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Teaching Sustainable Responsibility through Informal Undergraduate Design Education

Author

Listed:
  • Louise R. Manfredi

    (School of Design, Syracuse University, Syracuse, NY 13244, USA)

  • Meriel Stokoe

    (Arts Administration, Le Moyne College, Syracuse, NY 13214, USA)

  • Rebecca Kelly

    (School of Design, Syracuse University, Syracuse, NY 13244, USA)

  • Seyeon Lee

    (School of Design, Syracuse University, Syracuse, NY 13244, USA)

Abstract

Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.

Suggested Citation

  • Louise R. Manfredi & Meriel Stokoe & Rebecca Kelly & Seyeon Lee, 2021. "Teaching Sustainable Responsibility through Informal Undergraduate Design Education," Sustainability, MDPI, vol. 13(15), pages 1-13, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8378-:d:602478
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    References listed on IDEAS

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    1. Sunita Prugsamatz Ofstad & Monika Tobolova & Alim Nayum & Christian A. Klöckner, 2017. "Understanding the Mechanisms behind Changing People’s Recycling Behavior at Work by Applying a Comprehensive Action Determination Model," Sustainability, MDPI, vol. 9(2), pages 1-17, February.
    2. W. Kip Viscusi & Joel Huber & Jason Bell, 2011. "Promoting Recycling: Private Values, Social Norms, and Economic Incentives," American Economic Review, American Economic Association, vol. 101(3), pages 65-70, May.
    3. McLaughlin, John A. & Jordan, Gretchen B., 1999. "Logic models: a tool for telling your programs performance story," Evaluation and Program Planning, Elsevier, vol. 22(1), pages 65-72.
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    Cited by:

    1. Bert Vuylsteke & Louise Dumon & Jan Detand & Francesca Ostuzzi, 2022. "Creating a Circular Design Workspace: Lessons Learned from Setting up a “Bio-Makerspace”," Sustainability, MDPI, vol. 14(4), pages 1-21, February.
    2. Paul Micklethwaite, 2022. "Sustainable Design Masters: Increasing the Sustainability Literacy of Designers," Sustainability, MDPI, vol. 14(6), pages 1-21, March.
    3. Muhammad Farooq & Jie Cheng & Noor Ullah Khan & Roselina Ahmad Saufi & Nagina Kanwal & Hanieh Alipour Bazkiaei, 2022. "Sustainable Waste Management Companies with Innovative Smart Solutions: A Systematic Review and Conceptual Model," Sustainability, MDPI, vol. 14(20), pages 1-19, October.

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