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"This book delivers a realistic and feasible framework for creating resilient landscapes in an era of anthropogenic climate change. From across six continents, this book presents fifteen case studies of differing sociocultural, economic, and biophysical backgrounds that showcase opportunities and limitations for creating resilient landscapes throughout the world. The potential to create socio-ecological resilience is examined across a wide range of landscapes, including agricultural, island, forest, coastal and urban landscapes, across the fifteen countries of Argentina, Australia, Brazil, Denmark, Finland, Greece, Guatemala, Japan, Mexico, Norway, Samoa, South Africa, the United States, Turkey, Uruguay and Vanuatu. Chapters discuss current and future issues around creating a sustainable food system, conserving biodiversity, and climate change adaptation and resilience, with green infrastructure, nature-based architecture, green-tech and ecosystem services just a few of the approaches discussed. The book emphasizes solution-oriented approaches for a "ecological hope" that can support landscape resiliency in this chaotic era and the chapters consider the importance of envisioning an unpredictable future with numerous uncertainties. In this context, the key focus is on how the next generations can tackle the intertwined impacts of climate change, biodiversity loss, and large-scale land-cover conversion in urban and non-urban landscapes with particular attention to the concept of landscape resiliency. The volume provides that much-needed link between theory and practice to deliver forward-thinking, practical solutions. This book will be of great interest to students, researchers, practitioners and policymakers who are interested in the complex relationship between landscapes, climate change, biodiversity loss, and land-based conversion at local, national and global scales"--

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.