@misc{NoeltingDembskiFritzetal.2021, author = {N{\"o}lting, Benjamin and Dembski, Nadine and Fritz, Hilke and Kr{\"a}usche, Kerstin and Lehmann, Kerstin and Molitor, Heike and Pape, Jens and Pfriem, Alexander and Seichter, Cosima Zita and Walk, Heike}, title = {Handreichung: Nachhaltigkeitstransfer in der Lehre}, editor = {Hochschule f{\"u}r nachhaltige Entwicklung Eberswalde,}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-6414}, pages = {20}, year = {2021}, abstract = {Diese Handreichung kn{\"u}pft an diese Fragen an: Sie zeigt auf, wie durch Nachhaltigkeitstransfer Lehr-Lern-Prozesse in lebensweltliche Kontexte eingebettet werden k{\"o}nnen. Transfer findet unserer Erfahrung nach bereits in vielf{\"a}ltiger Form Eingang in die Lehre. Aber h{\"a}ufig fehlen Zeit, Ressourcen und Ansatzpunkte, um Transfer systematisch zu planen, umzusetzen und ihn so zu gestalten, dass er zu nachhaltiger Entwicklung beitragen kann.}, language = {de} } @article{NoeltingMolitorReimannetal.2020, author = {N{\"o}lting, Benjamin and Molitor, Heike and Reimann, Julian and Skroblin, Jan-Hendrick and Dembski, Nadine}, title = {Transfer for Sustainable Development at Higher Education Institutions — Untapped Potential for Education for Sustainable Development and for Societal Transformation}, series = {Sustainabilty}, volume = {12}, journal = {Sustainabilty}, number = {7}, publisher = {MDPI}, issn = {2071-1050}, doi = {10.3390/su12072925}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-2395}, pages = {21}, year = {2020}, abstract = {Higher education institutions (HEIs) are increasingly confronted with societal needs beyond research and teaching. These include sustainable development and technology transfer as well as the practical application of knowledge and ideas. Several HEIs already put sustainable development and transfer into practice. These practitioner-university partnerships comprise a broad range of actors, disciplines, topics, and formats. However, transfer activities that contribute to sustainable development in society still make up only a very small part of HEIs' activities. In response to calls from society as a whole, HEIs could combine transfer and sustainable development more systematically. In this article, we suggest a concept of transfer for sustainable development. The focus is on sustainability transfer in teaching. We used mixed methods for this conceptual work: exploratory workshops, expert interviews, and a case study of transfer in teaching. One of the results presented in this article is a working definition of sustainability transfer at HEIs. In addition, six characteristics for describing sustainability transfer in its various forms are formulated. This conceptualization makes it possible to analyze the diversity of HEIs' sustainability transfer activities, it helps to identify and encourage potential transfer actors at HEIs as well as practitioners, and, thus, tap the full potential of sustainability transfer.}, language = {en} } @article{KrahReimannMolitor2021, author = {Krah, Jennifer and Reimann, Julian and Molitor, Heike}, title = {Sustainability in Brandenburg Study Programs. Perspectives for Anchoring Sustainability in Higher Education Curricula}, series = {Sustainabilty}, volume = {13}, journal = {Sustainabilty}, number = {7}, publisher = {MDPI}, issn = {2071-1050}, doi = {10.3390/su13073958}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-2438}, pages = {32}, year = {2021}, abstract = {The study investigates the extent to which sustainability is anchored in university curricula of a federal state (Brandenburg, Germany). (1) It provides a baseline for identifying opportunities for sustainability-related curriculum reform by analyzing study programs, levels and type of degree, level of anchoring, and context within the documents. (2) The case studies included an analysis and quantitative evaluation of 748 curricular documents. (3) A third of the study programs refer to sustainability; to an