Instructor–Student Mentoring: Strengths of Transformative Sustainability Learning and Its Direct Application to Impact Industry and Curricular Refinement

Brian P. McCullough and Jamee A. Pelcher
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Brian P. McCullough: Center for Sport Management Research and Education, Division of Sport Management, Texas A&M University, College Station, TX 77843, USA
Jamee A. Pelcher: KRSS Department, College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN 37996, USA

Sustainability, 2021, vol. 13, issue 19, 1-15

Abstract: There is a growing need to educate students about the applications of environmental sustainability to current and future jobs. One method that has emerged to teach this application is transformative sustainable learning (TSL). Instructors can use TSL to understand better how to integrate sustainability topics into seemingly unrelated course topics. Thus, the purpose of this study was to explore the effectiveness of a series of TSL courses in a graduate sport management program. To this end, a collaborative reflection guided the data collection from weekly one-on-one conversations between the researchers (i.e., instructor, student). Results aligned with TSL themes (i.e., head, heart, hands) and suggested that the intentional TSL course design and scheduled conversations benefited both the instructor and student. The student experienced an in-depth experience to understand and apply course concepts. The instructor was able to gain better insights to structure the class and create assignments adapted to meet student needs through collaborative reflection during mentoring sessions.

Keywords: transformative sustainability learning; collaborative reflection; sport and the environment; sport ecology (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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