Purpose: This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students’ critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students’ sustainability self-efficacy and employability. Design/methodology/approach: In total, 55 sustainability experiences were curated and placed into the SLED database, which was promoted to students in nine subjects. Supporting materials designed to assist critical evaluation, reflection on experiences and to build student employability were also developed. A comprehensive mixed-methods evaluation of the program was conducted. Findings: The quantitative evaluation revealed some changes in environmental behaviors, depth of critical sustainability thinking and graduate attributes. The qualitative evaluation revealed that students see the value of a university-curated database of experiences and provided ideas for improvements to the database. It also revealed examples of higher-order learning facilitated by SLED. Research limitations/implications: Recruitment and attrition of research subjects, common challenges in pedagogical research, were experienced. “Opt-out” is one response to this but it comes with ethical challenges. Originality/value: This exploratory study demonstrates the potential of SLED to build students’ sustainability efficacy and suggests ways in which it and similar programs can be developed for improved student and sustainability outcomes. Namely, the use of an online platform closely associated with existing learning management systems, higher-level institutional stewardship, closer curriculum integration and close partnering with credentialing programs.

中文翻译：

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评估第三级可持续性体验学习计划

目的：本文旨在描述可持续发展学习经验数据库（SLED）的开发，推广和评估，该数据库是大学策划的可持续发展经验数据库，旨在增强正规学生的学习能力。其目的是鼓励学生参与体验式学习，促进学生对表面上旨在创造可持续性的课程的批判性评估，从而发展学生的可持续性自我效能和就业能力。设计/方法/方法：总共收集了55种可持续发展经验，并将其放入SLED数据库中，并推广给9个学科的学生。还开发了辅助材料，旨在帮助进行批判性评估，反思经验并提高学生的就业能力。对该程序进行了综合的混合方法评估。调查结果：定量评估揭示了环境行为，关键的可持续发展思维深度和毕业生属性方面的一些变化。定性评估表明，学生看到了大学策划的经验数据库的价值，并提供了改进数据库的想法。它还显示了SLED促进的高阶学习的示例。研究的局限性/意义：经历了研究对象的招募和减员，这是教学研究中的共同挑战。“选择退出”是对此的一种回应，但它带有道德挑战。创意/价值：这项探索性研究证明了SLED增强学生可持续性功效的潜力，并提出了开发SLED和类似计划以改善学生和可持续性成果的方法。即，使用与现有学习管理系统，更高级别的机构管理，紧密的课程集成以及与认证计划紧密合作的在线平台。