We take a fresh look at geography curricula and their appropriateness to the demands of the 21st century. We reflect on the purpose, content and relevance of undergraduate geography curricula in an age of 'supercomplexity'. Geography curricula, by their nature, are varied and multiple, with different countries often privileging different types of geographical knowledge and skills. The paper emerges from a group of US and UK geographers and so focuses mainly upon AngloAmerican geographical traditions. We highlight the need to provide generic and employability skills as part of the rapidly changing requirements into which geographical skills and knowledge need to be integrated. The knowledge base may well change according to circumstances (for example, adaptation to environmental change) that will require geographers to be able to contribute to the community and thereby enhance the overall stature of geography. A geographical outlook, reflecting space and change, remains at the heart of geography and can provide a unique selling point for its study. Graduates will need to promote their geographical knowledge and skills in order to cope with employment possibilities, so instructors will need to diversify their teaching methods to embrace active learning and problem-orientated approaches to the delivery of geographical curricula.

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This article reports findings from the preliminary assessment of the Sustainable Living and Learning Community (SLLC) Programme, a yearlong and sustainability-focused living and learning programme. Using a multimethod approach that triangulates its findings based on quantitative and qualitative analysis of surveys, pre- and post-programme questionnaires and reflective journals, we found that a majority of students in the SLLC programme not only developed more nuanced understandings of the terms sustainability and consumption but also acknowledged their own roles in perpetuating unsustainable forms of consumption. Furthermore, 75 per cent of SLLC students modified their habits and behaviours with sustainability in mind and developed a deeper sense of agency that led some students to view sustainability as a form of activism.

Stories of community resilience and rapid innovation have emerged during the global pandemic caused by COVID-19. As communities, organizations, and individuals have had to shift modalities during the pandemic, they have identified ways to sustain community well-being. Prior to COVID-19, colleges and universities were hailed as anchors of economic and social resilience and well-being for communities of place. In this light, this commentary highlights stories of rapid community innovation occurring at Hobart & William Smith Colleges in the Finger Lakes region of New York. A series of vignettes are presented showcasing lessons and ongoing questions regarding rapid pivots, community values, and diversity and inclusion during (and after) the pandemic. Overall, these insights can inform future local collaborative development efforts post-COVID-19 between colleges/universities and their local community.

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