University and Community Engagement: Toward Transformational …
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However, the goal of incorporating the three pillars of sustainability holistically
into a university-wide sustainability curriculum poses a greater challenge as this may
require and may lead to profound changes (Venkataraman 2009), mandating significant allocation of resources. Complete transformation of traditional HEI towards
SLO-based SHE is virtually impossible in the short-run, given financial constraints.
As a workable alternative, Cotton et al. (2009) highlighted the practicality of the
so-called “second-best solutions” by integrating SLO concepts within the current
framework of traditional course-based curriculum. The integration of SLO-based
SCC into traditional HEI curriculums that are course-based could usher in transformative change in curriculum and pedagogies in the long run and could serve as
initial steps towards SLO-based SHE (Mochizuki and Fadeeva 2010). The following
section provides examples to illustrate how SLO and SCC were crucially involved
in performing research and community outreach for two goals: (1) mitigating the
environmental impacts of a large-scale shrimp aquaculture in Malaysia and (2) the
preservation of coastal resources at local and international levels subject to the impact
of climate change. Integrated with strategic capability, STEM (Science, Technology,
Engineering and Mathematics) had played a crucial role in providing deep knowledge, insights and convictions in achieving the two goals mentioned above and will
continue to support the UNSDGs (Teh and Koh 2020).
6 Applications of SLO and SCC
6.1 Large-Scale Shrimp Aquaculture in Malaysia
Shrimp, particularly the Tiger prawn (Penaeus monodon), has been farmed for centuries in many regions in Asia, where it is in high demand, mostly around mangrove
habitats with abundance of brackish water suitable for shrimp cultivation (Braaten
and Flaherty 2000). Efficient and well-managed aquaculture plays an important role
in catering to the growing demand for seafood proteins (SDG2) and helps to conserve
valuable marine resources by reducing overfishing (SDG12). Moreover, aquaculture
creates meaningful employment for community (SDG8). However, aquaculture has a
substantial impact on the aquatic environment (Boyd and Tucker 2000; Boyd 2003),
with water pollution around the aquaculture farms (SDG6) as a top concern (Schulz
et al. 2003). Converting mangrove habitats into intensive and extensive aquaculture farms can create severe environmental degradations affecting both life below
water (SDG14) and life on land (SDG15) (Koh and Teh 2019b). Hence, large-scale
intensive aquaculture presents opportunities and threats to the three pillars of sustainability, demanding tradeoffs and fulfilling some SDGs (2, 8, 12) while hazardous
to other SDGs (6, 14, 15). Fulfillment of the three pillars of sustainability is a daunting task but, may be possible with good aquaculture management. This university
community aquaculture research project presents a good learning experience for stu-
797
However, the goal of incorporating the three pillars of sustainability holistically
into a university-wide sustainability curriculum poses a greater challenge as this may
require and may lead to profound changes (Venkataraman 2009), mandating significant allocation of resources. Complete transformation of traditional HEI towards
SLO-based SHE is virtually impossible in the short-run, given financial constraints.
As a workable alternative, Cotton et al. (2009) highlighted the practicality of the
so-called “second-best solutions” by integrating SLO concepts within the current
framework of traditional course-based curriculum. The integration of SLO-based
SCC into traditional HEI curriculums that are course-based could usher in transformative change in curriculum and pedagogies in the long run and could serve as
initial steps towards SLO-based SHE (Mochizuki and Fadeeva 2010). The following
section provides examples to illustrate how SLO and SCC were crucially involved
in performing research and community outreach for two goals: (1) mitigating the
environmental impacts of a large-scale shrimp aquaculture in Malaysia and (2) the
preservation of coastal resources at local and international levels subject to the impact
of climate change. Integrated with strategic capability, STEM (Science, Technology,
Engineering and Mathematics) had played a crucial role in providing deep knowledge, insights and convictions in achieving the two goals mentioned above and will
continue to support the UNSDGs (Teh and Koh 2020).
6 Applications of SLO and SCC
6.1 Large-Scale Shrimp Aquaculture in Malaysia
Shrimp, particularly the Tiger prawn (Penaeus monodon), has been farmed for centuries in many regions in Asia, where it is in high demand, mostly around mangrove
habitats with abundance of brackish water suitable for shrimp cultivation (Braaten
and Flaherty 2000). Efficient and well-managed aquaculture plays an important role
in catering to the growing demand for seafood proteins (SDG2) and helps to conserve
valuable marine resources by reducing overfishing (SDG12). Moreover, aquaculture
creates meaningful employment for community (SDG8). However, aquaculture has a
substantial impact on the aquatic environment (Boyd and Tucker 2000; Boyd 2003),
with water pollution around the aquaculture farms (SDG6) as a top concern (Schulz
et al. 2003). Converting mangrove habitats into intensive and extensive aquaculture farms can create severe environmental degradations affecting both life below
water (SDG14) and life on land (SDG15) (Koh and Teh 2019b). Hence, large-scale
intensive aquaculture presents opportunities and threats to the three pillars of sustainability, demanding tradeoffs and fulfilling some SDGs (2, 8, 12) while hazardous
to other SDGs (6, 14, 15). Fulfillment of the three pillars of sustainability is a daunting task but, may be possible with good aquaculture management. This university
community aquaculture research project presents a good learning experience for stu-