| description abstract | Global challenges increasingly require interdisciplinary approaches to problem solving. This need should be facilitated by institutions of higher education. With increasing climatic and anthropogenic changes, graduate students must gain collaborative experience communicating and working across disciplines. The evolution of multidisciplinary problem-solving and global, sustainability-minded education provides the impetus for universities to reframe researchers’ understanding of the environment and reimagine the spheres of curriculum, research, teaching, outreach, culture, and management. This paper describes a successful multidisciplinary approach at the University of Utah, centered on the project-based Global Changes and Society course. This method has brought about changes within the university and improved linkages to the greater community. Of particular importance is the development and implementation of the course framework, which transitions over time to address region-specific sustainability objectives. The results, pitfalls, and recommendations from this evolving venture are highlighted through a series of universal examples, with the potential to be applied at any institution of higher education focused on adapting the culture, environment, and structure to facilitate multilevel sustainability. | |
