Katja Brundiers
Biographic Data
| ID | 3708624 |
|---|---|
| NAME | Katja Brundiers |
| GIVEN NAMES | Katja |
| FAMILY NAME | Brundiers |
| SIGNATURE | BRUNDIERS K |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0002-7354-9964 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Inclusive transdisciplinarity
Transdisciplinary research (TDR) aims to co-produce knowledge to address the complex challenges of unsustainability. Despite progress in articulating principles for successful co-production, Indigenous researchers have pointed out ongoing power imbalances. These disparities, partly stemming from unacknowledged ontological-epistemological inequalities, often perpetuate hidden hierarchies between researchers and participants. At the core of these p…
Implementing interdisciplinary sustainability education with the food-energy-water (FEW) nexus
Growth in the green jobs sector has increased demand for college graduates who are prepared to enter the workforce with interdisciplinary sustainability skills. Simultaneously, scholarly calls for interdisciplinary collaboration in the service of addressing the societal challenges of enhancing resilience and sustainability have also increased in recent years. However, developing, executing, and assessing interdisciplinary content and skills at th…
Online sustainability education
Purpose Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transforma…
Student agency in a sustainability-oriented assessment process
Evolving conceptions of the purposes of higher education suggest the need for assessment practices that contribute to preparing students to navigate complex social-ecological challenges. Though shifts in assessment discourse have begun to respond to this need, further examination of the role of students in assessment processes is required. One strategy that has been highlighted is rubric co-design, in which students and instructors interactively …
Revisiting the sustainability science research agenda
Identifying research gaps and priorities is paramount to advance sustainability science and contribute to a sustainable future. This editorial contributes to this effort by contemplating the sustainability science research agenda and aligning it with recent changes in global dynamics. Drawing on consultations with the editorial board members of the Sustainability Science journal and a review of relevant literature, we identified 12 key research t…
Case Study
TEST 02 - Elsevier's Scopus, the largest abstract and citation database of peer-reviewed literature. Search and access research from the science, technology, medicine, social sciences and arts and humanities fields.
Fostering collaboration in city governments’ sustainability, emergency management and resilience work through competency-based capacity building
Cities are challenged by climate change, natural and technological disasters and related injustices. At least three fields address these challenges within cities: sustainability , emergency management and resilience. However, these three fields often still work in silos, separated by administrative structures. One way to promote a synergistic and integrative city-level approach across the three fields is through actively fostering collaboration. …
AHP-GIS analysis for flood hazard assessment of the communities nearby the world heritage site on Ayutthaya Island, Thailand
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Disasters as opportunities for sustainability
Integrating problem- and project-based learning into sustainability programs
Purpose – The article aims to describe the problem- and project-based learning (PPBL) program and the institutional context at Arizona State University’s School of Sustainability (SOS), with the goal of offering experience-based guidance for similar initiatives in sustainability programs around the world. Design/methodology/approach – This case study presents the diverse PPBL activities that SOS offers on the undergraduate and the graduate levels…
Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability
Problem- and project-based learning (PPBL) courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students’ sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential learning. Only few studies exist that compare and appraise PPBL courses internationally ag…
Real‐world learning opportunities in sustainability
Purpose Academic sustainability programs aim to develop key competencies in sustainability, including problem‐solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real‐world learning opportunities. Design/…
Challenges of sustainable recovery processes in tsunami affected communities
Purpose Sustainable housing and community recovery processes in the aftermath of tsunamis have to cope with direct impacts, such as fatalities, destroyed buildings, and loss of economic assets, as well as indirect impacts caused by shortcomings in recovery management. Recent studies on post‐tsunami recovery tend to focus on direct impacts, ranging from monitoring to prevention studies. Less attention is paid to recovery as a complex bundle of mul…
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Revisiting the sustainability science research agenda
