Strengthening Sustainability Programs and Curricula at the Undergraduate and Graduate Levels (2020) / Chapter Skim
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5 Developing a Sustainability Work
5 Developing a Sustainability Work
Pages 109-120
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From page 109... ...
In Chapter 5, the focus turns to developing and supporting the individual student, maintaining that a sustainability graduate can become, ideally, an agent of change to create a more sustainable world. CONSIDERATIONS BEYOND THE ACADEMIC Before summarizing the research and related information about developing change agents, it is important to recognize a self-evident and sometimes ignored reality.
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From page 110... ...
While it is beyond the scope of this report to go into these services in detail, several participants pointed out that students must have sustainability in their own life to become an effective sustainability student and, ultimately, sustainability professional. DEVELOPING CHANGE AGENTS Theory and research regarding the role of change agents in achieving SDGs provides important insights into the design of sustainability programs.
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From page 111... ...
A three-level youth engagement model, in which students start by working on a project, then serve in an advisory role, and then feel prepared to take leadership, was provided by one workshop participant as an example for preparing students for leadership and independence.1 Workshop participants also emphasized the power of agile learning 1 See Act for Youth's statement on youth engagement in organizations, available at http://actfor youth.net/youth_development/engagement, accessed on March 11, 2020.
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From page 112... ...
. A network of higher education institutions known as A Network for Graduate Leadership in Sustainability, or ANGLES, was formed to encourage leadership BOX 5-1 The Raw Case Method in the Blue Pioneers Program The raw case method of learning was pioneered by several faculty members at the Yale School of Management and Middlebury Institute of International Studies (MIIS)
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From page 113... ...
Achieving the Sustainable Development Goals will require change agents from multiple disciplines beyond the small percentage who study sustainability in depth (i.e., undergraduate majors or minors and/or as graduate students)
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From page 114... ...
Thus, sustainability education programs should provide training and men toring support to enhance capacities of their graduates to translate knowledge to effective action to meet emerging local, regional, na tional, and global needs. ENHANCING COLLABORATION AMONG SUSTAINABILITY PROFESSIONAL SOCIETIES As sustainability programs emerge and evolve, students, faculty, and program directors would benefit from opportunities to share best practices, obtain guidance on career paths for students, and join a network or community to share ideas and develop shared principles and values.
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From page 115... ...
The organization provides grant funds, solutions toolsets, convenings, and other activities to forward cli mate change action with universities and colleges. • Sustainability Curriculum Consortium (SCC)
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From page 116... ...
, Global Reporting Initiative, and the United Nations Global Compact initiative.8 Successful sustainability education programs will need to pay attention to trends and needs identified by these organizations for both curriculum development and career pathways in sustainability. During the committee's second workshop in Washington, D.C., a participant suggested the need to create peer-to-peer networks on two levels: among leadership (embodied by the Council of Environmental Deans and Directors, since renamed to the Alliance of Sustainability and Environmental Academic Leaders)
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From page 117... ...
Several participants said they would find value in the networking and leadership opportunities that a professional society could offer, although it was pointed out that it would be a challenge to balance the multiple disciplines that make up the field with providing relevant information and opportunities. Despite the challenge, many participants, especially those starting out in their careers, expressed the desire to be part of the kind of community that a professional society could offer.
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From page 118... ...
Another concern related to employment security, including people already in the workplace, if an applicant had not graduated from an "accredited program." End users at the workshops did not consider accreditation a critical aspect in their hiring. While they said they did require graduation from an accredited program vital in fields such as architecture, several said they are more concerned with a sustainability applicant's course work, internships, and competencies.
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From page 119... ...
As sustainability education programs continue to increase and evolve, it is important for existing professional societies concerned with sustainability to consider strategies that could strengthen higher education programs. Such strategies could include opportunities for professional development, networking, collaboration, and data collection, and the development of metrics for assessing, certifying, and/or accrediting programs.
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From page 120... ...
2017. An exploration of sustainability change agents as facilitators of nonformal learning: Mapping a moving and intertwined landscape.
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