An innovative platform for self-directed learning around sustainability issues in higher education is achievable via a center-based framework that uses a living lab model. This chapter identifies classroom and institutional barriers and challenges to sustainability-focused self-directed learning using interview data from undergraduate students who have contributed to real change on campus and in the community. The authors posit an alternative framework for sustainability-focused self-directed learning housed in an interdisciplinary center by providing insight on the necessary structures, resources, and processes. This chapter concludes with a discussion of how self-directed learning (1) supports emerging adults' developmental processes in navigating the borderland of adolescence to adulthood and (2) contributes to potential solutions to wicked problems.
Key components of a waste-management program for R&E and field-support laboratories within the oilfield service industry are discussed. Guidelines presented encourage efficient waste management via waste minimization, providing economical benefits and environmentally sound disposal of waste.
Generic criteria, based on physical and chemical properties of the waste, are established for hazard characterization, classification, and segregation purposes. Several waste disposal options for the identified waste streams are reviewed. Specific case situations and the resulting cost benefits are described using the guidelines presented.
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