equal extent in both bachelor's and master's programs, and to an above-average extent in the fields of science and engineering. There is a strong commitment to sustainability in 12\% of the curricula; however, it is strongly anchored in only 3\% of study and examination regulations, and in only 9\% of module descriptions. (4) For the first time, we have comprehensive results on sustainability in university curricula of an entire federal state and can discuss potentials for its further integration. The innovative method was developed out of the National Monitoring on Education for Sustainable Development (ESD) and adapted to the federal state level; the analysis of curricula through a wider set of variables is transferrable to other states. (5) The study provides indications for the regional development of universities which is crucial for future regional sustainability transformation.}, language = {en} } @article{MartensOeztuerkRindtetal.2022, author = {Martens, D{\"o}rte and {\"O}zt{\"u}rk, {\"O}yk{\"u}m and Rindt, Lara and Twarok, Jana and Steinhardt, Uta and Molitor, Heike}, title = {Supporting biodiversity: Structures of participatory actions in urban green spaces}, series = {Frontiers in Sustainable Cities}, volume = {4}, journal = {Frontiers in Sustainable Cities}, publisher = {Frontiers Media S.A.}, issn = {2624-9634}, doi = {10.3389/frsc.2022.952790}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-3636}, pages = {13}, year = {2022}, abstract = {Biodiversity loss is an important topic considering climate change, global warming, and even the reasoning of current and future animal-related diseases, such as the COVID-19 pandemic. Urban biodiversity is also important because of the ecosystem services they provide, restorative benefits for well-being, and physical health of the people who live in urban areas. Each city has its own strategies to cope with this issue, and these strategies do not function without the contribution of habitants of the cities. We developed an index (BBS) of the existing possibilities to support urban biodiversity in Berlin to measure the awareness and willingness of the Berliners to participate and support urban biodiversity. A survey was conducted in a face-to-face situation in four districts of Berlin with 431 urban residents, measuring preference for three different levels of biodiversity, connectedness to residential greenspace, neighborhood and city, nature relatedness, and willingness in participatory actions around greenspace. The results show that the high biodiversity condition in a photo scenario was preferred by most residents, indicating the appreciation for urban biodiversity. The connectedness to the residential greenspace was high (and higher than the connectedness to neighborhood and city), showing large potential for quality of life. While the overall willingness to participate in actions to support urban greenspace was rather high, our index shows substantial differences in activities, which are perceived more or less. This is a key result for urban park management to increase urban biodiversity participation processes.}, language = {en} } @article{LorenzGersterWodzinowskietal.2022, author = {Lorenz, Tommy and Gerster, Lea and Wodzinowski, Dustin Elias and Wartenberg, Ariani and Martetschl{\"a}ger, Lea and Molitor, Heike and Cremer, Tobias and Bloch, Ralf}, title = {Innovative Teaching and Learning Formats for the Implementation of Agroforestry Systems—An Impact Analysis after Five Years of Experience with the Real-World Laboratory "Ackerbaum"}, series = {Forests}, volume = {13}, journal = {Forests}, number = {7}, publisher = {MDPI}, issn = {1999-4907}, doi = {10.3390/f13071064}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-3092}, pages = {14}, year = {2022}, abstract = {Since 2017, the Eberswalde University for Sustainable Development (HNEE) offers transformative learning modules in their curricula, which are called ITL—Innovative Teaching and Learning