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Educating the Aware, Informed and Action-Oriented Sustainable Citizen

Author

Listed:
  • Audrey L. Schroer

    (Department of Civil and Environmental Engineering, University of Iowa, 4111 Seamans Center for the Engineering Arts and Sciences, Iowa City, IA 52241, USA)

  • Heili E. Lowman

    (Department of Civil and Environmental Engineering, University of Iowa, 4111 Seamans Center for the Engineering Arts and Sciences, Iowa City, IA 52241, USA)

  • Craig L. Just

    (Department of Civil and Environmental Engineering, University of Iowa, 4111 Seamans Center for the Engineering Arts and Sciences, Iowa City, IA 52241, USA)

Abstract

The Introduction to Sustainability course at the University of Iowa seeks to educate the aware, informed and action-oriented sustainable citizen. A phenomenographic analysis and retrospective pretest were utilized to determine how students formed conceptions of sustainability as a result of completing the course. The study indicated that student conceptions of sustainability can be characterized by the “aware, informed and action-oriented” spectrum. In written reflections following service-learning experiences, students provided ample examples of “awareness moments” where they expressed a first encounter with a wicked problem. In these same reflections, students provided examples of being able to move beyond awareness toward an action-orientation. Many students that were called to action through a service-learning experience expressed hesitation regarding their level of knowledge regarding certain issues. But, many students with this hesitation decided their next action step would be to become more informed. Therefore, even when confronted by a sustainability issue or dilemma that students felt were beyond their knowledge level, they many times expressed an action pathway to become more informed. By challenging student thought processes and exposing the immediate need for global change, the Introduction to Sustainability course empowered students to become aware, informed, and action-oriented sustainable citizens.

Suggested Citation

  • Audrey L. Schroer & Heili E. Lowman & Craig L. Just, 2015. "Educating the Aware, Informed and Action-Oriented Sustainable Citizen," Sustainability, MDPI, vol. 7(2), pages 1-15, February.
    • Handle: RePEc:gam:jsusta:v:7:y:2015:i:2:p:1985-1999:d:45813
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    References listed on IDEAS

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    1. Katrine Dahl Madsen, 2013. "Unfolding Education for Sustainable Development as Didactic Thinking and Practice," Sustainability, MDPI, vol. 5(9), pages 1-12, September.
    2. Anna Reid & Peter Petocz & Paul Taylor, 2009. "Business Students’ Conceptions of Sustainability," Sustainability, MDPI, vol. 1(3), pages 1-12, September.
    3. Joanna Blake & Stephen Sterling & Ivor Goodson, 2013. "Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College," Sustainability, MDPI, vol. 5(12), pages 1-26, December.
    4. Gillian Bowser & Ulrike Gretzel & Elizabeth Davis & Mark Brown, 2014. "Educating the Future of Sustainability," Sustainability, MDPI, vol. 6(2), pages 1-10, February.
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    2. Gabriel Brătucu & Anca Madar & Dana Boşcor & Codruţa Adina Băltescu & Nicoleta Andreea Neacşu, 2016. "Road Safety Education in the Context of the Sustainable Development of Society: The Romanian Case," Sustainability, MDPI, vol. 8(3), pages 1-13, March.
    3. Katri Varis & Ilpo Jäppinen & Sirpa Kärkkäinen & Tuula Keinonen & Esko Väyrynen, 2018. "Promoting Participation in Society through Science Education," Sustainability, MDPI, vol. 10(10), pages 1-16, September.
    4. Robin A. Lewis & Mollie J. Kenerson & Carmen Sorrentino & Tarah H. Rowse, 2019. "Experiencing Sustainability Education: Insights from a Living and Learning Programme," Journal of Education for Sustainable Development, , vol. 13(1), pages 24-44, March.

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