 More recent feminist pragmatist pedagogies integrate scholarship on wicked problems, sustainability education, and community engagement (Lake 2015; Whipps 2014a); Parker 2010). This educational approach extends the work of Dewey and Addams, highlighting the need for “context-sensitive, dialogue-driven, action-based” learning (Lake 2015: 252). The integration and application of these fields offers students opportunities to impact real problems, develop skills, and foster virtues necessary for collaboratively addressing public problems. Current research on this form of education highlights how it prepares students to take on the role of an integrator and “boundary spanner” (Ramaley 2014: 12) in addition to  fostering “change agent” skills (Svanström, Lozano-García, and Rowe 2008).