Linking classroom learning and research to advance ideas about social-ecological resilience

Natalie C. Ban, Emily Boyd, Michael Cox, Chanda L. Meek, Michael Schoon, Sergio Villamayor-Tomas

Research output: Contribution to journalArticle

10 Scopus citations

Abstract

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.

Original languageEnglish (US)
Article number35
JournalEcology and Society
Volume20
Issue number3
DOIs
StatePublished - Sep 1 2015

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Keywords

  • Complex systems
  • Interdisciplinarity
  • Pedagogy
  • Problem-based learning
  • Project-based learning
  • Social-ecological resilience
  • Social-ecological systems
  • Teaching

ASJC Scopus subject areas

  • Ecology

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