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45 - Approaches to Undergraduate Research in Sustainability

from Part III.6 - Disciplines A–Z

Published online by Cambridge University Press:  11 August 2022

By
Michael A. Reiter  and
Kimberly D. S. Reiter
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
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Summary

Sustainability science education research since the work of Kates et al. (2001) suggests that, despite uncertainties regarding the field and its methods, students are engaged in sustainability research, gain confidence when faced with a real-world problem to address, and learn to interact effectively with stakeholders in a team situation. Sustainability science education also benefits from introducing students to interdisciplinarity and wicked problem-solving. Challenges include the lack of agreement on what sustainability education entails, institutional resistance to interdisciplinary approaches, staffing and funding, lack of administrative support, and identifying and assessing key competencies. However, despite the challenges, there are several notable approaches developed and programs initiated for undergraduates.

Keywords

community-based researcheducation for sustainable developmentinterdisciplinary educationsustainabilitysustainability educationsustainability sciencesustainable human and environmental systemssystemic synthesisundergraduate educationundergraduate research
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 423 - 430
Publisher: Cambridge University Press
Print publication year: 2022

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References

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