Integrating Sustainability

Into a Learning Community

Kathleen Gardner, Southern Illinois U-Edwardsville

Kathleen G. Kerr, University of Delaware

Jeanne S. Steffes, Syracuse University

Living-Learning ConferenceOctober 15-17, 2006

Syracuse, NY

Presentation Outline:Presentation Outline:

Overview of SustainabilityOverview of Sustainability Individual Resources and PerspectivesIndividual Resources and Perspectives Student Learning OutcomesStudent Learning Outcomes Integrating Sustainability into Higher Integrating Sustainability into Higher

EducationEducation Where Do You Begin?Where Do You Begin?

Sustainable Development Sustainable Development Defined:Defined:

““Meeting the needs of the present Meeting the needs of the present

without compromising the ability of without compromising the ability of

future generations to future generations to

meet their own needs”meet their own needs”

World Commission on Env. and Development. (1987). World Commission on Env. and Development. (1987). Our Our Common FutureCommon Future. England: Oxford University Press.. England: Oxford University Press.

  

StrongEconomy

SocialWell-being

Flourishing Environments

SustainableSociety

Triple Bottom Line of Sustainability

The United Nations The United Nations has declared 2005-2014 has declared 2005-2014

a Decade of Education for a Decade of Education for Sustainable DevelopmentSustainable Development

Education for a Education for a Sustainable Society: Sustainable Society:

“Enables people to develop the “Enables people to develop the knowledge, values and skills to knowledge, values and skills to participate in decisions … that participate in decisions … that will improve the quality of life will improve the quality of life

now without damaging the planet now without damaging the planet for the future.”for the future.”

  

Why Sustainability Now?Why Sustainability Now?

We are the first generation capable of We are the first generation capable of determining the habitability of the determining the habitability of the planet for humans and other species. planet for humans and other species.

The decisions of this generation are The decisions of this generation are crucial.  crucial. 

Why Sustainability Now?Why Sustainability Now?

1.1. Human presence on a global scaleHuman presence on a global scale

2.2. All living systems in long term decline All living systems in long term decline at unprecedented and accelerating rateat unprecedented and accelerating rate

3.3. Unprecedented growth in population Unprecedented growth in population and consumptionand consumption

4.4. Gap between rich and poor acceleratingGap between rich and poor accelerating

life supporting

resources

declining

consumption of life supporting

resources

rising

Global Perspective:Global Perspective:

Why is Education for Sustainable Why is Education for Sustainable Development such a high priority in the U.S.?Development such a high priority in the U.S.?

Much of the U.S. public doesn’t know that we are exceeding Much of the U.S. public doesn’t know that we are exceeding the carrying capacity of the planet. (www.myfootprint.org)the carrying capacity of the planet. (www.myfootprint.org)

All of the life supporting ecosystems are in decline All of the life supporting ecosystems are in decline (http://www.worldwatch.org/topics/nature)(http://www.worldwatch.org/topics/nature)

The U.S. has approximately 5% of the world’s population The U.S. has approximately 5% of the world’s population and is consuming 25% of the world’s resources. (Jucker, Our and is consuming 25% of the world’s resources. (Jucker, Our Common Illiteracy – Education as If the Earth and People Common Illiteracy – Education as If the Earth and People Mattered, Peter Lang Publishers)Mattered, Peter Lang Publishers)

Public doesn’t know we can reduce human suffering, Public doesn’t know we can reduce human suffering, environmental degradation and social injustice now while environmental degradation and social injustice now while building stronger economies building stronger economies

A rapid shift in mindset is needed and A rapid shift in mindset is needed and education is the key.education is the key.

Why is environmental responsibility Why is environmental responsibility such a high priority?such a high priority?

