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PurposeMichigan State University developed an undergraduate, academic specialization in sustainability based on the learning paradigm. The purpose of this paper is to share initial findings on assessment of systems thinking competency.Design/methodology/approachThe 15‐week course served 14 mostly third and fourth‐year students. Assessment of learning arose through one short answer exam, one interactive small group dialogue exam, homework assignments, completion of an online community engagement tutorial, and completion of a final reflective project (either in a group or individual).FindingsThe range of assessments enabled the authors to provide "frequent and ongoing feedback," "a long time horizon for learning," and "stable communities of practice." Students had multiple opportunities to demonstrate their learning progress in a variety of forms and contexts across multiple intelligences.Research limitations/implicationsDespite attempts to actively promote the kind of frequent and authentic assessment advocated in the literature, the authors' results suggest the need for a consistent and valid assessment measure with an agreed upon rubric and stable assessment across multiple reviewers.Practical implicationsThe authors recommend that the proper activities and rubrics exist to match a program's competencies before implementing the approach.Social implicationsThe examples described in the paper provide some concrete assignments and approaches linked to the pedagogy of teaching and learning amenable to many other educational institutions in support of the UN Education for Sustainable Development effort.Originality/valueThe authors' approach provides a unique attempt at implementing and assessing a competency‐based approach to implementing the learning paradigm to foster sustainability systems thinking.

PurposeThe purpose of this paper is to develop a better understanding of the state of knowledge of students and faculty on the Michigan State University (MSU) campus; identify relevant gaps in knowledge and misconceptions about recycling; and provide recommendations regarding how these gaps and misconceptions may be addressed through education and outreach.Design/methodology/approachUsing mental models analysis, the current state of knowledge possessed by students and faculty was compared with a comprehensive inventory of on‐campus recycling procedures and opportunities.FindingsBy combining data from individual mental models elicited from students and faculty members, an overall mental model that depicted the frequency with which subjects understood MSU‐specific recycling concepts was developed. This composite model, and the accompanying statistical analysis, revealed important gaps – on part of both students and faculty – in understanding for several key recycling concepts that are relevant to established campus‐based waste reduction practices.Originality/valueThe mental models approach, which to the authors' knowledge has yet to be applied to campus sustainability initiatives, provides program managers and outreach specialists with a constructive and transparent opportunity to develop and deploy program information that builds on existing knowledge while also meeting the new information needs of key stakeholders.

As conditional cash transfer (CCT) programs spread in African countries, there is a need for well-designed programs that reflect their economic, institutional, political, and sociocultural circumstances. Using both qualitative and quantitative data analysis, this article examines the perspectives of beneficiaries, program managers, and community leaders regarding Ghana's CCT program. It addresses sociocultural attitudes toward poverty, perceptions of CCT as a poverty reduction strategy, and experiences with CCT implementation. Findings indicate favorable views of CCT but little support for giving money to the poor as a long-term poverty-alleviation strategy. Ghana's CCT program is seen as fair and popular, but current payment levels are viewed as inadequate, impractical, and unreliable.