Sponsor
Nohad A. Toulan School of Urban Studies and Planning
First Advisor
Loren Lutzenhiser
Date of Publication
Spring 5-12-2015
Document Type
Thesis
Degree Name
Master of Urban Studies (M.U.S.)
Department
Urban Studies and Planning
Language
English
Subjects
Sustainability -- Study and teaching (Higher) -- Oregon -- Portland, Experiential learning -- Study and teaching (Higher) -- Oregon -- Portland, Career development -- Study and teaching (Higher) -- Oregon -- Portland
DOI
10.15760/etd.2313
Physical Description
1 online resource (v, 68 pages)
Abstract
This study focuses on sustainability in higher education and the competencies essential to address sustainability issues. Because sustainability issues are complex, "wicked", and dynamic, sustainability education programs need to reflect the interdisciplinary and collaborative nature of the field. Graduates who are competent in sustainability research and problem solving will have the knowledge, skills, and attitude necessary to analyze a sustainability problem systemically and comprehensively, then will construct and implement interventions to reach optimal sustainability solutions. To prepare graduates, sustainability education programs should facilitate the development of key sustainability competencies (Wiek, Withycombe, & Redman, 2011). Such programs provide an interdisciplinary approach that incorporates real-world sustainability issues through a combination of formal (guided by curriculum) and informal (not guided by curriculum) learning environments.
This study examines Community Environmental Services (CES), a research and service unit at Portland State University (PSU) that has been providing students informal learning opportunities connected to real-world projects. CES projects provide students opportunities to work with community partners addressing waste, recycling, and materials management issues. The intent of this research is to determine if CES provides students real-world learning opportunities not provided in traditional academic programs that facilitate the development of sustainability competencies, and positively influence students' employment opportunities post-graduation.
The findings from this research suggest that CES alumni believed they were proficient in each of the key sustainability competencies, which were developed equally through their experiences working at CES and their academic program. This study also found that CES alumni felt their experiences working at CES- including the development of professional skills and building a professional network- had more of an impact on future employment and career opportunities than their academic degree or other sources. The findings and insights from this research provide a model for sustainability education that can be replicated by other universities. A combination of formal sustainability curriculum integrated across campus, and informal real-world learning opportunities help facilitate student development of key sustainability competencies.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/15494
Recommended Citation
Anderson, Erin Lorene, "Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services" (2015). Dissertations and Theses. Paper 2316.
https://doi.org/10.15760/etd.2313