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  • Arnim Wiek, bullet Lauren, Withycombe bullet, Charles L Redman
  • 2013
The emerging academic field focused on sustainability has been engaged in a rich and converging debate to define what key competencies are considered critical for graduating students to possess. For more than a decade, sustainability courses have been developed and taught in higher education, yet comprehensive academic programs in sustainability, on the(More)
  • Katja Brundiers, Arnim Wiek, A Wiek, K Brundiers
  • 2010
Readers are invited to imagine students helping to solve real-world sustainability problems brought to them by societal stakeholders and simultaneously learning about and contributing to sustainable changes in society. Effective sustainability research education engages students in just that. Higher education institutions are implementing this vision of(More)
  • David M Iwaniec, Daniel L Childers, Kurt Vanlehn, Arnim Wiek
  • 2014
The objective of articulating sustainability visions through modeling is to enhance the outcomes and process of visioning in order to successfully move the system toward a desired state. Models emphasize approaches to develop visions that are viable and resilient and are crafted to adhere to sustainability principles. This approach is largely assembled from(More)
  • Katja Brundiers, Arnim Wiek, Charles L Redman, Yoko Mochizuki, Kathryn Kyle
  • 2010
Purpose – Academic sustainability programs aim to develop key competencies in sustainability, including problem-solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent(More)
Problem-and project-based learning (PPBL) courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students' sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential(More)
  • Matthew Cohen, Arnim Wiek, Braden Kay, John Harlow, A W, Brkay@asu Edu +3 others
  • 2015
In public planning processes for sustainable urban development, planners and experts often face the challenge of engaging a public that is not familiar with sustainability principles or does not subscribe to sustainability values. Although there are calls to build the public's sustainability literacy through social learning, such efforts require sufficient(More)
Working towards sustainable solutions requires involving professionals and stakeholders from all sectors of society into research and teaching. This often presents a challenge to scholars at universities, as they lack capacity and time needed for negotiating different agendas, languages, competencies, and cultures among faculty, students, and stakeholders.(More)
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