Identifying research gaps and priorities is paramount to advance sustainability science and contribute to a sustainable future. This editorial contributes to this effort by contemplating the sustainability science research agenda and aligning it with recent changes in global dynamics. Drawing on consultations with the editorial board members of the Sustainability Science journal and a review of relevant literature, we identified 12 key research t…
Disasters as opportunities for sustainability
Real‐world learning opportunities in sustainability
Purpose Academic sustainability programs aim to develop key competencies in sustainability, including problem‐solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real‐world learning opportunities. Design/…
Challenges of sustainable recovery processes in tsunami affected communities
Purpose Sustainable housing and community recovery processes in the aftermath of tsunamis have to cope with direct impacts, such as fatalities, destroyed buildings, and loss of economic assets, as well as indirect impacts caused by shortcomings in recovery management. Recent studies on post‐tsunami recovery tend to focus on direct impacts, ranging from monitoring to prevention studies. Less attention is paid to recovery as a complex bundle of mul…
Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability
Problem- and project-based learning (PPBL) courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students’ sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential learning. Only few studies exist that compare and appraise PPBL courses internationally ag…
Integrating problem- and project-based learning into sustainability programs
Purpose – The article aims to describe the problem- and project-based learning (PPBL) program and the institutional context at Arizona State University’s School of Sustainability (SOS), with the goal of offering experience-based guidance for similar initiatives in sustainability programs around the world. Design/methodology/approach – This case study presents the diverse PPBL activities that SOS offers on the undergraduate and the graduate levels…
Disasters as opportunities for sustainability
AHP-GIS analysis for flood hazard assessment of the communities nearby the world heritage site on Ayutthaya Island, Thailand
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Fostering collaboration in city governments’ sustainability, emergency management and resilience work through competency-based capacity building
Cities are challenged by climate change, natural and technological disasters and related injustices. At least three fields address these challenges within cities: sustainability , emergency management and resilience. However, these three fields often still work in silos, separated by administrative structures. One way to promote a synergistic and integrative city-level approach across the three fields is through actively fostering collaboration. …
Case Study
TEST 02 - Elsevier's Scopus, the largest abstract and citation database of peer-reviewed literature. Search and access research from the science, technology, medicine, social sciences and arts and humanities fields.
Implementing interdisciplinary sustainability education with the food-energy-water (FEW) nexus
Growth in the green jobs sector has increased demand for college graduates who are prepared to enter the workforce with interdisciplinary sustainability skills. Simultaneously, scholarly calls for interdisciplinary collaboration in the service of addressing the societal challenges of enhancing resilience and sustainability have also increased in recent years. However, developing, executing, and assessing interdisciplinary content and skills at th…
Online sustainability education
Purpose Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transforma…
Student agency in a sustainability-oriented assessment process
Evolving conceptions of the purposes of higher education suggest the need for assessment practices that contribute to preparing students to navigate complex social-ecological challenges. Though shifts in assessment discourse have begun to respond to this need, further examination of the role of students in assessment processes is required. One strategy that has been highlighted is rubric co-design, in which students and instructors interactively …
Revisiting the sustainability science research agenda
Identifying research gaps and priorities is paramount to advance sustainability science and contribute to a sustainable future. This editorial contributes to this effort by contemplating the sustainability science research agenda and aligning it with recent changes in global dynamics. Drawing on consultations with the editorial board members of the Sustainability Science journal and a review of relevant literature, we identified 12 key research t…
Inclusive transdisciplinarity
Transdisciplinary research (TDR) aims to co-produce knowledge to address the complex challenges of unsustainability. Despite progress in articulating principles for successful co-production, Indigenous researchers have pointed out ongoing power imbalances. These disparities, partly stemming from unacknowledged ontological-epistemological inequalities, often perpetuate hidden hierarchies between researchers and participants. At the core of these p…
Sustainability (11 works) · Engineering (10 works) · Computer Science (9 works) · Political science (8 works) · Engineering ethics (7 works) · Environmental resource management (6 works) · Sustainability in Higher Education (6 works) · Business (5 works) · Environmental planning (5 works) · Knowledge management (5 works)