Sonya M. Remington?Doucette|Kim Y. Hiller Connell|Cosette M. Armstrong|Sheryl L. Musgrove
Assessing sustainability education in a transdisciplinary undergraduate course focused on real?world problem solving
Arizona State University|Kansas State University|Arizona State University|Kansas State University|Oklahoma State University|Oklahoma State University Oklahoma City|Arizona State University|Kansas State University|Oklahoma State University|Oklahoma State University Oklahoma City
purpose purpose paper present results classroom assessment aimed determining extent key sustainability competencies develop students introductory transdisciplinary sustainability course designmethodologyapproach paper summarizes three previously identified key sustainability competencies describes teaching methodologies used introductory course described foster competencies students development competencies course one semester assessed using preposttest based case analyses implications findings academic sustainability programs discussed findings based assessment used sustainability competencies developed differently students different disciplinary affiliations result introductory sustainability course business majors improve key competencies sustainability majors improved systems thinking competence sustainability minors majoring another traditional discipline improved competencies originalityvalue paper contributes undergraduate sustainability education shedding light sustainability might best incorporated specific academic programs information may help create effective sustainability courses academic programs may maintain viability current sustainability programs promote institutionalization sustainability higher education general