Systems thinking (ST) skills are often the foundation of sustainability science curricula. Though ST skill sets are used as a basic approach to reasoning about complex environmental problems, there are gaps in our understanding regarding the best ways to promote and assess ST learning in classrooms. Since ST learning provides Science, Technology, Engineering, and Mathematics (STEM) students’ important skills and awareness to participate in environmental problem-solving, addressing these gaps is an important STEM learning contribution. We have created guidelines for teaching and measuring ST skills derived from a hybrid of a literature review and through case study data collection. Our approach is based on semi-quantitative cognitive mapping techniques meant to support deep reasoning about the complexities of social–ecological issues. We begin by arguing that ST should be evaluated on a continuum of understanding rather than a binary of correct/incorrect or present/absent. We then suggest four fundamental dimensions of teaching and evaluating ST which include: (1) system structure, (2) system function, (3) identification of leverage points for change, and (4) trade-off analysis. Finally, we use a case study to show how these ideas can be assessed through cognitive maps to help students develop deep system understanding and the capacity to propose innovative solutions to sustainability problems.

Field philosophy is interdisciplinary experiential environmental humanities learning. It grows from a community-focused conception of environmental ethics and place-based environmental education, and it aims to help students develop an awareness of the role of environmental ethics in environmental issues, as well as cultivate an empathetic environmental ethic that might enable them to participate in environmental problem solving. The emotional, cognitive, and physical relationships with people, place, and ideas at the core of field philosophy necessitate a pedagogy that attends to affective learning objectives and relationship building. A shared focus connects literature in experiential education, educational psychology research on emotional engagement, and the ethic of care. A synthesis of this literature grounds an environmental pedagogy of care with meaningful potential for field philosophy.

Urban agriculture is an important neighborhood revitalization strategy in the U.S. Rust Belt, where deindustrialization has left blighted and vacant land in the urban core. Immigrants and refugees represent a growing and important stakeholder group in urban agriculture, including in community gardens across the Rust Belt Midwest. Community gardens provide a host of social and economic benefits to urban landscapes, including increased access to culturally appropriate food and medicinal plants for refugee and immigrant growers. Our work in Lansing, Michigan was part of a collaboration with the Greater Lansing Food Bank’s Garden Project (GLFGP) to describe the refugee and immigrant community gardening experience in three urban gardens with high refugee and immigrant enrollment. Our research describes the ways garden management facilitates inclusion for refugee and immigrant gardeners and how particular factors of inclusion in turn contribute to social capital, an important outcome that plays a critical role in refugee and immigrant subjective wellbeing.

Urban agriculture is a growing movement in cities across the United States, including the post‐industrial Midwest. Maintaining a resilient local food system is a challenge given the environmental, resource, and institutional barriers facing urban farmers. In this descriptive correlational study, we take an in‐depth look at the demographics, farm characteristics, motivations, barriers, and resilience indicators of individuals in the urban agriculture system in Lansing, Michigan, a city of the US Midwest with a growing urban agriculture system. Survey responses ( n = 92) revealed that support actors, community gardeners, and farmers have descriptive differences in their motivations, with support actors (e.g. non‐profits, university extension, or municipalities) being most strongly motivated by social and environmental justice. Community gardeners reported the lowest barriers to engaging in urban agriculture. Individuals who reported stronger motivations for building community and social and environmental justice showed significant correlations to several resilience indicators, indicating that those motivations may be important to system resilience. Urban agriculture support agencies report high barriers and are most often consulted for informational and social support. These results can inform recommendations for organizations, local governments, and researchers working in midwestern urban agriculture initiatives to better assess and promote a thriving system into the future.