84
E. Pallant et al.
to develop clear links among the many SDGs and a comprehensive understanding of
sustainable development, administrative practices must be in place to both connect
these components to past context and historical events and contemporary opportunities for application. Students that receive a systematic education of the UN SDGs at
the university level are then capable of implementing holistic solutions to some of
the world’s most vexing problems.
References
Arbuthnott K (2009) Education for sustainable development beyond attitude change. Int J Sustain
High Educ 10(2):152–163
Balint P, Stewart R, Desai A, Walters L (2011) Wicked environmental problems: managing uncertainty and conflict. Island Press, Washington
Choate B, Davis B, Verrechia J (2018) Campus bottled water bans, not always the solution. Int J
Sustain High Educ 19(5):987–997
Costanza R, Daly L, Fioramonti L, Giovannini E, Kubiszewski I, Mortensen LF, Pickett KE, Ragnarsdottir KV, de Vogli R, Wilkinson R (2016) The UN sustainable development goals and the
dynamics of well-being. Ecol Econ 130:350–355
Egan K (2015) Academic advising in individualized major programs: promoting the three I’s of
general education. J Gen Educ 64:2
Ensign M (2017) Let’s train ‘Extension Agents’ for the 21st century. Chronicle of Higher Education.
http://www.chronicle.com/article/Let-s-Train-Extension/240664. Last accessed 12 Dec 2017
Hajer M, Nilsson M, Raworth K, Bakker P, Berkhout F, de Boer Y, Rockstrom J, Ludwig K,
Kok M (2015) Beyond cockpit-ism: four insights to enhance the transformative potential of the
sustainable development goals. Sustainability 7(2):1651–1660
Hák T, Janoušková S, Moldan B (2016) Sustainable development goals: a need for relevant indicators. Ecol Ind 60:565–573
Hinton T, Martin K, Pallant E (2017) Teaching food security to low income rural families in the
United States. In: Leal Filho W (ed) Handbook of sustainability science and research. World
Sustainability Series. Springer. Cham, Switzerland, pp 161–175
Kelley L (2016) Corporate social responsibility in supply chains: factors for consideration in developing adaptation strategies for Ugandan Vanilla farmers affected by drought. Allegheny College
Senior Thesis, Department of Environmental Science and Studies, Meadville, PA
LeBlanc D (2015) Towards integration at last? The sustainable development goals as a network of
targets. Sustain Dev 23(3):176–187
Lu Y, Nakicenovic N, Visbeck M, Stevance A (2015) Five priorities for the UN sustainable development goals. Nature 520(7548):432–433
Lutz JS, Neis B (2008) Making and moving knowledge: interdisciplinary and community-based
research in a world on the edge. MQUP, Proquest Ebook
Savelyeva T, Douglas W (2017) Global consciousness and pillars of sustainable development: a
study on perceptions of the first year university students. Int J Sustain High Educ 18(2):218–241
Sterling S (2010) Learning for resilience, or the resilient learner? Towards a necessary reconciliation
in a paradigm of sustainable education. Environ Educ Res 1(5–6):511–528
Stirling A, Kerr G (2015) Creating meaningful co-curricular experiences in higher education. J
Educ Soc Policy 2(6):1–7
Strauss V (2015) What the ‘liberal’ in ‘liberal arts’ really means. Washington Post, 2 April 2015
SDSN Australia/Pacific (2017) “Getting started with the SDGs in universities: a guide for universities, higher education institutions, and the academic sector. Australia, New Zealand and Pacific
Edition. Sustainable Development Solutions Network—Australia/Pacific, Melbourne”. http://ap-
E. Pallant et al.
to develop clear links among the many SDGs and a comprehensive understanding of
sustainable development, administrative practices must be in place to both connect
these components to past context and historical events and contemporary opportunities for application. Students that receive a systematic education of the UN SDGs at
the university level are then capable of implementing holistic solutions to some of
the world’s most vexing problems.
References
Arbuthnott K (2009) Education for sustainable development beyond attitude change. Int J Sustain
High Educ 10(2):152–163
Balint P, Stewart R, Desai A, Walters L (2011) Wicked environmental problems: managing uncertainty and conflict. Island Press, Washington
Choate B, Davis B, Verrechia J (2018) Campus bottled water bans, not always the solution. Int J
Sustain High Educ 19(5):987–997
Costanza R, Daly L, Fioramonti L, Giovannini E, Kubiszewski I, Mortensen LF, Pickett KE, Ragnarsdottir KV, de Vogli R, Wilkinson R (2016) The UN sustainable development goals and the
dynamics of well-being. Ecol Econ 130:350–355
Egan K (2015) Academic advising in individualized major programs: promoting the three I’s of
general education. J Gen Educ 64:2
Ensign M (2017) Let’s train ‘Extension Agents’ for the 21st century. Chronicle of Higher Education.
http://www.chronicle.com/article/Let-s-Train-Extension/240664. Last accessed 12 Dec 2017
Hajer M, Nilsson M, Raworth K, Bakker P, Berkhout F, de Boer Y, Rockstrom J, Ludwig K,
Kok M (2015) Beyond cockpit-ism: four insights to enhance the transformative potential of the
sustainable development goals. Sustainability 7(2):1651–1660
Hák T, Janoušková S, Moldan B (2016) Sustainable development goals: a need for relevant indicators. Ecol Ind 60:565–573
Hinton T, Martin K, Pallant E (2017) Teaching food security to low income rural families in the
United States. In: Leal Filho W (ed) Handbook of sustainability science and research. World
Sustainability Series. Springer. Cham, Switzerland, pp 161–175
Kelley L (2016) Corporate social responsibility in supply chains: factors for consideration in developing adaptation strategies for Ugandan Vanilla farmers affected by drought. Allegheny College
Senior Thesis, Department of Environmental Science and Studies, Meadville, PA
LeBlanc D (2015) Towards integration at last? The sustainable development goals as a network of
targets. Sustain Dev 23(3):176–187
Lu Y, Nakicenovic N, Visbeck M, Stevance A (2015) Five priorities for the UN sustainable development goals. Nature 520(7548):432–433
Lutz JS, Neis B (2008) Making and moving knowledge: interdisciplinary and community-based
research in a world on the edge. MQUP, Proquest Ebook
Savelyeva T, Douglas W (2017) Global consciousness and pillars of sustainable development: a
study on perceptions of the first year university students. Int J Sustain High Educ 18(2):218–241
Sterling S (2010) Learning for resilience, or the resilient learner? Towards a necessary reconciliation
in a paradigm of sustainable education. Environ Educ Res 1(5–6):511–528
Stirling A, Kerr G (2015) Creating meaningful co-curricular experiences in higher education. J
Educ Soc Policy 2(6):1–7
Strauss V (2015) What the ‘liberal’ in ‘liberal arts’ really means. Washington Post, 2 April 2015
SDSN Australia/Pacific (2017) “Getting started with the SDGs in universities: a guide for universities, higher education institutions, and the academic sector. Australia, New Zealand and Pacific
Edition. Sustainable Development Solutions Network—Australia/Pacific, Melbourne”. http://ap-