Freshwater withdrawal has almost doubled since 1960 and Freshwater withdrawal has almost doubled since 1960 and nearly half the world’s major rivers are going dry or are nearly half the world’s major rivers are going dry or are badly polluted (New Internationalist, no. 329 November, badly polluted (New Internationalist, no. 329 November, 2000. 18)2000. 18)

11 of the world’s 15 major fishing areas and 69% of the 11 of the world’s 15 major fishing areas and 69% of the world’s major fish species are in decline (State of the World world’s major fish species are in decline (State of the World 1998, 60-67)1998, 60-67)

Climate change (global warming) exists, a major culprit is Climate change (global warming) exists, a major culprit is fossil fuels, and impacts are very serious. (Intergovernmental fossil fuels, and impacts are very serious. (Intergovernmental Panel on Climate Change report: Summary for Panel on Climate Change report: Summary for Policymakers: The Science of Climate Change 1995)Policymakers: The Science of Climate Change 1995)

Effects -Climate Change:Effects -Climate Change:

Effects on food production More extreme weather events Disruptions of ecosystems Spread of disease to temperate climates Submersion of land masses – 1 to 4 foot sea level rise 50% of world’s population lives on the

coasts (75% in 2050) 140,000 deaths per year attributed to climate change

Sources: 1-5 Intergovernmental Panel on Climate Change

Global Transition:Global Transition:

FromFrom Fossil poweredFossil powered Take, make, wasteTake, make, waste Living off nature’s capitalLiving off nature’s capital Market as masterMarket as master Loss of cultural & Loss of cultural &

biological diversitybiological diversity IndependenceIndependence Materialism as goalMaterialism as goal

ToTo Solar poweredSolar powered Cyclical productionCyclical production Living off nature’s Living off nature’s

incomeincome Market as servantMarket as servant Increased cultural & Increased cultural &

biological diversitybiological diversity InterdependenceInterdependence Human satisfaction goalHuman satisfaction goal

Which of these myths Which of these myths do you believe? do you believe? 

Sustainability is mostly about the environmentSustainability is mostly about the environment Sustainability is just another issue, like international Sustainability is just another issue, like international

studies or computer literacystudies or computer literacy Sustainability is secondary to the university's core Sustainability is secondary to the university's core

mission and functionmission and function Sustainability will almost always cost the university Sustainability will almost always cost the university

more moneymore money Sustainability is primarily a scientific and technical Sustainability is primarily a scientific and technical

problemproblem

Challenges and Answers to Challenges and Answers to SustainabilitySustainability

ChallengesChallenges Already busyAlready busy Don’t know this stuffDon’t know this stuff Issues are complex and Issues are complex and

systematicsystematic

AnswersAnswers Use national resourcesUse national resources Learn from other Learn from other

institutionsinstitutions Use students and staff Use students and staff

nationally to help you nationally to help you learn, grow, and learn, grow, and implementimplement

What can I do as an individual?What can I do as an individual?

Reduce your impact at homeReduce your impact at home Replace a regular incandescent light bulb with a Replace a regular incandescent light bulb with a

compact fluorescent light bulbcompact fluorescent light bulb Move your thermostat down 2 degrees in winter and Move your thermostat down 2 degrees in winter and

up 2 degrees in summerup 2 degrees in summer Clean or replace filters on your furnace and air Clean or replace filters on your furnace and air

conditioner conditioner Install a programmable thermostatInstall a programmable thermostat Use less hot waterUse less hot water

From: An Inconvenient Truth, http://www.climatecrisis.net/From: An Inconvenient Truth, http://www.climatecrisis.net/

What can I do as an individual?What can I do as an individual?

Reduce your impact at homeReduce your impact at home Recycle at homeRecycle at home Buy recycled paper productsBuy recycled paper products Unplug electronics from the wall when you’re not Unplug electronics from the wall when you’re not

using themusing them Insulate and weatherize your homeInsulate and weatherize your home Buy locally grown and produced foodsBuy locally grown and produced foods Avoid heavily packaged productsAvoid heavily packaged products Buy organic foods as much as possibleBuy organic foods as much as possible

From: An Inconvenient Truth, http://www.climatecrisis.net/From: An Inconvenient Truth, http://www.climatecrisis.net/

What can I do as an individual?What can I do as an individual?

