sustainability Article Designing a Real-World Course for Environmental Studies Students: Entering a Social-Ecological System Douglas T. Bolger 1,*, Karen Hutchins Bieluch 1, Flora E. Krivak-Tetley 2 ID , Gillian Maggs-Kölling 3 and Joseph Tjitekulu 4 1 Environmental Studies Program, Dartmouth College, Hanover, NH 03755, USA;
[email protected] 2 Department of Biological Sciences, Dartmouth College, Hanover, NH 03755, USA; fl
[email protected] 3 Gobabeb Research and Training Centre, Walvis Bay P.O. Box 953, Namibia;
[email protected] 4 Independent Researcher, Walvis Bay P.O. Box 2017, Namibia;
[email protected] * Correspondence:
[email protected] Received: 15 May 2018; Accepted: 15 July 2018; Published: 20 July 2018 Abstract: There is increasing interest in using “real-world pedagogy” to train students in ways that make them better able to contribute toward a more sustainable society. While there is a robust body of literature on the competencies that students need as sustainability professionals, there is a lack of specific guidance in the literature on how to teach for competency development or on how to structure a program or course to support competency development. Our research addresses this gap in the literature through a description and autoethnographic reflection on the design and early implementation of a “real-world” course. The course is from the Environmental Studies Program at Dartmouth College (Hanover, NH, USA), but it takes place in the environs of the Gobabeb Research and Training Centre in the Namib Desert of Namibia and in nearby Topnaar settlements. Our research objective was to articulate strategies to address the primary pedagogical challenges that we faced during the design and first five iterations of the course.