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Linking classroom learning and research to advance ideas about social-ecological resilience
Stockholm University, Faculty of Science, Stockholm Resilience Centre. University of Reading, UK.
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Number of Authors: 6
2015 (English)In: Ecology & society, ISSN 1708-3087, E-ISSN 1708-3087, Vol. 20, no 3, 35Article in journal (Refereed) Published
Abstract [en]

There is an increasing demand in higher education institutions for training in complex environmental problems. Such training requires a careful mix of conventional methods and innovative solutions, a task not always easy to accomplish. In this paper we review literature on this theme, highlight relevant advances in the pedagogical literature, and report on some examples resulting from our recent efforts to teach complex environmental issues. The examples range from full credit courses in sustainable development and research methods to project-based and in-class activity units. A consensus from the literature is that lectures are not sufficient to fully engage students in these issues. A conclusion from the review of examples is that problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. This could greatly be facilitated by online hubs through which teachers, students, and other members of the practitioner and academic community share experiences in teaching and research, the way that we have done here.

Place, publisher, year, edition, pages
2015. Vol. 20, no 3, 35
Keyword [en]
complex systems, interdisciplinarity, pedagogy, problem-based learning, project-based learning, social-ecological resilience, social-ecological systems, teaching
National Category
Biological Sciences Social and Economic Geography
URN: urn:nbn:se:su:diva-123200DOI: 10.5751/ES-07517-200335ISI: 000362913100007OAI: diva2:872400
Available from: 2015-11-18 Created: 2015-11-18 Last updated: 2015-11-18Bibliographically approved

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Boyd, Emily
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