Reduce your impact on the moveReduce your impact on the move Reduce the number of miles you drive by Reduce the number of miles you drive by

walking, biking, carpooling or taking mass walking, biking, carpooling or taking mass transit whenever possibletransit whenever possible

Keep your car tuned upKeep your car tuned up Check your tires weekly Check your tires weekly When it’s time for a new car, choose a more When it’s time for a new car, choose a more

fuel efficient vehiclefuel efficient vehicleFrom: An Inconvenient Truth, http://www.climatecrisis.net/From: An Inconvenient Truth, http://www.climatecrisis.net/

Potential is Enormous:Potential is Enormous:

4,096 U.S. Colleges and Universities (1)4,096 U.S. Colleges and Universities (1) 14.8 million students (1)14.8 million students (1) $277 billion annual expenditures; 2.8% of the GDP (1)$277 billion annual expenditures; 2.8% of the GDP (1) HE expenditures > the GDP of all but 25 countries in the HE expenditures > the GDP of all but 25 countries in the

world (2)world (2)

1 From: 2001 Digest of Education Statistics, US Dept. of Education.1 From: 2001 Digest of Education Statistics, US Dept. of Education.

2 From: 2001 CIA World Factbook and Dowling, Mike., "Interactive Table 2 From: 2001 CIA World Factbook and Dowling, Mike., "Interactive Table of World Nations," available from of World Nations," available from http://www.mrdowling.com/800nations.htmlhttp://www.mrdowling.com/800nations.html; Internet; updated Friday, ; Internet; updated Friday, June 29, 2001June 29, 2001

What if higher education were to take a What if higher education were to take a leadership role, as it did in the space race leadership role, as it did in the space race and the war on cancer, in preparing and the war on cancer, in preparing students and providing the information students and providing the information and knowledge to achieve a just and and knowledge to achieve a just and sustainable society? sustainable society?

What would higher education look like?What would higher education look like?

Integrating Education for Sustainable Integrating Education for Sustainable Development:Development:

Curricula Research

Operations

CommunityOutreach andPartnerships

Student LifeProfessional Development

Mission andPlanning Purchasing

From apathy caring From apathy caring involvement.involvement.

Students need to know that their daily Students need to know that their daily decisions affect the quality of life of people decisions affect the quality of life of people

around the globearound the globe

Goal:Goal:

All students engaged as All students engaged as effective change effective change agentsagents in our sustainability challenges. in our sustainability challenges.

Key Places:Key Places:

MissionMission Strategic PlanStrategic Plan BudgetBudget OrientationOrientation Campus Map and Campus Map and

SignageSignage Building PoliciesBuilding Policies Operations and Operations and

Purchasing PoliciesPurchasing Policies

Student LifeStudent Life Residential Living Residential Living Infused throughout Infused throughout

curricula curricula First Year Experience First Year Experience Gen Ed CoreGen Ed Core Curricula ReviewCurricula Review Community PartnershipsCommunity Partnerships Workforce DevelopmentWorkforce Development

ACPA’s Presidential Task Force:ACPA’s Presidential Task Force: Resources - FY Pledge; templates for road shows; Resources - FY Pledge; templates for road shows;

ideas for orientation and FYE, etc.ideas for orientation and FYE, etc. Professional development - Webpage, e-learning, Professional development - Webpage, e-learning,

publications, teleconferences and webcastspublications, teleconferences and webcasts Collaboration with other national higher education Collaboration with other national higher education

associations on:associations on: Rating systemRating system Socially and environmentally responsible procurementSocially and environmentally responsible procurement President’s pledge on climate changePresident’s pledge on climate change Higher Education Climate Action ProjectHigher Education Climate Action Project Team building on campus at VP and other levels for Team building on campus at VP and other levels for

sustainability sustainability Student Learning Outcomes – to guide practiceStudent Learning Outcomes – to guide practice

Student Learning OutcomesStudent Learning OutcomesACPA’s Sustainability Taskforce, 2006ACPA’s Sustainability Taskforce, 2006

1.1. Each student will be able to define sustainability.Each student will be able to define sustainability.

2.2. Each student will be able to explain how Each student will be able to explain how sustainability relates to their lives and their sustainability relates to their lives and their values, and how their actions impact issues of values, and how their actions impact issues of sustainability.sustainability.

3.3. Each student will be able to utilize their Each student will be able to utilize their knowledge of sustainability to change their daily knowledge of sustainability to change their daily habits and consumer mentality.habits and consumer mentality.

4.4. Each student will be able to explain how systems Each student will be able to explain how systems are interrelated.are interrelated.

