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The ISEE PDP program offers vital support to graduate students that is often missing in the U.S. doctoral training tradition. This panel will explore some of the advantages and uses of the ISEE methodology in a variety of educational and also professional settings. First, we explore the relationships between learner identities and outcomes, including the benefits of “facilitation for equity” in the classroom, to facilitate research discussions, and beyond. Second, the paper delves into “backward design” as a method for establishing learning outcomes, curricular plans, and translating theory into practice. Finally, we discuss how ISEE concepts can help all learners of all ages and backgrounds to navigate their career goals and vision, including teaching educators and researchers how to use goal-oriented curricular development. While each vignette approaches the subject from different angles and professions, the structured planning and theory behind curricular design holds true across a variety of settings. 

Abstract Urban social–ecological–technological systems (SETS) are dynamic and respond to climate pressures. Change involves alterations to land and resource management, social organization, infrastructure, and design. Research often focuses on how climate change impacts urban SETS or on the characteristics of urban SETS that promote climate resilience. Yet passive approaches to urban climate change adaptation may disregard active SETS change by urban residents, planners, and policymakers that could be opportunities for adaptation. Here, we use evidence of urban social, ecological, and technological change to address how SETS change opens windows of opportunity to improve climate change adaptation.