Changing from current unsustainable production, consumption, and disposal patterns will clearly require technological, political and other structural changes, but also individual behavior change. Consumer demand and individuals’ purchasing power exerts pressure on many parts of the production system, including how crops are produced (i.e., organic), products are packaged and labeled (i.e., rBGH-free labels on milk), and even where products are distributed and how they are disposed of. Individual consumer behaviors have even led to political and structural changes overtime, such the consumer boycott of tuna which led to 1990 US legislation creating the "Dolphin Safe" tuna label.

One of the central ways to foster responsible citizenry and promote sustainable production is to harness the capacity of teachers and schools to create change. Educating for conscious consumerism is a critical part of creating changes in production, consumption and disposal systems, but our current education system and approaches often reinforce unsustainable practices that neglect subjective ways of knowing as well as action and change. Research and experience suggests that traditional, information intensive teaching about sustainability alone does not motivate the behavior change a transition to sustainability will require. Utilizing a previously developed framework that identifies four distinct types of knowledge—declarative, procedural, effectiveness and social—we hypothesize that procedural, effectiveness and social knowledge are important predictors of an individual’s participation in sustainable behaviors, while declarative (information) knowledge is not. While the knowledge domain framework has been theoretically detailed by other researchers (Kaiser & Fuhrer, 2003; Frisk & Larson, 2011) and qualitatively assessed through an intensive case study education program (Redman 2013), to date, this is the first quantitative assessment of the relationship between the four domains of knowledge and sustainability-related behaviors.

We tested our hypothesis through an extensive survey of 346 current and future K-12 teachers about sustainable food and waste knowledge and behaviors. The survey results supported our hypothesis that high levels of declarative knowledge alone did not predict increased participation in sustainable behaviors while procedural and social knowledge were statistically significant predictors of sustainable food behaviors and procedural, effectiveness, and social knowledge were all statistically significant predictors of sustainable waste behaviors. Through active incorporation of appropriate forms of procedural, effectiveness, and social knowledge into the K-12 classroom, educators can empower the next generation to make individual changes based on their vision of the future and insist on structural and institutional changes that are essential for a successful transition to sustainability.

Teacher education for sustainability is a central part of integrating sustainability into classrooms and schools. However, educating for sustainability is not limited to increased content knowledge; rather it encompasses different forms of knowledge that embrace the normative, dynamic and action-oriented nature of sustainability. Curriculum for a summer sustainability program had previously been developed based on an interdisciplinary approach which incorporates research and practice from the fields of education pedagogy, sustainability and behavior change.

This article synthesizes the insights provided by K-12 teachers who participated in this program and another teacher who utilized the curriculum during a sustainability unit in her 8th form science class in Phoenix, AZ. Data was collected through surveys and interviews over the course of a year. The key findings indicate that one of the major barriers to moving away from traditional, didactic approaches to education is the importance placed on standardized tests. As long as external forces and incentive structures reinforce methods of lecture and assess, teachers will struggle transitioning to more experiential, real-world methods that enhance a multiplicity of knowledge. One important suggestion made by the teachers was for increased support by universities through pre-service and in-service programs focused on educating for sustainability.

Achieving a sustainable future requires that individuals adopt sustainable behaviors, which are often learned and cemented at a young age. Yet, traditional education efforts have been inadequate in fostering transformative change, in part because many programs focus on fact-heavy, teacher-centered techniques while neglecting the practices that behavioral and sustainability scholars highlight as central to creating change.

To address this gap, the pre-sent research integrates three critical yet mostly disparate bodies of research— educational pedagogy, behavior change, and sustainability competencies. This interdisciplinary approach to education was implemented and evaluated with a small group of students during an intensive summer program and year-long case study. The curriculum focused on food and waste behaviors and utilized experiential, real-world, problem-based methods in order to increase competence in sustainability and promote pro-environmental actions. The impact of the program was assessed through surveys, interviews, videos, and participant observations.

The data showed that significant changes in knowledge and behaviors were achieved, while suggesting that social knowledge in terms of food is more resistant to change as compared to that of waste. Throughout the year, students maintained significant behavior changes in terms of their waste decisions; however, sustainable food behaviors were more resistant to long-term change due to the students’ social and cultural environment. This article will detail the education program and assessment techniques while highlighting each student’s unique characteristics, barriers to change, and motivations for action.