Student Learning Outcomes Student Learning Outcomes (cont.)(cont.)

ACPA’s Sustainability Taskforce, 2006ACPA’s Sustainability Taskforce, 2006

5.5. Each student will learn change agent skills.Each student will learn change agent skills.

6.6. Each student will learn how to apply Each student will learn how to apply concepts of sustainability to their campus and concepts of sustainability to their campus and community by engaging in the challenges and community by engaging in the challenges and solutions of sustainability on their campus.solutions of sustainability on their campus.

7.7. Each student will learn how to apply Each student will learn how to apply concepts of sustainability globally by concepts of sustainability globally by engaging in the challenges and the solutions engaging in the challenges and the solutions of sustainability in a world context.of sustainability in a world context.

Integration Integration

““What do our students need to be successful What do our students need to be successful in their adult roles of career person, family in their adult roles of career person, family member and community member?”member and community member?”

Making Making invisible invisible impactsimpacts visible visible Practicing sustainability on campus and in Practicing sustainability on campus and in

external communities connected to student external communities connected to student learninglearning

Examples:Examples:

Systemic integration, including student lifeSystemic integration, including student life University of FloridaUniversity of Florida Georgia TechGeorgia Tech University of North CarolinaUniversity of North Carolina Arizona StateArizona State

Residence LifeResidence Life University of DelawareUniversity of Delaware

Energy & Climate ChangeEnergy & Climate Change SUNY BuffaloSUNY Buffalo University of California SystemUniversity of California System Western Washington UniversityWestern Washington University University of MinnesotaUniversity of Minnesota

Strategies:Strategies:

Residence hall programs; FYE and orientation programs; campus speaker series; Residence hall programs; FYE and orientation programs; campus speaker series; bulletin boards; service and service learning experiences; curricular and co-bulletin boards; service and service learning experiences; curricular and co-curricular collaborations (e.g. general education outcome and infusion throughout curricular collaborations (e.g. general education outcome and infusion throughout the disciplines - first year community reading book); town hall forums; study- and the disciplines - first year community reading book); town hall forums; study- and service-abroad experiences; film series; speaker series; media festivals; information service-abroad experiences; film series; speaker series; media festivals; information in campus media outlets; office of multicultural affairs/diversity programming; in campus media outlets; office of multicultural affairs/diversity programming; curricular and capstone projects, one-on-one conversations with student affairs staff curricular and capstone projects, one-on-one conversations with student affairs staff members; programs sponsored by campus faith-based organizations and offices; members; programs sponsored by campus faith-based organizations and offices; curricular projects; signage on existing energy efficient/renewable energies curricular projects; signage on existing energy efficient/renewable energies buildings/ operations; Residence hall, student organization, fraternity and sorority, buildings/ operations; Residence hall, student organization, fraternity and sorority, and intramural/club sports competitions; personal contracts; community (floor) and intramural/club sports competitions; personal contracts; community (floor) agreements; health & safety checks with resident feedback; campaign by campus agreements; health & safety checks with resident feedback; campaign by campus transportation units; sweatshop free bookstores and purchasing policies catalyzed transportation units; sweatshop free bookstores and purchasing policies catalyzed by students; development of educational modules on change agent skills to be by students; development of educational modules on change agent skills to be distributed for use by educators; involvement in campus leadership positions; town distributed for use by educators; involvement in campus leadership positions; town hall forums; conference attendance; problem based learning in curricular and co-hall forums; conference attendance; problem based learning in curricular and co-curricular settings; attendance at meetings where policy is discussed and decided curricular settings; attendance at meetings where policy is discussed and decided upon: town and gown, city council, county council, Board of Trustees.upon: town and gown, city council, county council, Board of Trustees.

