Search for: All records

Abstract Growth in the green jobs sector has increased demand for college graduates who are prepared to enter the workforce with interdisciplinary sustainability skills. Simultaneously, scholarly calls for interdisciplinary collaboration in the service of addressing the societal challenges of enhancing resilience and sustainability have also increased in recent years. However, developing, executing, and assessing interdisciplinary content and skills at the post-secondary level has been challenging. The objective of this paper is to offer the Food-Energy-Water (FEW) Nexus as a powerful way to achieve sustainability competencies and matriculate graduates who will be equipped to facilitate the transformation of the global society by meeting the targets set by the United Nations Sustainable Development Goals. The paper presents 10 curricular design examples that span multiple levels, including modules, courses, and programs. These modules enable clear evaluation and assessment of key sustainability competencies, helping to prepare graduates with well-defined skillsets who are equipped to address current and future workforce needs. 

Scientific research is not value-neutral but builds on the stated and unstated values of those leading the research, influencing the choice of study topics; decisions about methods, judgments, or inferences with data; and considerations of the consequences of errors. In some fields, researchers create a positionality statement to disclose bias as a way to manage or neutralize the influence of values. Positionality refers to the way in which an individual’s worldview, and thus perceptions and research activities, is shaped by the frameworks, social identities, lived experiences, and sociopolitical context within which they live. Thinking about positionality is a valuable, yet missing, element for practitioners of participatory sciences. In this essay, we suggest that those leading participatory science projects explore their positionality, irrespective of whether or not they choose to disclose it, in order to manage values for several goals: research integrity, ethical data practices, and equity and inclusion. By reviewing and synthesizing literature, we created a tool to help leaders of participatory science projects think reflectively (for awareness of their identities and characteristics) and reflexively (from an external position for critical observation of themselves) to recognize their influence on project design and implementation. We view examining positionality as a precursor to anticipating and taking actions to minimize epistemic injustices and ultimately enhance the unique capacity of each project to advance equity, inclusion, and scientific productivity.