Skip to main content

Response: Theory in, theory out: NCSE and the ESS curriculum

Journal of Environmental Studies and Sciences volume 7, pages 200–204 (2017)Cite this article

Abstract

This commentary is a response to the article by James Proctor titled “Theory In, Theory Out: NCSE and the ESS Curriculum” (Environ Stud Sci 5(2):218–223, 2015) which critiques the report Interdisciplinary Environmental and Sustainability Education on the Nation’s Campuses 2012: Curriculum Design (Vincent et al. 2013) and its findings related to environmental studies and sciences (ESS) curricula. Our report does not constrain curricular discussion or evolution nor does it encourage a move toward convergence in ESS curricula as Proctor asserts. Instead, the implications are simply that, while there is a wide diversity of interdisciplinary environmental and sustainability (IES) degrees, there are some shared aspects of the identity of the field and broad approaches to curriculum design. The results also reveal that a degree program’s name is not a reliable indicator of curricular content and that newly emerging programs in sustainability and energy fit within the broad ESS paradigm. All of the National Council for Science and the Environment’s (NCSE) Center for Environmental Education Research (CEER) studies and reports are designed to support ongoing discussion by providing relevant information obtained using rigorous research design and statistical analysis techniques. They are not intended to be prescriptive or support the status quo.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

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

Fig. 1
Fig. 2

References

  • Barton J, Haslett T (2007) Analysis, synthesis, systems thinking and the scientific method: rediscovering the importance of open systems. Syst Res Behav Sci 24:143–155

  • Jahiel AR (2015) Between the local and the global in the Age of the Anthropocene: the case for the “regional” in Environmental Studies and Sciences. Environ Stud Sci 5(2):224–230

    Article  Google Scholar 

  • Phelan L, Mcbain B, Fergeson A, Brown P, Brown V, Hay I, Horsfield R, Taplin R (2015) Learning and teaching academic standards statement for environment and sustainability. Office for Teaching and Learning, Sydney

    Google Scholar 

  • Proctor J (2015) Theory in, theory out: NCSE and the ESS curriculum. Environ Stud Sci 5(2):218–223

    Article  Google Scholar 

  • Stevens J (1996) Applied multivariate statistics for the social sciences, 3rd edn. Erlbaum, Hillsdale

    Google Scholar 

  • Vincent S (2010) Interdisciplinary environmental education on the nation’s campuses: elements of field identity and curriculum design. National Council for Science and the Environment, Washington, DC

    Google Scholar 

  • Vincent S, Focht W (2009) U. S. higher education environmental program managers’ perspectives on curriculum design and core competencies: implications for sustainability as a guiding framework. Int J Sustain High Educ 10(2):164–183

    Article  Google Scholar 

  • Vincent S, Focht W (2010) In search of common ground: exploring identity and the possibility of core competencies for interdisciplinary environmental programs. Environ Pract 12(1):76–86

    Article  Google Scholar 

  • Vincent S, Focht W (2011) Interdisciplinary environmental programs: elements of field identity and curriculum design. J Environ Stud Sci 1(1):14–35

    Article  Google Scholar 

  • Vincent S, Bunn S, Sloane S (2013) Interdisciplinary environmental and sustainability education on the nation’s campuses: curriculum design. National Council for Science and the Environment, Washington, DC

    Google Scholar 

  • Weik A, Withycombe L, Redman CL (2011) Key competencies in sustainability: a reference framework for academic program development. Sustain Sci 6:203–218

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Center for Environmental Education Research, National Council for Science and the Environment, 1101 17th Street, NW, Suite 250, Washington, DC, 20036-4711, USA

    Shirley Vincent

Authors
  1. Shirley Vincent
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Shirley Vincent.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Vincent, S. Response: Theory in, theory out: NCSE and the ESS curriculum. J Environ Stud Sci 7, 200–204 (2017). https://doi.org/10.1007/s13412-015-0301-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13412-015-0301-5

Keywords

  • Core Competency
  • Curriculum Design
  • Importance Rating
  • Curricular Model
  • Abductive Inference