Strategies (cont.):Strategies (cont.): Participation in political campaigns; service and service learning experiences; Participation in political campaigns; service and service learning experiences;

modify the institution’s and student organizations’ practices, mission statements, modify the institution’s and student organizations’ practices, mission statements, and constitutions; utilize student governance structures to request compliance with and constitutions; utilize student governance structures to request compliance with LEED and other sustainability standards; awareness raising campaigns; letter LEED and other sustainability standards; awareness raising campaigns; letter writing campaign and implementation project for sustainable practices in dining writing campaign and implementation project for sustainable practices in dining services unit on campus; work with campus facilities/grounds units to assess current services unit on campus; work with campus facilities/grounds units to assess current practices; work with facilities and business office to create more sustainable practices; work with facilities and business office to create more sustainable operations and standards; organization of community recycling and reduced toxins operations and standards; organization of community recycling and reduced toxins program; environmental impact statements from Residence Hall Governments and program; environmental impact statements from Residence Hall Governments and campus student governance groups; “Walk Don’t Ride,” “Do It in the Dark” campus student governance groups; “Walk Don’t Ride,” “Do It in the Dark” campaigns; collaboration with campus transportation units; Facebook groups; campaigns; collaboration with campus transportation units; Facebook groups; curricular “change” projects; utilize campus media to carry message; career services curricular “change” projects; utilize campus media to carry message; career services center programming and ,counseling; graduation pledges or FYE pledges (currently center programming and ,counseling; graduation pledges or FYE pledges (currently Graduation Pledge) that are implemented throughout the undergraduate experience; Graduation Pledge) that are implemented throughout the undergraduate experience; alumni activities; speaker and film series; service and service learning experiences.alumni activities; speaker and film series; service and service learning experiences.

Some statistics on activities:Some statistics on activities:

250 sustainability coordinators/offices/ committees250 sustainability coordinators/offices/ committees

275 campus sustainability assessments275 campus sustainability assessments

300 LEED (green) Buildings300 LEED (green) Buildings

Greatly increased student activism – 271 campuses Greatly increased student activism – 271 campuses for Campus Climate Challengefor Campus Climate Challenge

Where Do We Go From Here?Where Do We Go From Here?

Professional Development for campus staffProfessional Development for campus staff Upper administration support – memo from all VPs Upper administration support – memo from all VPs

empowering all staff and faculty to help implement empowering all staff and faculty to help implement sustainabilitysustainability

Presidential support – Tailloire Declaration, AACC Presidential support – Tailloire Declaration, AACC resolutionresolution

Incentive building via budget – use the savings to fund Incentive building via budget – use the savings to fund the next projectsthe next projects

Faculty and Staff - Identifying influencers and asking for Faculty and Staff - Identifying influencers and asking for helphelp

Framing - Connect diversity, global learning, Framing - Connect diversity, global learning, international ed, service learning, economic development, international ed, service learning, economic development, student life and environmental learning constituenciesstudent life and environmental learning constituencies

Professional Development Strategies Professional Development Strategies

1.1. Internally: focus on Education for Sustainable Internally: focus on Education for Sustainable Development in higher education staff and facultyDevelopment in higher education staff and faculty

2.2. Externally: reach out to professionals (get on the Externally: reach out to professionals (get on the advisory committees and accreditation committees)advisory committees and accreditation committees)

3.3. Keep asking, “What are your next steps in making Keep asking, “What are your next steps in making education for and practice of sustainability a major education for and practice of sustainability a major goal of your institution? “goal of your institution? “

Possibilities for Next StepsPossibilities for Next Steps Explicitly recognize and include ESD in the next round of Explicitly recognize and include ESD in the next round of

mission definition and strategic planning (e.g. Illinois mission definition and strategic planning (e.g. Illinois Weslyan, Lane CC, attend SCUP workshop)Weslyan, Lane CC, attend SCUP workshop)

Encourage your strategic planners, purchasing agent, Encourage your strategic planners, purchasing agent, facilities director, student life coordinatorsfacilities director, student life coordinators,, faculty and faculty and students to join the national online learning communities students to join the national online learning communities dedicated to education for sustainable development. (go to dedicated to education for sustainable development. (go to www.aashe.org and click on Email lists) www.aashe.org and click on Email lists)

Include sustainable development core competencies in the Include sustainable development core competencies in the next revision of General Education outcome requirements, next revision of General Education outcome requirements, first year experience, orientation (examples at first year experience, orientation (examples at www.ncseonline.org/EFS/DebraRowe.pdf , www.aashe.org www.ncseonline.org/EFS/DebraRowe.pdf , www.aashe.org and http://www.myacpa.org/task-force/sustainability/ )and http://www.myacpa.org/task-force/sustainability/ )

