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Living Learning Communities as Climate Change Pedagogy: Understanding the Impact of the Sustainable Living Experience on Climate Change Leadership among First Year Students

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Listed:
  • Emily Canosa

    (Sustainable Living Experience, University of Michigan, Ann Arbor, MI 48109, USA)

  • Joseph Trumpey

    (Sustainable Living Experience, University of Michigan, Ann Arbor, MI 48109, USA)

  • Luis M. Espinoza Bardales

    (Department of Economics, University of Michigan, Ann Arbor, MI 48109, USA)

  • Jacqueline Cardoza

    (School of Public Health, University of Michigan, Ann Arbor, MI 48109, USA)

Abstract

This study sought to understand the relationship of environmentally-themed Residential Learning Communities (RLCs) with aspects of Climate Change Leadership (CCL) among first-year college students. Two years of survey data were used to assess changes in CCL among students at the University of Michigan, including participants in an RLC known as the Sustainable Living Experience (SLE), neighboring residents, and students in other residence halls. Results showed greater increases in likelihood of reporting positive CCL outcomes for SLE participants, and in many cases also for neighboring students. These effects were often greater for SLE participants who are also underrepresented minority students. Findings indicated that the presence of an environmentally-themed RLC may be related to the development of CCL for neighboring students in addition to program participants. The study also observed campus-wide positive effects on several CCL outcomes after the first year of college, indicating that the campus environment and infrastructure itself can also be leveraged in support of student CCL outcomes.

Suggested Citation

  • Emily Canosa & Joseph Trumpey & Luis M. Espinoza Bardales & Jacqueline Cardoza, 2022. "Living Learning Communities as Climate Change Pedagogy: Understanding the Impact of the Sustainable Living Experience on Climate Change Leadership among First Year Students," Sustainability, MDPI, vol. 14(21), pages 1-25, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:21:p:14282-:d:960281
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    References listed on IDEAS

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    1. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
    2. Tina Lynn Evans, 2019. "Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities," Sustainability, MDPI, vol. 11(19), pages 1-36, October.
    3. Trevion S. Henderson & Jessica O. Michel & Alex Bryan & Emily Canosa & Clara Gamalski & Kelly Jones & Jeremy Moghtader, 2022. "An Exploration of the Relationship between Sustainability-Related Involvement and Learning in Higher Education," Sustainability, MDPI, vol. 14(9), pages 1-21, May.
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