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Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development

Author

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  • Carlie D. Trott

    (Department of Psychology, University of Cincinnati, Cincinnati, OH 45221, USA)

  • Andrea E. Weinberg

    (Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ 85287, USA)

  • Laura B. Sample McMeeking

    (STEM Center, Colorado State University, Fort Collins, CO 80523, USA)

Abstract

PAR-based UREs are undergraduate research experiences (UREs)—built into university-community partnerships—that apply principles of participatory action research (PAR) towards addressing community-defined challenges. In this paper, we advance PAR-based UREs as an action-oriented framework through which higher education institutions can simultaneously enact and advance the United Nations sustainable development agenda, while cultivating student development. We draw upon interdisciplinary scholarship on sustainable development and PAR, as well as empirical findings from a pilot program, to accomplish dual goals. First, through the lens of six Sustainable Development Goal (SDG) clusters, we explore the synergies between undergraduate PAR engagement and sustainable development, explaining how PAR-based UREs can prefigure and facilitate SDG achievement by promoting cross-sector collaboration and supporting diverse stakeholder engagement through community-driven research and action. Second, within each SDG cluster, we offer complementary reflections and recommendations around the design and implementation of PAR-based UREs towards advancing students’ skills and abilities as: (1) Community Collaborators (and Learners); (2) Community-Engaged Researchers; (3) (Interdisciplinary) Scholars; (4) Agents of Change; (5) (Sustainable) Co-Innovators; and (6) Institutional Representatives. Finally, we discuss the critical role of higher education institutions in minimizing structural barriers to PAR-based URE implementation, given their prefigurative and practical potential for both SDG achievement and student development.

Suggested Citation

  • Carlie D. Trott & Andrea E. Weinberg & Laura B. Sample McMeeking, 2018. "Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development," Sustainability, MDPI, vol. 10(9), pages 1-21, September.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:9:p:3332-:d:170508
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    References listed on IDEAS

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    3. Jaime González-Domínguez & Gonzalo Sánchez-Barroso & Francisco Zamora-Polo & Justo García-Sanz-Calcedo, 2020. "Application of Circular Economy Techniques for Design and Development of Products through Collaborative Project-Based Learning for Industrial Engineer Teaching," Sustainability, MDPI, vol. 12(11), pages 1-16, May.
    4. Göran Finnveden & Julie Newman & Leendert A. Verhoef, 2019. "Sustainable Development and Higher Education: Acting with a Purpose," Sustainability, MDPI, vol. 11(14), pages 1-4, July.
    5. Zahid Yousaf & Daniela Mihai & Umair Tanveer & Mădălina Brutu & Smaranda Toma & Sheikh Muhammad Zahid, 2022. "Organizational Innovativeness in the Circular Economy: The Interplay of Innovation Networks, Frugal Innovation, and Organizational Readiness," Sustainability, MDPI, vol. 14(11), pages 1-13, May.
    6. Amila Omazic & Bernd Markus Zunk, 2021. "Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions," Sustainability, MDPI, vol. 13(14), pages 1-45, July.
    7. Jennifer Keahey, 2021. "Sustainable Development and Participatory Action Research: A Systematic Review," Systemic Practice and Action Research, Springer, vol. 34(3), pages 291-306, June.
    8. Liette Vasseur & Mary J. Thornbush & Steve Plante, 2022. "Engaging Communities in Adaptation to Climate Change by Understanding the Dimensions of Social Capital in Atlantic Canada," Sustainability, MDPI, vol. 14(9), pages 1-13, April.
    9. Sebastian Kretschmer & Sheena Dehm, 2021. "Sustainability Transitions in University Food Service—A Living Lab Approach of Locavore Meal Planning and Procurement," Sustainability, MDPI, vol. 13(13), pages 1-31, June.
    10. Loredana Manasia & Maria Gratiela Ianos & Teodora Daniela Chicioreanu, 2019. "Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness," Sustainability, MDPI, vol. 12(1), pages 1-24, December.

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