Discursive diversity in introductory environmental studies

Introductory environmental studies and sciences (ESS) classes can be powerful and formative experiences for undergraduates. Indeed, instructors likely aspire towards influencing and enhancing the perspectives, analytical tools, and critical-thinking skills their graduates carry forward into careers in and beyond environment-related fields. This task, however, is doubly challenging: not only to meaningfully engage students with environmental issues but ideally also to think critically about the at-times competing ideologies and perspectives in ESS. This requires that courses be taught in ways that further critical thinking, develop metacognitive skills, and introduce students to a diversity of environmental discourses. In this paper, we present the results of a brief empirical survey of a small sample of North American ESS undergraduate programs. Using discussions of climate change as an example, we pay particular attention to the explicit goals, diversity of literature presented, and organization of the courses, using typologies e.g., Nisbet (Wiley Interdiscip Rev Clim Chang 5(6):809-823, 2014) to highlight the prevalence of particular environmental discourses and not others. We highlight a handful of promising practices and potential blind spots in the pedagogical design of these courses, while arguing for the importance of instructor reflection, iterative improvement, and further research into potential common weaknesses in ESS instruction.