Skip to main content

Advertisement

Log in

Integrated traditional and applied education—exploring sustainable cities and regions in classrooms and communities

  • Published:
Journal of Environmental Studies and Sciences Aims and scope Submit manuscript

Abstract

The most effective and promising models for teaching sustainability sciences and studies in a university setting are a topic of vigorous debate. This paper discusses an integrated sustainability curriculum at a large public university, which serves students from departments such as city and regional planning, environmental studies and sciences, geography, and many more, as well as professional schools such as public health, journalism, business, and government. We describe an integrated suite of sustainability offerings that link available academic opportunities laterally across campus to touch more students at once as well as longitudinally to provide individual students with a progressively more focused academic experience. Finally, we share lessons learned from the development of new curriculum over the last decade. The curriculum described here illuminates the larger discussion on emerging models for educating university students in planning for prosperous, stable, efficient, and just cities and regions.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  • AASHE (2014) http://www.aashe.org/resources/academic-programs/. Accessed 7 March 2014

  • Barr RB, Tagg J (1995) From teaching to learning—a new paradigm for undergraduate education. Change: The Magazine of Higher Learning November/December:13–25

  • Bringle RG, Hatcher JA (1996) Implementing service learning in higher education. J High Educ 67(2):221–239

    Article  Google Scholar 

  • Cantor JA (1997) Experiential learning in higher education: linking classroom and community. ERIC Clearinghouse on Higher Education, Washington DC

    Google Scholar 

  • Clark WC (2007) Sustainability science: a room of its own. Proc Natl Acad Sci 104(6):1737–1738

    Article  CAS  Google Scholar 

  • Jacobson SK, McDuff MD, Monroe MC (2006) Conservation education and outreach techniques. Oxford University Press, New York

    Book  Google Scholar 

  • Kates RW (2011) What kind of a science is sustainability science? Proc Natl Acad Sci 108(49):19449–19450

    Article  CAS  Google Scholar 

  • Kolb DA (1984) Experiential learning: experience as the source of learning and development. Prentice Hall, Englewood Cliffs

    Google Scholar 

  • Kolb AY, Kolb DA (2005) Learning styles and learning spaces: enhancing experiential learning in higher education. Acad Manag Learn Educ 4(2):193–212

    Article  Google Scholar 

  • Moon JA (2013) A handbook of reflective and experiential learning: theory and practice. Routledge Falmer, London

    Google Scholar 

  • Rowland P (2010) The many faces of sustainability. J Sustain Educ

  • Shay E, Gray KM (under review) What makes a successful community-engaged student research course? Data-driven, policy-relevant projects link students and faculty with client organizations. Curr Opin Environ Sustain

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Elizabeth Shay.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Shay, E., Caplow, S. Integrated traditional and applied education—exploring sustainable cities and regions in classrooms and communities. J Environ Stud Sci 7, 296–300 (2017). https://doi.org/10.1007/s13412-014-0219-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13412-014-0219-3

Keywords

Navigation