TY - JOUR
T1 - Learning while transforming
T2 - Solution-oriented learning for urban sustainability in Phoenix, Arizona
AU - Wiek, Arnim
AU - Kay, Braden
N1 - Funding Information:
We would like to thank Ariane König for inviting us to contribute to this Special Issue. Angela Xiong has assisted us in preparing material for this article. We would like to thank our colleagues, Aaron Golub, Christopher Boone, Rob Melnick, Sander van der Leeuw, and Charles Redman for their long-standing collaboration, encouragement, and support in implementing the solution-oriented sustainability learning program at the School of Sustainability. We acknowledge financial support through the Community Challenge Grant Award ‘Reinvent Phoenix – Cultivating Equity, Engagement, Economic Development and Design Excellence with Transit-Oriented Development,’ funded by the U.S. Department of Housing and Urban Development (HUD) . The findings and observations contained in this article are those of the authors and do not necessarily reflect the views of HUD.
Publisher Copyright:
© 2015 Elsevier B.V.
PY - 2015/10/1
Y1 - 2015/10/1
N2 - Conventional educational settings struggle with enabling students to acquire competence in collectively solving sustainability problems. Such competence is best conveyed in real-world learning settings. Solution-oriented sustainability learning (SOSL) programs create and utilize such settings. Here, students directly contribute to sustainability-oriented transformations of cities, businesses, or government organizations, while building their proficiency in sustainability problem-solving. SOSL programs, however, often face obstacles such as lack of faculty capacity and insufficient resources. This article reports on experiences from SOSL courses in Phoenix, as part of the SOSL program in the School of Sustainability at Arizona State University. Addressing accomplishments and challenges, we offer constructive lessons to other universities on how to start or enhance SOSL courses and programs.
AB - Conventional educational settings struggle with enabling students to acquire competence in collectively solving sustainability problems. Such competence is best conveyed in real-world learning settings. Solution-oriented sustainability learning (SOSL) programs create and utilize such settings. Here, students directly contribute to sustainability-oriented transformations of cities, businesses, or government organizations, while building their proficiency in sustainability problem-solving. SOSL programs, however, often face obstacles such as lack of faculty capacity and insufficient resources. This article reports on experiences from SOSL courses in Phoenix, as part of the SOSL program in the School of Sustainability at Arizona State University. Addressing accomplishments and challenges, we offer constructive lessons to other universities on how to start or enhance SOSL courses and programs.
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U2 - 10.1016/j.cosust.2015.07.001
DO - 10.1016/j.cosust.2015.07.001
M3 - Review article
AN - SCOPUS:84939182508
SN - 1877-3435
VL - 16
SP - 29
EP - 36
JO - Current Opinion in Environmental Sustainability
JF - Current Opinion in Environmental Sustainability
ER -