Research Guides: Sustainability: 4: Quality Education

United Nations Sustainable Development Goal 4 - Quality Education: ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Quality Education

Local Community, Campus and More

Campus Courses

Geography 470 - Topics in Geography for Teachers. Upper division. Must be teaching credential candidate or IA. Sustainability related. "Prospective teachers develop materials and resources that can be applied in classrooms. Use case studies developed by national and state geographic educational alliances."
Recreation Administration 345 - Environmental Education. Upper division. Sustainability related. "Students will develop and implement environmental education and outdoor recreation programs."

Resources

Campus Center for Appropriate Technology (Cal Poly Humboldt) A demonstration of how to live sustainably. Tours, workshops, classes, and more are available to students and the general public.
Environmental Education (Humboldt County Office of Education) A collection of resources focused on our local environment. Includes lessons, an environmental education guide, and field trip opportunities. For K-12 educators.
Mattole Field Institute (Mattole Restoration Council) Annual Spring Watershed Restoration courses offered through Environmental Science & Management 480 (5 day immersive field course, upper division). Free workshops available throughout the year; free guided hikes available in spring. Open to community members, students, and children with accompanying adults. Contact Flora Brain for enrollment in any of the program(s). Programming at the Mattole Field Institute is expanding. Contact Flora for opportunities to co-create field-based learning or research programs.
North Coast Regional Resources (CREEC) The California Regional Environmental Education Community (CREEC) Network is a program of the California Department of Education. Provides local resources for K-12 educators such as lessons and professional development opportunities.

National and Global Resources

Education for Sustainable Development (UNESCO) UNESCO's department responsible for creating the #ESDfor2030 roadmap and corresponding toolbox
Education for Sustainability Article exploring what sustainability education is and what it looks like in a K-12 setting.
Teaching the environment (Harvard University) Geared towards K-8 educators. Provides three key concepts for educators, plus five practical approaches for teaching environmental education.
Tips for teaching sustainability (Vanderbilt University) Geared towards college-level instructors but has concepts applicable to high school education as well.
UN Report on Disability and Development 2018 A comprehensive report discussing the progress towards sustainable development goals from a disability perspective. The full report is available to download as a PDF, as is an executive summary which is helpful for K-8 education.

Sustainability is inherently intersectional. Due to this intersectionality, many resources and articles throughout this guide are relevant to multiple sustainable development goals. The following resources are listed in other section(s) of the guide, but are cross-listed here because of their relevance in this section.

Disability Fact Sheet (World Health Organization) This fact sheet addresses the U.N. Sustainable Development Goals through a disability-inclusive lens.
Friends of the Dunes A variety of K-12 school programs focused on environmental education are offered.
Telonicher Marine Lab (Cal Poly Humboldt- Trinidad) Self-guided tours of the marine lab and guided tidepool tours with a naturalist are available. School group tours are also offered. Paid summer camps for ages 5-13; apprenticeships available for teenagers.

Library Intern from SJSU

Avril Frasché

she/her/they/them

Email Me

Contact:

avril.frasche@sjsu.edu

I am a queer neurodivergent white woman with invisible disabilities. My intersecting identities influence how I view sustainability, research, and intersectionality. These experiences provide me with valuable insights, but I am aware that I must actively work to ensure that my research is representative of identities beyond my own.

This statement is presented to provide context into the lens through which I view these topics and to encourage others to similarly examine how their identities influence their research.