[SPN-Discussion] Human Capital Management?

[wallace mike]

We just put out this white paper on the 'current state' of Human Capital Management from the view of the health and safety profession.  Everyone Benefits - Everyone Benefits: Connecting health and safety and human capital
1) I thought this group might appreciate it.2) Things are moving rapidly in this space and SASB's working on their next generation of Human Capital guidance. The Appendix lays out a lot of the moving pieces and parts, but I wonder if anyone in this group see any other organizations that are shaping the definition of Human Capital Managment?
- ShareAction's Workplace Disclosure Initiative- Human Capital Management Coalition- World Economic Forum- IFRS Foundation- US SEC- Etc.?

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Everyone Benefits: Connecting health and safety and human capital

The ‘human element’ is increasingly recognized as a critical aspect of business that is central to long-term res...
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Mike Wallace
Portland, Oregon

M: +1 917 520 5527
E: wallacesmail at yahoo.com 
S: wallysskype
T: @M_A_Wallace
LI: http://www.linkedin.com/in/mikewallace

 

    On Thursday, March 18, 2021, 09:04:55 AM PDT, Ira Feldman via SPN-Discussion <spn-discussion at lists.sustainabilitypractice.net> wrote:  
 
 Note that If we receive your “Expression of Interest” by Monday, we will keep the door open for your ABSTRACT to follow...

Begin forwarded message:
From: Ira Feldman <ira at greentrack.com>
Subject: CALL FOR CONTRIBUTIONS -- PRACTICAL APPROACHES TO TEACHING SUSTAINABILITY: KEY COMPETENCIES
Date: February 19, 2021 at 5:25:27 PM EST
To: spn-discussion at lists.sustainabilitypractice.net


PRACTICAL APPROACHES TO TEACHING SUSTAINABILITY: KEY COMPETENCIES
CALL FOR CONTRIBUTIONS


A joint project of AASHE and Sustainability Curriculum Consortium (SCC) 
As courses and programs in sustainability continue to expand in higher education, instructors are called on to develop and adapt new and innovative approaches to teaching that enable students to learn the knowledge, skills and habits of mind central to sustainability as a study and practice.  Over the past decade, pedagogical research has actively sought to articulate the ‘competencies’ students should develop through sustainability education, but, in the classroom, methods vary.  This book-length collection of cases and examples will feature various approaches to teaching sustainability topics in the classroom, field, experiential learning environment, community, or virtual space that illustrate an emerging sustainability pedagogy.

Educators may be familiar with related terminology such as ‘demonstrated capabilities,’ or ‘learning outcomes,’ to identify and assess the learning objectives that are considered a core part of student education in sustainability. The practical approach emphasized here seeks to illustrate innovative approaches to teaching that define and contextualize the learning objectives of sustainability educators.  Contributions can capture sustainability education a variety of contexts such as teaching students earning a degree in sustainability, incorporating sustainability into other related programs, or teaching sustainability across the curriculum, to name a few. 
Topics may include, but are certainly not limited to the following:

 • how to educate students to be change agents
 • campus/community engaged learning
 • inclusive pedagogies meaningful to a diverse student population
 • teaching skills for sustainability careers
 • fostering critical thinking in sustainability pedagogy
 • how to teach systems thinking
 • gaining competency through traditional Indigenous knowledge
 • pedagogies addressing climate grief and anxiety
 • narratives of impact on students

We are especially seeking contributions that illustrate a core element of your course or program not captured by current discussions.  Share your experiences, achievements and discoveries through illustrative short narratives (2000-3000 words) that exemplify the competencies, capabilities, or learning outcomes you have found to be central to your pedagogy, and essential for the education of our students.

Please submit an abstract and statement of interest (maximum of 500 words) by March 22nd to Rebecca Potter, Hanley Sustainability Institute, University of Dayton. email: rpotter1 at udayton.edu


Ira Feldman
founder & managing director
Sustainability Curriculum Consortium
1-202-669-1858
ira at curriculumforsustainability.org
www.curriculumforsustainability.org




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