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An Examination of Higher Education Institutional Level Learning Outcomes Related to Sustainability

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A Correction to this article was published on 30 May 2020

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Abstract

In light of the rapid growth of the movement for educating students about sustainability, this study sought to understand the content and context of sustainability-related learning outcomes in higher education institutions in the United States by using data from 47 institutions. Findings show how institutions operationalize learning for sustainability, a continuum of location of these learning outcomes, and a range of pedagogical beliefs about learning for sustainability. Implications include the potential for a new schematic definition for sustainability in learning, and we identify theoretical tools to help define and measure learning for sustainability and provide suggestions for innovative ways for institutions to shape learning about sustainability.

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Change history

  • 30 May 2020

    In the original publication, the article title was incorrect

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Authors and Affiliations

  1. University of Louisville, 1905 S. 1st St., Louisville, KY, 40292, USA

    Jessica Belue Buckley & Jessica Ostrow Michel

  2. University of Michigan, Ann Arbor, MI, 48109, USA

    Jessica Belue Buckley & Jessica Ostrow Michel

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  1. Jessica Belue Buckley
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  2. Jessica Ostrow Michel
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Correspondence to Jessica Belue Buckley.

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The original version of this article was revised: The article title was incorrect. The correct title should be “An Examination of Higher Education Institutional Level Learning Outcomes Related to Sustainability.”

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Buckley, J.B., Michel, J.O. An Examination of Higher Education Institutional Level Learning Outcomes Related to Sustainability. Innov High Educ 45, 201–217 (2020). https://doi.org/10.1007/s10755-019-09493-7

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