The present study assesses the efficacy of a semester-long undergraduate sustainability curriculum designed from a systems approach. The three-course curriculum, which incorporated environmental science and ethics courses along with an integrative course using a community-based learning pedagogy, was intended to provide students with experience using knowledge and skills from distinct disciplines in a holistic way in order to address the complex problems of the human acceptance of and response to anthropogenic climate change. In the fall of 2013, 23 of the 24 sophomore general education students enrolled in the three courses were surveyed at the beginning and end of the semester; 17 of those same students completed the survey again in the spring of 2016, their senior year. Results, which focus on the 17 students who continued to participate through their senior year, were analyzed with quantitative and qualitative methodologies. The pre/post data from the surveys demonstrated significant improvement in climate literacy, certainty, concern and urgency over the course of the semester; the senior data indicated that those improvements were largely retained. The study also suggests that the nine-credit curriculum improved transferable skills such as interdisciplinary thinking, self-confidence and public speaking. A qualitative analysis of three student cases, informed by a focus group (n = 7) of seniors along with other sources of information, suggested retention of such transferable skills, and, in some cases, deeper involvement in climate and sustainability action.

The community-based mentorship program MPOWIR (Mentoring Physical Oceanography Women+ to Increase Retention) supports late-stage graduate students and early-career professionals who identify as women or non-binary genders. Its participants engage in mentorship training and professional development, facilitate group mentoring, and draw attention to barriers women and non-binary genders face in physical oceanography. MPOWIR was created to increase the retention of women in physical oceanography in early career stages but has unexpectedly benefited the MPOWIR community beyond graduate students and early career professionals. Senior leaders participating as mentors in MPOWIR report a renewed sense of purpose, new research collaborations, a chance to challenge their own biases, learning new ways to support mentees at their home institutions, awareness about career trajectories outside academia, and a stronger sense of community amid researchers who often felt isolated due to lack of diversity in their ranks. As they guide and inspire the next generation, mentors reflect on their own career struggles and advise on changes that will create a more equitable future for the discipline. This paper highlights the impacts of MPOWIR mentorship on senior leaders in physical oceanography and demonstrates that mentorship is a two-way exchange that energizes and inspires all participants to become active agents of change. It concludes with reflections on how institutions and organizations can facilitate effective mentoring and remove barriers to the professional development of senior leaders in mentoring roles.