Abstract Sustainability issues and initiatives are driving change in higher education curriculum. Curricular reform is occurring on college campuses in many ways, but few achieve transformative sustainability curriculum change as a holistic process embedded across the undergraduate curriculum. The authors provide an integrated learning framework for initiating sustainability curricular change. Emphasizing the power of engaging in critical reflection and authentic experience, faculty embrace a self-incontext, place-based approach to curriculum development. Within this framework, a ″beyond sustainability″ approach to curriculum is articulated using thematic threads to guide a sustainability learning outcomes project. Moving ″beyond sustainability,″ curriculum development is necessarily contextual and praxis-oriented. The article will highlight the process of growing transformative sustainability curriculum with the support of campus leaders and administrators.
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↑ https://kpu.ca/sites/default/files/Transformative%20Dialogues/TD.8.2.6_Wright_etal_Context_for_Transformative_Curriculum_Development.pdf