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Sustaining future environmental educators: building critical interdisciplinary teaching capacity among graduate students

Author

Listed:
  • Diana Denham

    (Portland State University)

  • Mary Ann Rozance

    (University of Washington)

  • Melanie Malone

    (University of Washington)

  • Erin Goodling

    (University of Oregon)

Abstract

Scholars of environmental studies and sciences must work across disciplinary boundaries, especially in politically charged contexts with clear race and class-based inequities. Sustainability-focused programs are confronted with the task of creating opportunities for interdisciplinary, experiential learning to incorporate such complexities into undergraduate teaching. Yet, despite being the next generation of environmental science and sustainability faculty, graduate students have limited opportunities to learn how to develop interdisciplinary curriculum that incorporates real-world learning in courses for undergraduate students. This paper examines the development of an interdisciplinary undergraduate course at Portland State University that provided space for graduate students to build their interdisciplinary teaching and pedagogical capacities, while introducing undergraduate students to environmental planning and environmental justice concepts crucial to understanding large-scale urban river restoration projects. Using the methods of translational and action research, the authors developed a pedagogical praxis in a co-facilitated course, via reflection on their own training in an interdisciplinary program sponsored by the National Science Foundation. The paper presents a model for graduate student teacher training that equips graduate students—and the undergraduates they will teach throughout the course of their careers—to address today’s most pressing socio-ecological challenges.

Suggested Citation

  • Diana Denham & Mary Ann Rozance & Melanie Malone & Erin Goodling, 2021. "Sustaining future environmental educators: building critical interdisciplinary teaching capacity among graduate students," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 11(1), pages 101-114, March.
    • Handle: RePEc:spr:jenvss:v:11:y:2021:i:1:d:10.1007_s13412-020-00611-y
    DOI: 10.1007/s13412-020-00611-y
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    References listed on IDEAS

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    1. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
    2. Erin E Shortlidge & Sarah L Eddy, 2018. "The trade-off between graduate student research and teaching: A myth?," PLOS ONE, Public Library of Science, vol. 13(6), pages 1-13, June.
    3. Maura Borrego & Daniel Boden & Lynita K. Newswander, 2014. "Sustained Change: Institutionalizing Interdisciplinary Graduate Education," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(6), pages 858-885, November.
    4. Ann E. Austin, 2002. "Preparing the Next Generation of Faculty," The Journal of Higher Education, Taylor & Francis Journals, vol. 73(1), pages 94-122, January.
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    Cited by:

    1. Emily Reisman & Madelyn Radel & Susan Clark & Holly Buck, 2022. "Grad school in the rear view: prioritizing career skills, mentorship, and equity in the interdisciplinary environmental PhD," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(4), pages 890-897, December.

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