Suchergebnisse

This article adopts the premise "first in time, first in right" to bring Indigenous knowledge about the Colorado River Basin and the natural world more broadly out of the mainstream's obscurity to reposition these perspectives at the foreground of the region's water cultures. To initiate what is in essence a decolonization of Colorado River Basin water knowledge, I examine texts representing various tribal affiliations and genres to consider how their particular use of story engages the historic and ongoing environmental injustices they have faced and continue to negotiate in their fight to preserve their sacred lands, identity, and access to reliable, clean water. Such a decolonization occurs through these texts' use of narrative to work within and against the scientific and instrumental discourses and their respective genres that have traditionally constructed and dictated mainstream Colorado River knowledge and activity. My treatment of narrative within the Ten Tribes Partnership Tribal Water Study (2018) and the Grand Canyon Trust's "Voices of Grand Canyon" digital project (2020) sheds greater light on the essential relationships the Basin's nations and tribes have with the Colorado River. Through these counternarratives to the West's dominant water ideologies and cultures, the Basin's tribal nations draw attention to past and ongoing struggles to secure equitable water access while amplifying their resilience and determination that defines their calls for environmental justice.

Purpose
The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course.


Design/methodology/approach
Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time.


Findings
The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability.


Originality/value
This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.