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Learning and promoting urban sustainability: environmental service learning in an undergraduate environmental studies curriculum

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  • Nurcan Helicke

Abstract

Sustainability education increasingly emphasizes experiential, high-impact learning practices, and the understanding that changes in mind-sets, values, and lifestyles are required for the sustainability of a finite planet. In this essay, I discuss service learning as a sustainability education pedagogy for teachers in higher education interested in teaching and promoting sustainability in an urban environment. I combine examples from scholarly literature with reflections from my students in an undergraduate mid-level environmental service learning course and argue that service learning contributes to teaching and learning about cities and sustainability by enriching students’ understanding of urban political ecology. Service learning promotes at least three distinct goals: First, it helps students to explore intricate connections between ecological, social, and economic issues, including questions of race, gender, and class, through a real-world case study. Second, students actively participate in a democratic learning environment, where community stakeholders, students, and professors are invited to analyze, critique, and articulate what they have learned. Third, participation in service learning improves students’ sense of efficacy toward achieving sustainability goals. Copyright AESS 2014

Suggested Citation

  • Nurcan Helicke, 2014. "Learning and promoting urban sustainability: environmental service learning in an undergraduate environmental studies curriculum," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 4(4), pages 294-300, December.
  • Handle: RePEc:spr:jenvss:v:4:y:2014:i:4:p:294-300
    DOI: 10.1007/s13412-014-0194-8
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    References listed on IDEAS

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    1. Philip Camill & Kathleen Phillips, 2011. "Capstones and practica in environmental studies and sciences programs: rationale and lessons learned," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 1(3), pages 181-188, September.
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    Cited by:

    1. Richard B. Peterson, 2018. "Taking it to the city: urban-placed pedagogies in Detroit and Roxbury," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 8(3), pages 326-342, September.
    2. Lisa Pettibone, 2017. "Introduction: The need for integrative and interdisciplinary approaches for urban sustainability," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 7(1), pages 108-111, March.
    3. Dan Klooster & Nathan Strout & David Smith, 2022. "GIS in the jungle: Experiential Environmental Education (EEE) in Panama," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(1), pages 164-176, March.
    4. Lee Frankel-Goldwater, 2022. "Social Responsibility and the World of Nature: an interdisciplinary environmental studies course for inspiring whole system thinking and environmental citizenship," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(1), pages 114-132, March.

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