formats. Student tutors change into the role of teachers and organize lectures, excursions, and assignments at the Real-World Laboratory "Ackerbaum"—an agroforestry system in the federal state of Brandenburg, Germany. Students can learn about agroforestry systems, participate in research, and take practical action. The examination of the module is a scientific report linked to the experimental area. In this study, an attempt was made to verify the quality and impact of teaching formats in the ITL via the analysis of 53 reports created by 170 students as well as surveys among participants. For this purpose, indicators were formulated that capture the quality of scientific methods and the contribution to higher education for sustainable development. Students and tutors appreciate the open working atmosphere and the possibility to actively participate in the course; many leave the module motivated. Some even move toward transformation in agriculture professionally as, e.g., consultants in the field of agroforestry. As a transformative institution, HNEE offers with ITL a rare opportunity for practical application, scientific methods, and transdisciplinary collaboration with different stakeholders to work on future models to change today's agriculture.}, language = {en} } @misc{MolitorKrahReimannetal.2023, author = {Molitor, Heike and Krah, Jennifer and Reimann, Julian and Bellina, Leonie and Bruns, Antonia}, title = {Zukunftsf{\"a}hige Curricula gestalten - eine Handreichung zur curricularen Verankerung von Hochschulbildung f{\"u}r nachhaltige Entwicklung}, editor = {Krah, Jennifer and Reimann, Julian and Molitor, Heike}, organization = {Arbeitsgemeinschaft f{\"u}r Nachhaltigkeit an Brandenburger Hochschulen}, doi = {10.57741/opus4-379}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-3799}, pages = {1 -- 40}, year = {2023}, abstract = {F{\"u}r die Bew{\"a}ltigung der globalen Herausforderung durch die Gestaltung einer nachhaltigen Entwicklung braucht es die Kompetenzen einer Bildung f{\"u}r nachhaltige Entwicklung (BNE) als Schl{\"u}ssel-Skills f{\"u}r alle relevanten Berufsbilder. Dieser Ansatz kommt im UNESCO-Programm „BNE-2030" zum Ausdruck (National Action Plan On Education For Sustainable Development (NAP) 2017), das den Fahrplan zur Verankerung von BNE im Bildungssektor darstellt. Die Verankerung von BNE in den hochschulrelevanten Rahmendokumenten wird von der Arbeitsgemeinschaft „Nachhaltigkeit an Brandenburger Hochschulen" unterst{\"u}tzt. Die vorliegende Handreichung zur curricularen Verankerung von Hochschulbildung f{\"u}r nachhaltige Entwicklung (HBNE) ist ein Beitrag zur Capacity Building an den Brandenburger Hochschulen. (Hochschul-)Bildung f{\"u}r nachhaltige Entwicklung wird als Bildungsansatz verstanden. „Bildung f{\"u}r nachhaltigen Entwicklung bereitet Menschen darauf vor, aktiv mit den Problemen umzugehen, die eine nachhaltige Entwicklung unseres Planeten bedrohen, und gemeinsam L{\"o}sungen f{\"u}r diese Probleme zu finden. Bildung f{\"u}r nachhaltige Entwicklung (BNE) bedeutet also das empowerment, als Agent*in des Wandels an der Transformation zu sozial gerechteren und {\"o}kologisch integren Gesellschaften mitzuwirken." (Bellina et al. 2020, S.24). In der Handreichung zur curricularen Verankerung von HBNE werden drei Handlungsbereiche beleuchtet: I. Die Verankerung von Schl{\"u}sselkompetenzen f{\"u}r Nachhaltigkeit (Brundiers et al. 2021) in den Studieng{\"a}ngen bzw. in deren Modulbeschreibungen, II. die thematisch-inhaltliche Verankerung von Nachhaltigkeit am Beispiel der Sustainable Development Goals (SDGs) und III. Bildung f{\"u}r nachhaltige Entwicklung didaktisch-methodisch in der Hochschullehre implementieren. Bei der Implementierung dieser drei Elemente wird eine spiral-curriculare Verankerung von HBNE angestrebt, womit ein Studiengang ganzheitlich betrachtet und die Verankerung schrittweise und niveauabh{\"a}ngig vollzogen werden kann. Diese Vorgehensweise erm{\"o}glicht verschiedenste Implementierungsmuster und einen kontinuierlichen Kompetenzaufbau im Laufe des Studiums.