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Dr. David Norris

Dr. Norris completed his BSc in Biology and Physics at the University of Botswana in 1988, after which he worked in agricultural research and lectured part‑time at UB. He earned his MSc in Animal and Forage Science (Animal Production major; Biochemistry minor) from the University of Reading, UK in 1991, followed by a PhD in Animal Science (Animal Breeding & Genetics major; Statistics and Animal Biotechnology minors) from Michigan State University in 1998. He also holds a Graduate Certificate in Agricultural Research for Development from Wageningen ICRA, Netherlands (2008). 

Abstract

Experiential learning, also known as “learning by doing,” offers a transformative approach to sustainability education by actively engaging learners in real-world problem solving. Sustainable development requires robust skills in critical thinking, problem-solving, innovation and teamwork. Experiential learning has become a particularly important pedagogical shift in institutions of higher learning. The move away from traditional, teacher-centred methods towards more student-centred, interactive and engaging practices is critical for supporting sustainable development particularly in poorer nations. There is urgent need for curricular evolution that encourages innovative problem-solving in the face of global social and environmental challenges. Experiential learning not only enhances academic outcomes but also fosters civic responsibility and innovation.

This paper explores models where students co-create solutions to pressing environmental and social challenges through fieldwork, service-learning, and interdisciplinary collaboration. Grounded in reflective practice and systems thinking, experiential methods empower learners to internalize sustainability principles and develop actionable skills

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