Piloting a Methodology for Sustainability Education: Project Examples and Exploratory Action Research Highlights

Cory Jensen,Aditi Chopra,Mohamed Kotaish,Taqdees I. Widekar,Rahat Alam,Kiran A. Jacob

doi:10.28991/esj-2019-01194

Abstract

This invited writing shares the education methodology known as Wicked problem, Experiences, Available Resources, Solution-Innovation (WEARS) and results from applying a pilot education program with a group of international students. The pilot involved three components that contribute to enhancing leadership skills based on stakeholder informed or bottom-up change: 1) developing a professional competition, 2) proposing a WEARS project, and 3) initiating a related outreach event. Outlines of student projects are shared. Students’ interests in generalized sustainability related education topics were polled and results are presented as an average of the group. Reflection on conducting the pilot is also presented from an exploratory action research perspective. Potential translation to higher education sustainability related projects was a driver for action research. Several conclusions are shared related to the educational structure and content for application of the WEARS methodology at a higher education institution. Future research and iterations of the program are proposed in coordination with a higher education institution that promotes interdisciplinary education. Specifically, means to select program candidates and longitudinal study of overall impacts are proposed as necessary to continuously update the WEARS methodology.

Highlights

This invited writing shares the education methodology known as Wicked problem, Experiences, Available Resources, Solution-Innovation (WEARS) and results from applying a pilot education program with a group of international students
Based on ten positive responses, five participants completed the pilot program geared toward strategic efforts: 1) creating membership and membership value, 2) promoting learning of sustainability concepts, and 3) team project work with volunteers to develop committee based project work with larger institutional impact
The three prongs involved evaluating how to apply the WEARS method to a potential project, outreach to local communities based on all learning activities, and implementation of a new project as part of a professional society

Summary

Introduction

This invited writing shares the education methodology known as Wicked problem, Experiences, Available Resources, Solution-Innovation (WEARS) and results from applying a pilot education program with a group of international students. Advances in sustainability sciences will involve developing multidisciplinary practitioners with social science plus science, technology, engineering and mathematics (STEM) skills. This premise builds upon global call and efforts to strengthen multidisciplinary education. This research shares a bottom-up education research approach with an example three-part pilot program involving a group of international undergraduate engineering students. Direct interactions with society and the incorporation of personal reflection processes (Figure 2) separate action research practitioners from traditional science at the bench methods, such as hypothesis testing. The accepted concept of the scientific method can involve feedback but is often related to a single line of inquiry (or even question) that does not involve personal beliefs or larger complex social systems (Figure 3)

Methods

Results

Conclusion