TY - JOUR
T1 - Linking classroom learning and research to advance ideas about social-ecological resilience
AU - Ban, Natalie C.
AU - Boyd, Emily
AU - Cox, Michael
AU - Meek, Chanda L.
AU - Schoon, Michael
AU - Villamayor-Tomas, Sergio
N1 - Publisher Copyright:
© 2015 by the author(s).
PY - 2015/9
Y1 - 2015/9
N2 - There is an increasing demand in higher education institutions for training in complex environmental problems. Such training requires a careful mix of conventional methods and innovative solutions, a task not always easy to accomplish. In this paper we review literature on this theme, highlight relevant advances in the pedagogical literature, and report on some examples resulting from our recent efforts to teach complex environmental issues. The examples range from full credit courses in sustainable development and research methods to project-based and in-class activity units. A consensus from the literature is that lectures are not sufficient to fully engage students in these issues. A conclusion from the review of examples is that problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. This could greatly be facilitated by online hubs through which teachers, students, and other members of the practitioner and academic community share experiences in teaching and research, the way that we have done here.
AB - There is an increasing demand in higher education institutions for training in complex environmental problems. Such training requires a careful mix of conventional methods and innovative solutions, a task not always easy to accomplish. In this paper we review literature on this theme, highlight relevant advances in the pedagogical literature, and report on some examples resulting from our recent efforts to teach complex environmental issues. The examples range from full credit courses in sustainable development and research methods to project-based and in-class activity units. A consensus from the literature is that lectures are not sufficient to fully engage students in these issues. A conclusion from the review of examples is that problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. This could greatly be facilitated by online hubs through which teachers, students, and other members of the practitioner and academic community share experiences in teaching and research, the way that we have done here.
KW - Complex systems
KW - Interdisciplinarity
KW - Pedagogy
KW - Problem-based learning
KW - Project-based learning
KW - Social-ecological resilience
KW - Social-ecological systems
KW - Teaching
UR - http://www.scopus.com/inward/record.url?scp=84943165046&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84943165046&partnerID=8YFLogxK
U2 - 10.5751/ES-07517-200335
DO - 10.5751/ES-07517-200335
M3 - Article
AN - SCOPUS:84943165046
SN - 1708-3087
VL - 20
JO - Ecology and Society
JF - Ecology and Society
IS - 3
M1 - 35
ER -