ABSTRACT
Recent literature appears to present a scattering of emerging principles for designing graduate-level sustainability courses that anticipate key features of the SHES approach to sustainability education. This chapter offers two examples of graduate-level sustainability courses that incorporate both emerging design principles and the SHES essential learning outcomes. The first is a core course in the Certificate of Advanced Studies in Sustainable Enterprise (CASSE) at Syracuse University (SU) and the State University of New York (SUNY) College of Environmental Science and Forestry. The second is a course that plays roles in both the BS and the MS programs in the Integrated Environmental Science program at Bethune-Cookman University in Daytona Beach, Florida. This chapter also offers action research that anticipates key features of the SHES approach to sustainability education as a pedagogical method used in graduate-level sustainability courses to address concrete problems experienced by particular groups of people in specific social contexts.
