Manhattan University Professor Highlights Innovative Sustainable Development Learning Research Education

Dr. Pamela S. Chasek Researches Best Practices for Sustainability Education

Dr. Pamela S. Chasek, a professor of political science at Manhattan University, has conducted a new study on best practices for sustainability education in line with the United Nations’ 2030 Agenda for Sustainable Development on college and university campuses.

Importance of Sustainable Development Goals (SDGs)

The article, published in International Studies Perspective, highlights the crucial role that universities play in training students by incorporating sustainable development principles. The United Nations’ 2030 Agenda for Sustainable Development, consisting of 17 Sustainable Development Goals, serves as a blueprint for promoting peace and prosperity for people and the planet.

Implementing the United Nations Sustainable Development Goals on Campus

In her article titled “Implementing the United Nations Sustainable Development Goals on Campus: An Exercise in Problem-Based Learning for a Sustainable University,” Dr. Chasek presents collaborative learning projects carried out in the University’s environmental studies program. These projects provide practical examples of how higher education institutions can effectively implement and teach sustainability goals.

Dr. Chasek, an expert in international relations and environmental politics, emphasizes the significance of students’ involvement in addressing selected Sustainable Development Goals on their campus. By engaging in hands-on projects, students gain a deeper understanding of the global challenges of sustainability and contribute to building a more sustainable university campus.

Think Globally, Act Locally

Dr. Chasek explains that the concept of “think globally, act locally” has been an integral part of the environmental movement since the 1970s. It encourages individuals to make environmentally conscious decisions in their everyday actions, rather than waiting for major breakthroughs to solve global issues. Problem-based learning, as demonstrated in the collaborative projects, brings this concept to life and demonstrates how global goals can guide the transformation of a university campus into a more sustainable environment.

Student Involvement in Sustainability Projects

Students participating in the project addressed various sustainability issues on campus, proposing solutions and presenting their ideas to the University administration. This hands-on experience provided them with valuable skills in sustainability planning, teamwork, and problem-solving. Some of the students’ proposals focused on reducing waste, including plastics, paper, and food; implementing composting practices; conserving water and energy; promoting renewable energy sources; and addressing flooding concerns.

About Dr. Pamela S. Chasek

Dr. Chasek has previously published numerous books and research papers on global environmental politics and diplomacy related to the Sustainable Development Goals. She is also the co-founder and executive editor of the Earth Negotiations Bulletin, a reporting service that covers United Nations environment and development negotiations.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 11: Sustainable Cities and Communities
• SDG 12: Responsible Consumption and Production
• SDG 13: Climate Action
• SDG 15: Life on Land

The article discusses sustainability education and the implementation of the United Nations’ 2030 Agenda for Sustainable Development on college and university campuses. This connects to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. It also relates to SDG 11, which focuses on making cities and human settlements inclusive, safe, resilient, and sustainable. Additionally, the article mentions reducing waste, conserving water and energy, and addressing flooding, which align with SDG 12 (responsible consumption and production), SDG 13 (climate action), and SDG 15 (life on land).

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development.
• SDG 11.6: By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management.
• SDG 12.5: By 2030, substantially reduce waste generation through prevention, reduction, recycling, and reuse.
• SDG 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning.
• SDG 15.2: By 2020, promote the implementation of sustainable management of all types of forests, halt deforestation, restore degraded forests, and substantially increase afforestation and reforestation globally.

The article highlights the importance of acquiring knowledge and skills related to sustainable development, which aligns with SDG 4.7. It also emphasizes the need to reduce waste generation, improve education on climate change, and promote sustainable management of forests, which correspond to SDG 12.5, SDG 13.3, and SDG 15.2. Additionally, the focus on addressing environmental impacts in cities connects to SDG 11.6.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
• Indicator 11.6.1: Proportion of urban solid waste regularly collected and with adequate final discharge out of total urban solid waste generated, by cities.
• Indicator 12.5.1: National recycling rate, tons of material recycled.
• Indicator 13.3.1: Number of countries that have integrated mitigation, adaptation, impact reduction, and early warning measures into primary, secondary, and tertiary curricula.
• Indicator 15.2.1: Progress towards sustainable forest management.

The article does not explicitly mention specific indicators. However, the indicators listed above can be used to measure progress towards the identified targets. These indicators assess the extent to which education for sustainable development is integrated into national policies and curricula (Indicator 4.7.1), the proportion of urban solid waste properly managed (Indicator 11.6.1), the recycling rate (Indicator 12.5.1), the integration of climate change measures into education (Indicator 13.3.1), and the progress towards sustainable forest management (Indicator 15.2.1).

4. Table: SDGs, Targets, and Indicators

Source: manhattan.edu