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Abstract
Considering human relationships with their environment at multiple economic, and societal scales is imperative given the global nature of contemporary and predicted environmental challenges. Institutions of higher education have answered this challenge in part through mandates for sustainability education in curricula. However, little is known of the efficacy of different types of higher education courses in delivering desirable sustainability education outcomes. This study uses quasi-experimental designs to compare the effect of different types of courses on sustainability literacy and environmental beliefs. Furthermore, regression model building techniques are employed to identify important predictors of environmental beliefs, and their relationship to changes in environmental belief in response to sustainability educational travel programs.