Abstract
The global higher education student population is largely comprised of those within Generation Z, generally characterized by their care and concern for the well-being of our world. However, many are still experiencing a curriculum designed decades ago for their parents or grandparents who lived in a world arguably far less attuned to issues such as climate change, sustainable development, and inequality.
This paper details a case study of a liberal arts career capstone course that aligns theoretical career development frameworks with the United Nations Sustainable Development Goals (SDGs), modernizing the curriculum to help students explore their potential contributions to a more sustainable world. With reflective elements throughout the course, students envision how they can take the skills and experiences amassed during their studies in order to transform into leaders and change agents in their future organizations and communities.
The main pedagogical interventions from this innovative for-credit course are featured, such as a portfolio with an SDG-infused mission statement and an information interview assignment exploring how professional fields can contribute to the SDGs. This paper will be of interest to faculty, administrators, and curriculum developers interested in infusing sustainable education and the SDGs into the curriculum.
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Ho, C.T.Y. (2023). Making Career Development Sustainable: A Senior Capstone Course Case Study. In: Leal Filho, W., Lange Salvia, A., Pallant, E., Choate, B., Pearce, K. (eds) Educating the Sustainability Leaders of the Future. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-031-22856-8_17
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DOI: https://doi.org/10.1007/978-3-031-22856-8_17
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