Educational interventions are a promising way to shift individual behaviors towards Sustainability. Yet as this research confirms, the standard fare of education, declarative knowledge, does not work. This study statistically analyzes the impact of an intervention designed and implemented in Mexico using the Educating for Sustainability (EfS) framework which focuses on imparting procedural and subjective knowledge about waste through innovative pedagogy. Using data from three different rounds of surveys we were able to confirm:

1. The importance of subjective and procedural knowledge for Sustainable behavior in a new context.
2. The effectiveness of the EfS framework.
3. The importance of changing subjective knowledge for changing behavior.

Yet, while the impact was significant in the short term, one year later most if not all of those gains had evaporated. Interventions targeted at subjective knowledge will work, but more research is needed on how to make behavior change for durable sustainability.

Current educational systems are trying to transform their practices with those that align with critical thinking skills, collaboration amongst students and allowing students to feel motivated and engaged in learning. Within a special education classroom at a Title I high school located in South Tempe, Arizona, a design was innovated in order to attempt to enhance this learning environment to foster students’ ability to build intrinsic motivation and engaged within their classroom through collaboration and the autonomy supported by the teacher and this innovation. Throughout this paper, you will be able to see the contextual analysis, theoretical inspirations, design constructs and analysis of the implementation within two separate class periods.

Objective: to explore currently available Open Educational Resources related to Health Sciences programs to increase available options for free, high quality, online educational materials to support Health Sciences faculty, researchers, and students in online, hybrid, and in-person courses at Arizona State University.

Background/Methods: Following the successful Open Access movement, the Open Education movement is expanding free, online access to Open Educational Resources (OERs), beyond research published in scholarly journals. Similar to the Open Access movement, Open Educational resources are of high quality, available for free, online, with minimal or no licensing restrictions. They include, but are not limited to: syllabi and course modules, open textbooks, and massive open online courses (MOOCs). Arizona State University (ASU) has many fully online degree programs from undergraduate to graduate level, as well as supplemental and continuing education certificates. ASU also has many hybrid programs and in-person courses that include online components. Instructors are often searching for online videos or other high quality, online educational materials that they can incorporate in their courses. OERs may provide some useful options. ASU Libraries became involved in Open Education Week in March 2013. To expand on our involvement and increase resource options at ASU, the presenters decided to begin identifying useful OERs for health sciences. To do so, the presenters searched for and evaluated 2-3 sources for OERs each and noted the advantages and/or disadvantages of each, as well as any highly useful specific OERs.

Results: The presenters will discuss the advantages and/or disadvantages of evaluated sources for Open Educational Resources and any highly useful specific OERs identified. We will also provide a brief overview of open source tools related to citation management.

Conclusion: Come to this presentation to explore the Open Education movement: hear about one research university library system's start with Open Education Week, and get an overview of free, online options for high quality Open Educational Resources in the Health Sciences.

As health information professionals we are familiar with specialized resources such as PubMed and CINAHL but less familiar with general freely available tools such as Google, Google Scholar, and other open Google tools. We wondered:

1. What Google tools are Health Sciences Researchers and Healthcare Professionals using, and how are they using them?
2. How effective are Google and/or Google Scholar for literature searching?
3. What other research is needed in this area?

Methods:
We searched for: ‘Google’ across five health sciences and health sciences related databases (CINAHL, Cochrane, PsycInfo, PubMed, Web of Science) and in Google Scholar (*For Google Scholar we searched: health AND google). We reviewed the first 100 citations from each database and selected results that: 1. Mentioned use of a Google tool, or 2. Discussed the effectiveness of Google or Google Scholar in scholarly literature searching. Out of the second group, we selected and read the 10 most relevant articles discussing the effectiveness of Google and/or Google Scholar for literature searching. We tried out recommended best practices to search for topics we had previously searched only in subject specific databases.

Results:
Health Sciences Researchers and Healthcare Professionals use many Google tools for a variety of purposes. Each tool was used in different ways by authors writing in the Health Sciences (see pie charts and examples in poster). Regarding literature searching the poster includes Google Scholar content sources, Top Search Strategies for Google Scholar, and Considerations for using Google Scholar for literature searching.

Conclusions:
Health Science researchers use a variety of Google tools to gather and manipulate data, and to visualize and disseminate results. Health care professionals use Google tools to facilitate interventions and for interactive educational materials. For Literature searching our results encourage using Google Scholar to complement subject specific databases. Its unique content makes it a valuable resource for finding additional documents.