Team-Teaching as a Promising Pathway toward Interdisciplinary Sustainability Competency Development

Through a qualitative, interview-based inquiry on students’ learning in single team-taught course focused energy resources and policy implications, our team explored how interdisciplinary courses facilitate development as leaders resource sustainability. We conducted pre- post-course interviews of nine undergraduate student participants the two co-instructors for course. The students self-identified seven women men, ranging age from 18 to 21 years. Six were White, Asian/Asian American, one was Black; White men. To develop findings, all subjected process qualitative coding derive themes, which we present with rich data participants’ verbatim quotes. Findings revealed that constructivist-informed instruction by teaching deepened understandings importance knowledge both science policy, helping them become holistically informed critical issues Further, recognized an integrated understanding these bodies writing memos constituted central learning/assessment activity kind literacy afforded through team-teaching endeavor is foundational climate leaders. suggest this mode may represent effective enhancement preparing sustainability change at University Michigan, other US institutions internationally.