#Strive and thrive meaning series
The conceptual theory format being proposed, a taxonomy, is a “ hierarchy, a series of ordered groupings of people or things within a system” (, n.d.), “an ordered system intended to indicate natural relationships” (American Heritage Dictionary of the English Language, 2011). Introductory reviews from literature are provided, grounding a conceptual sustainability taxonomy (Alive, Survive, Strive, Thrive) is described, and analysis and implications are presented to initiate discussion.
Theory/Taxonomy building was to be accomplished utilizing “conceptual” research (Meredith, 1993) in the form of “grounded theory” research (Glaser & Strauss, 1967 Craig & Tracy, 1995). Is there a conceptual sustainability taxonomy for collegiate general and co-curricular sustainability education to improve students’ achieving outcomes of sustainability comprehension and commitment? The purpose of this research was to develop a conceptual theory (expressed as a taxonomy) for philosophical, technical, and practical level discussions among scholars and practitioners of sustainability education. Fundamentally, there was no broadly known, accepted, educationally friendly conceptual sustainability taxonomy for considering various levels of sustainability or for guiding sustainability education (curriculum, teaching, learning, assessment). While there is a wealth of sustainability theory, many of these educators find it inaccessible, and difficult to bridge to their own experiences and values. However, for academic and student affairs educators who sought to help the cohort achieve outcomes of sustainability comprehension and commitment via general and co-curricular education, the cohort’s intra-cohort diversity regarding the concept of sustainability presented a problem, an issue of practice: Balancing students’ diverse sustainability ideas and expressions with opportunity to improve all students’ sustainability comprehension and commitment.Īlso, the cohort’s academic and student affairs educators experienced an issue, a problem of practice to conceptually align philosophical and technical theories of sustainability with sustainability educational practices. Experientially and generationally, its collective exposure to sustainability was pronounced and disposition toward sustainability was positive.
The cohort was marked by experiential and generational distinction in regard to sustainability as a concept, an action, and as an outcome. The Compound Conceptual Sustainability Problem However, academic and student affairs educators faced a compound conceptual sustainability problem that impacts students’ general and co-curricular education. All seemed idyllic for this American college student cohort’s collegiate sustainability education.
Generations X, Y, and Z each showed increased concern for sustainability. Colleges and universities committed to sustainability. America worked on economic, environmental, and social/cultural sustainability. In the fall of 2015, 20.2 million students attended American colleges and universities (National Center for Education Statistics, 2016). Keywords: Sustainability Education, Taxonomy, Student Affairs, General Education Original conceptual research, including the grounding of a conceptual sustainability taxonomy with early career student affairs educators in higher education, presents a grounded conceptual sustainability taxonomy (Alive, Survive, Strive, Thrive) for educating college students and initiating scholar-practitioner contemplation, discussion, and research. Link to Deepening Our Craft February 2017 JSE TOCĪbstract: A conceptual sustainability taxonomy has been needed to better communicate the value of sustainability, to align sustainability scholars’ theories and sustainability educators’ practices, and to develop curriculum, teaching, learning, and assessment to enhance college students’ comprehension of and commitment to sustainability across general, major, and co-curriculum. Alive, Survive, Strive, Thrive: A Grounded Conceptual Sustainability Taxonomy By Kenneth W.
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