}, subject = {Bildung f{\"u}r nachhaltige Entwicklung}, language = {de} } @misc{MolitorKrahReimannetal.2023, author = {Molitor, Heike and Krah, Jennifer and Reimann, Julian and Bellina, Leonie and Bruns, Antonia}, title = {Zukunftsf{\"a}hige Curricula gestalten - eine Handreichung zur curricularen Verankerung von Hochschulbildung f{\"u}r nachhaltige Entwicklung}, editor = {Krah, Jennifer and Reimann, Julian and Molitor, Heike}, organization = {Arbeitsgemeinschaft f{\"u}r Nachhaltigkeit an Brandenburger Hochschulen}, doi = {10.57741/opus4-388}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-3889}, pages = {40}, year = {2023}, abstract = {F{\"u}r die Bew{\"a}ltigung der globalen Herausforderung durch die Gestaltung einer nachhaltigen Entwicklung braucht es die Kompetenzen einer Bildung f{\"u}r nachhaltige Entwicklung (BNE) als Schl{\"u}ssel-Skills f{\"u}r alle relevanten Berufsbilder. Dieser Ansatz kommt im UNESCO-Programm „BNE-2030" zum Ausdruck (National Action Plan On Education For Sustainable Development (NAP) 2017), das den Fahrplan zur Verankerung von BNE im Bildungssektor darstellt. Die Verankerung von BNE in den hochschulrelevanten Rahmendokumenten wird von der Arbeitsgemeinschaft „Nachhaltigkeit an Brandenburger Hochschulen" unterst{\"u}tzt. Die vorliegende Handreichung zur curricularen Verankerung von Hochschulbildung f{\"u}r nachhaltige Entwicklung (HBNE) ist ein Beitrag zur Capacity Building an den Brandenburger Hochschulen. (Hochschul-)Bildung f{\"u}r nachhaltige Entwicklung wird als Bildungsansatz verstanden. „Bildung f{\"u}r nachhaltigen Entwicklung bereitet Menschen darauf vor, aktiv mit den Problemen umzugehen, die eine nachhaltige Entwicklung unseres Planeten bedrohen, und gemeinsam L{\"o}sungen f{\"u}r diese Probleme zu finden. Bildung f{\"u}r nachhaltige Entwicklung (BNE) bedeutet also das empowerment, als Agent*in des Wandels an der Transformation zu sozial gerechteren und {\"o}kologisch integren Gesellschaften mitzuwirken." (Bellina et al. 2020, S.24). In der Handreichung zur curricularen Verankerung von HBNE werden drei Handlungsbereiche beleuchtet: I. Die Verankerung von Schl{\"u}sselkompetenzen f{\"u}r Nachhaltigkeit (Brundiers et al. 2021) in den Studieng{\"a}ngen bzw. in deren Modulbeschreibungen, II. die thematisch-inhaltliche Verankerung von Nachhaltigkeit am Beispiel der Sustainable Development Goals (SDGs) und III. Bildung f{\"u}r nachhaltige Entwicklung didaktisch-methodisch in der Hochschullehre implementieren. Bei der Implementierung dieser drei Elemente wird eine spiral-curriculare Verankerung von HBNE angestrebt, womit ein Studiengang ganzheitlich betrachtet und die Verankerung schrittweise und niveauabh{\"a}ngig vollzogen werden kann. Diese Vorgehensweise erm{\"o}glicht verschiedenste Implementierungsmuster und einen kontinuierlichen Kompetenzaufbau im Laufe des Studiums.}, subject = {Bildung f{\"u}r nachhaltige Entwicklung}, language = {de} } @misc{KrahMolitorReimannetal.2023, author = {Krah, Jennifer and Molitor, Heike and Reimann, Julian and Bellina, Leonie}, title = {Rahmenkonzept f{\"u}r die Weiterbildung "Zukunftsf{\"a}hige Lehre f{\"u}r eine nachhaltige Entwicklung"}, organization = {Arbeitsgemeinschaft f{\"u}r Nachhaltigkeit an Brandenburger Hochschulen}, doi = {10.57741/opus4-394}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-3942}, pages = {1 -- 34}, year = {2023}, abstract = {Wir erleben mit der Klimakrise und dem Verlust biologischer Vielfalt multiple Krisen, die unsere Lebensgrundlage bedrohen, unser soziales Zusammenleben und unsere Demokratien auf die Probe stellen. Zivilgesellschaft, Politik, Wissenschaft und Wirtschaft sind in dieser Situation gefragt, Anpassungs- und L{\"o}sungsstrategien zu entwerfen. Hochschulen nehmen mit ihren Ressourcen in Forschung, Lehre und Transfer eine zentrale Rolle bei dem Umgang und der Bew{\"a}ltigung der immensen Herausforderungen ein. Mit der Weiterbildung „Zukunftsf{\"a}hige Lehre f{\"u}r eine nachhaltige Entwicklung" haben Lehrende und Multiplikator*innen die M{\"o}glichkeit, Vermittlungs- und Lehr-Kompetenzen f{\"u}r eine Bildung f{\"u}r nachhaltige Entwicklung (BNE) an ihren Hochschulen aufzubauen. Durch das Capacity Building an den Brandenburger Hochschulen k{\"o}nnen Studierenden dazu bef{\"a}higt werden, zu einer sozialeren und {\"o}kologisch gerechteren Welt beizutragen.