1. Three perspectives on interdisciplinary
environmental and sustainability program
leadership: an analysis of the views of
program leaders
Shirley Vincent
AESS 2015 Conference: Confronting Frontiers, Borders and Boundaries
July 24-27

2. CEER research
Censuses and surveys of program leaders
2010 – Interdisciplinary environmental (IE) programs at
4-year colleges/universities
2013 – IE, sustainability and energy (IESE)
degree programs at 4-year colleges/universities
2014 – IESE degree programs community colleges
2014 – IESE institutes and centers at research universities
2015 Reports
Spring – IESE Leadership and Administrative Structures
Fall – IESE Learning Outcomes and Core Competencies
2016 – IESE Program Assessment

3. IESE program leadership
• 2013 survey
• 354 (31%) leaders - roles as
administrators, program structure and
resources
• 262 (23%) leaders - views on factors
important for program success
Report: http://ncseonline.org/ceer-reports
Summary:
https://www.researchgate.net/profile/Shirley_Vincent

4. Influences on program success
• 32 areas rated for importance of influence and current satisfaction on
a 4-point scale (high importance/satisfaction, moderate, low,
minimal/none)
• Institutional factors (9)
• External support factors (5)
• Partnership factors (6)
• Curriculum design factors (8)
• Job opportunities for students factors (4)

5. Exploratory factor analysis
International
Connections
Curriculum
Design
Institutional and
Faculty Support
Public and
Government
Support
Federal Grant
Support
Graduate
Employment
Opportunities
Experiential
Learning
Opportunities
Community
Partnerships
Government and
Higher Education
Partnerships
Exploratory Factor Analysis
32 questions reduced to 9 areas of influence (factors)
Correlations between areas indicate relationships

7. Cluster analysis
• Cluster analysis of the 9 influence area (factor) scores for each program
• Reveals 3 clusters that represent different views on the areas of
importance for program success
View 2:
Applied Learning
& Community/
Regional Focus
View 3:
External Partnerships
& International/Global
Focus
Liberal Arts
Education Focus
View 1:
Curriculum
Design Focus
Experiential
Learning
Opportunities
with
External
Partners
Less
External
Support &
Partners
Focus
Less MoreEmphasis on External Support and Partnerships

8. Differences between the three groups
• How many factors have moderate/high influence on program success
• View 1 - 59%, View 2 - 69%, View 3 - 100%
• Importance of program administrative location
• View 1 – moderate, View 2 – high, View 3 - highest
• Importance of alignment with job opportunities for graduates
• View 1 – low-moderate, View 2 – moderate-high, View 3 – high-highest
• Importance of external support and partnerships
• View 1 – minimal/none, View 2 – low-moderate, View 2 – moderate-high

9. Contextual differences
• Role of the program leader (coordinator, director, chair, dean)
• Leaders academic preparation (interdisciplinary or disciplinary)
• Program location (IES unit or program that spans disciplinary units)
• Program age
• Level (undergraduate only, graduate only, both)
• Curriculum design

10. Sustainability Solutions
Emphasis
Sustainability and Solutions FocusLess More
Natural Systems
Emphasis
Social Systems
Emphasis
Problem Solving
for Sustainability
Natural Science
Driven
Solutions
Understanding
Problems
Social Science &
Cultural Driven
Solutions
LessMoreNaturalSciences,LabandFieldResearch
Sustainability
Solutions Emphasis

11. View 1: Curriculum design focus
• A quarter of program leaders
• Important for success: 59% of factors, real world focus, curriculum
design factors, program leadership, student interest, institutional
support
• Attributes: coordinators or directors of newer programs than span
disciplinary departments; disciplinary academic training, 75% UG only
• Curriculum design: degrees align with Natural Systems Emphasis or
Social Systems Emphasis – lowest proportion with Sustainability
Solutions Emphasis

12. View 2: CD + applied learning focus
• Half of program leaders
• Important for success: 69% of factors + applied learning experiences;
more emphasis on employment opportunities
• Program attributes: Relatively equal distribution on program
attributes, 60% UG only
• Curriculum design: Relatively equal proportions of degrees aligned
with three emphases

13. View 3: CD + AL + External Partnerships Focus
• A quarter of program leaders
• Important for success: 100% of factors, + external support and
partnerships, national/international focus
• Attributes: chairs, deans, directors of mature IES departments,
schools/colleges, institutes/centers; interdisciplinary academic
training; 64% have GR programs
• Curriculum design: 67% UG/82% GR Sustainability Solutions Emphasis

14. Implications
• Program leader’s roles and success challenges depend upon program
attributes, especially
• Location (disciplinary unit-spanning program or IES unit)
• Age of the program
• Level (UG, GR, both)
• Orientation (liberal arts, professional preparation)

15. Challenges
• All views: Institutional support (resources)
• View 1 Leaders:
• Student interest and support
• Career support services
• National employment opportunities
• View 2 Leaders:
• Faculty participation
• Developing courses

16. Challenges
• View 3 Leaders:
• Developing courses
• Career support services
• National and international employment opportunities for graduates
• Institutional support (leadership)
• Location within their institution
• Competition from other units
• Public and government support
• Private sector, government, and higher education partnerships

17. Implications
• As programs gain in autonomy, prestige, age, and resources the
approach to curriculum design becomes more interdisciplinary,
sustainability-solutions focused and the program is more focused on
broader external engagement.

18. Thank you!
svincent@ncseonline.org
918-629-5143