in Hesbaye -- Agricultural Practices, Territory Exploitation and Cultural Influences -- Human Rationality, Cultural History and Social Identities -- Conclusions -- Acknowledgements -- Annex 1: Methodologies Used for the Extraction and Identification of Macro- and Microfossils -- Wood Charcoals -- Seeds -- Phytoliths -- Starches -- References -- 3 Cultigen Chenopods in the Americas: A Hemispherical Perspective -- Introduction -- Morphological Diversity in the Andes -- New Morphological Evidence in Eastern North America -- Ancient and Modern DNA -- Comparing and Contrasting Sociocultural Contexts -- Eastern North America -- The Andean Altiplano -- Conclusions/Current and Future Directions -- Acknowledgements -- References -- 4 Rethinking the Role of Wild Resources in Agriculturalist Societies: Archives from Rockshelter Cases of Northwestern Argentina -- Introduction -- The Wild and Domestic in Argentine Rockshelters -- Rockshelters in Northwestern Argentina (NWA) -- Rockshelters and Their Plant Remains

Purpose
The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course.


Design/methodology/approach
Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time.


Findings
The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability.


Originality/value
This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.