}, subject = {Bildung f{\"u}r nachhaltige Entwicklung}, language = {de} } @article{MartensMolitor2020, author = {Martens, D{\"o}rte and Molitor, Heike}, title = {Play in appropriate natural environments to support child development}, series = {PsyEcology : Bilingual Journal of Environmental Psychology / Revista Biling{\"u}e de Psicolog{\´i}a Ambiental}, volume = {11}, journal = {PsyEcology : Bilingual Journal of Environmental Psychology / Revista Biling{\"u}e de Psicolog{\´i}a Ambiental}, number = {3}, publisher = {Taylor \& Francis}, issn = {2171-1976}, doi = {10.1080/21711976.2020.1782040}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-5034}, pages = {363 -- 396}, year = {2020}, abstract = {Nature experiences are important aspects in the development of children, with positive effects on the physical, mental and social level. Nature experience areas, that is, play areas with natural elements only, instead of constructed play elements, address the aim to support child development. This article analyses the effects of three nature experience areas in a metropolitan area, compared with three playgrounds serving as control areas. In a quasi-experimental design, behaviour observations on play behaviour and autonomy of children playing in either nature experience areas or control playgrounds were conducted in 2017. Results show that the play of children in the nature experience areas was more complex than that of those on the playground. The frequencies of children playing in nature experience areas are lower than on the playground. The autonomous behaviour, measured by social interactions, the involvement of adults and an autonomous mobility, shows a differentiated picture between the three areas. Natural experience areas could provide important aspects to support child developments, and improvements are being discussed.}, language = {en} } @incollection{FriedeMartensHeimannetal.2020, author = {Friede, Claudia and Martens, D{\"o}rte and Heimann, Jutta and Pretzsch, Maren and Molitor, Heike and Bloem-Trei, Bettina and Peters, J{\"u}rgen}, title = {Naturerfahrungsr{\"a}ume in Großst{\"a}dten - Eine M{\"o}glichkeit f{\"u}r Gesundheitsf{\"o}rderung in der Nachbarschaft}, series = {Gesundheit als gesamtgesellschaftliche Aufgabe}, booktitle = {Gesundheit als gesamtgesellschaftliche Aufgabe}, editor = {B{\"o}hm, Katharina and Br{\"a}unling, Stefan and Geene, Raimund and K{\"o}ckler, Heike}, publisher = {Springer}, isbn = {978-3-658-30503-1}, doi = {10.1007/978-3-658-30504-8_36}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-5040}, publisher = {Hochschule f{\"u}r nachhaltige Entwicklung Eberswalde}, year = {2020}, abstract = {Naturerfahrungsr{\"a}ume sind ungestaltete, naturbelassene Fl{\"a}chen, die sich dem Kinderspiel genauso verschreiben wie der {\"o}kologischen Entwicklung. Es zeigt sich, dass Kinder im Vergleich zu Spielpl{\"a}tzen komplexer, kreativer und konzentrierter spielen, dieses Verhalten ist ein Indikator f{\"u}r eine gesunde kindliche Entwicklung. In Berlin wurden 2016 und 2017 drei neue Naturerfahrungsr{\"a}ume in einem interdisziplin{\"a}ren Zusammenhang partizipativ mit Kindern entwickelt und eingerichtet und wissenschaftlich begleitet. Die Bedeutung des/der K{\"u}mmerer*in ist dabei entscheidend f{\"u}r {\"O}ffentlichkeitsarbeit wie auch Sicherheitsaspekte auf der Fl{\"a}che. Die wissenschaftliche Begleitung zeigt, dass Naturerfahrungsr{\"a}ume einen wichtigen Beitrag zur Gesundheitsf{\"o}rderung von Kindern leisten k{\"o}nnen.}, language = {de} }