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Instructor–Student Mentoring: Strengths of Transformative Sustainability Learning and Its Direct Application to Impact Industry and Curricular Refinement

Author

Listed:
  • Brian P. McCullough

    (Center for Sport Management Research and Education, Division of Sport Management, Texas A&M University, College Station, TX 77843, USA)

  • Jamee A. Pelcher

    (KRSS Department, College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN 37996, USA)

Abstract

There is a growing need to educate students about the applications of environmental sustainability to current and future jobs. One method that has emerged to teach this application is transformative sustainable learning (TSL). Instructors can use TSL to understand better how to integrate sustainability topics into seemingly unrelated course topics. Thus, the purpose of this study was to explore the effectiveness of a series of TSL courses in a graduate sport management program. To this end, a collaborative reflection guided the data collection from weekly one-on-one conversations between the researchers (i.e., instructor, student). Results aligned with TSL themes (i.e., head, heart, hands) and suggested that the intentional TSL course design and scheduled conversations benefited both the instructor and student. The student experienced an in-depth experience to understand and apply course concepts. The instructor was able to gain better insights to structure the class and create assignments adapted to meet student needs through collaborative reflection during mentoring sessions.

Suggested Citation

  • Brian P. McCullough & Jamee A. Pelcher, 2021. "Instructor–Student Mentoring: Strengths of Transformative Sustainability Learning and Its Direct Application to Impact Industry and Curricular Refinement," Sustainability, MDPI, vol. 13(19), pages 1-15, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:19:p:10768-:d:645086
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    References listed on IDEAS

    as
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