Possibilities for Next StepsPossibilities for Next StepsCommit to:Commit to:

Build and renovate facilities using socially and Build and renovate facilities using socially and environmentally responsible practices (e.g. LEED environmentally responsible practices (e.g. LEED and Energy Star)and Energy Star)

Purchase socially and environmentally responsible Purchase socially and environmentally responsible products (e.g. no sweatshop products in the products (e.g. no sweatshop products in the bookstore) (e.g. national initiative from NACS)bookstore) (e.g. national initiative from NACS)

Infuse sustainability throughout the disciplines via Infuse sustainability throughout the disciplines via staff development offerings and faculty staff development offerings and faculty engagement strategies (e.g. Broward CC and engagement strategies (e.g. Broward CC and Emory)Emory)

Develop college-community partnerships for Develop college-community partnerships for sustainable development and using those sustainable development and using those partnerships for service learning opportunities for partnerships for service learning opportunities for students (e.g. Grand Rapids CC and Middlebury)students (e.g. Grand Rapids CC and Middlebury)

Possibilities for Next StepsPossibilities for Next StepsCommit to:Commit to:

Engage in the Campus Climate Challenge to Engage in the Campus Climate Challenge to reduce greenhouse gas emissions reduce greenhouse gas emissions http://www.campusclimatechallenge.org/ http://www.campusclimatechallenge.org/

Help to create economic policies that support Help to create economic policies that support stronger economies via the building of healthier stronger economies via the building of healthier ecosystems and social systems (e.g. ecosystems and social systems (e.g. http://www.paconsortium.state.pa.us/ http://www.paconsortium.state.pa.us/

Utilize the media to publicize the positive steps Utilize the media to publicize the positive steps your institution takes to both teach and model your institution takes to both teach and model sustainable development. sustainable development.

Embracing Education for Embracing Education for Sustainable Development Can:Sustainable Development Can: Improved teaching and learningImproved teaching and learning Students prepared for citizenship and careerStudents prepared for citizenship and career Attraction of students, faculty and fundingAttraction of students, faculty and funding Save $ and other resources for the institution Save $ and other resources for the institution

and societyand society Improve the institution’s reputation Improve the institution’s reputation Cooperation and satisfaction across Cooperation and satisfaction across

institutioninstitution Help improve town/gown relationshipsHelp improve town/gown relationships Fulfill moral and social responsibilityFulfill moral and social responsibility Improve strategic positioningImprove strategic positioning

ConclusionsConclusions• The U.S. public is not educated enough about The U.S. public is not educated enough about

sustainability issues and solutions.sustainability issues and solutions.• We need sustainability literacy and engagement We need sustainability literacy and engagement

for ALL. This is no longer optional for a viable for ALL. This is no longer optional for a viable future.future.

• Some exciting developments, too many to Some exciting developments, too many to report, but much more needs to be done.report, but much more needs to be done.

• We can assist you. Share what you do with We can assist you. Share what you do with ACPA and we will share with others via ACPA and we will share with others via www.heasc.netwww.heasc.net

• Let our enthusiasm show!Let our enthusiasm show!

AcknowledgementAcknowledgement

Dr. Debra RoweDr. Debra Rowe

dgrowe@oaklandcc.edudgrowe@oaklandcc.eduPresident U.S. Partnership for Education for Sustainable President U.S. Partnership for Education for Sustainable

Development; Co-chair Higher Education Development; Co-chair Higher Education Associations Sustainability Consortium; Senior Associations Sustainability Consortium; Senior

Fellow University Leaders for a Sustainable Future; Fellow University Leaders for a Sustainable Future; Professor, Alternate Energies and Behavioral Professor, Alternate Energies and Behavioral

Sciences Oakland Community College.Sciences Oakland Community College.

Kathleen Kerr Kathleen Kerr kkerr@udel.edukkerr@udel.edu

Kathleen Gardner Kathleen Gardner kagardn@siue.edukagardn@siue.edu

Jeanne Steffes Jeanne Steffes jsteffes@syr.edu jsteffes@syr.edu

For More InformationFor More Information