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This chapter compares the approaches used in two different disciplines – economics and sociology – to highlight innovative teaching strategies (like the flipped classroom) that are employed to engage students, different ways of integrating sustainability into the curriculum and linking taught units to the sustainable development goals (SDGs) as well as how students confront these issues. The case study courses are delivered at the University of the West Indies Cave Hill Campus in Barbados and the two courses are “Caribbean Social Problems” and “Economic Planning.” This chapter demonstrates the necessity of integrating sustainability and the SDGs into course delivery to ensure that the future development of the Caribbean does not compromise future generations.

The transition from a traditional lecture style method of teaching to the flipped classroom in sophomore-level Organic Chemistry I and II courses at an Historically Black University (HBCU) is described. The process of implementation was explained and the students’ performance was analyzed. The flipped teaching method made a much bigger positive impact to Organic I than Organic II Chemistry course. A higher percentage of A, B or better, and C or better were observed for Organic I Chemistry course. The DFW rate was also significantly lower for the Organic I Chemistry flipped classroom. However, Organic II results were very similar between the students from both teaching methods.