Building A Sustainable Future: Literacy, Vision, and Engagement

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Building A Sustainable Future Literacy, Vision,
and Engagement

• Debra Rowe, Ph.D.
• Professor, Oakland Community College
• Senior Fellow, Association of University Leaders
  for a Sustainable Future
• Higher Education Co-chair, U.S. Partnership for
  Education for Sustainable Development
• dgrowe_at_oaklandcc.edu
• (Thanks to Anthony Cortese at Second Nature for
  some of the slides)

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Overview Education For a Sustainable Future
(EFS)

• Part I Why EFS?
• Part II What does it look like?
• Part III National Trends and Resources
• Part IV Next Steps

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Sustainable Development is often defined as

• meeting the needs of the present
• without compromising the ability of
• future generations to
• meet their own needs
• World Commission on Economic Development.
  (1987). Our Common Future. England Oxford
  University Press.
•  

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What is Sustainability?  Sustainability is
achieved when all people on Earth can live well
without compromising the quality of life for
future generations.

• Rolf Jucker, 2003. UNESCOs Teaching and
  Learning for a Sustainable Future A critical
  Evaluation in the Trumpeter Volume 19 Number 2

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What is Sustainable Development? While
sustainable development may require different
actions in every region of the world, the efforts
to build a truly sustainable way of life require
the integration of action in three key
areas From World Summit on Sustainable
Development brochure, 2002

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What is sustainable development?

• 1. Conserving Natural Resources and the
  Environment  
• for future generations, reduce resource
  consumption, stop pollution and conserve natural
  habitats.

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What is sustainable development?

• 2. Economic Growth and Equity
• foster responsible long-term growth while
  ensuring that no nation or community is left
  behind.

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What is sustainable development?

• 3. Social Development
• Throughout the world, people need jobs, food,
  education, energy, health care, water and
  sanitation also ensure that cultural and social
  diversity, and the rights of workers are
  respected, and that all members of society play a
  role in determining their futures.

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The components ofA Sustainable Future The
Triple Bottom Line
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The United Nations has declared a Decade of
Education for Sustainable Development2005-2014
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www.uspartnership.orgJoin for free Participate
in a sector or action team
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U.S. Partnership for the Decade of Education for
Sustainable Development

• Non-partisan
• Multiple Sector Teams Business, Higher Ed.,
  Youth, Faith
• Convene, Catalyze, Communicate
• www.uspartnership.org

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Education for a Sustainable Society enables
people to develop the knowledge, values and
skills to participate in decisions , that will
improve the quality of life now without damaging
the planet for the future. 
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Ecosystem
Ecosystem
Sustainable Communities
Public Choices and Behaviors-Laws
Applied Knowledge/ Technological Skills
Private Choices and Behaviors-Habits
Sustainable Economies
Ecosystem
Ecosystem
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Why Sustainability Now?

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

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Why Sustainability Why Now?

• Human presence on a global scale
• All living systems in long term decline at
  unprecedented and accelerating rate
• Unprecedented growth in population and
  consumption
• Gap between rich and poor accelerating
• Global Warming

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Global Perspective
life supporting resources declining
consumption of life supporting resources rising
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Why is ESD such a high priority in the U.S.?

• Much of the U.S. public doesnt know that we are
  exceeding the carrying capacity of the planet.
  (www.myfootprint.org)
• All of the life supporting ecosystems are
  degrading (http//www.worldwatch.org/topics/nature
  )
• The U.S. has approximately 5 of the worlds
  population and is consuming 25 of the worlds
  resources. (Jucker, Our Common Illiteracy
  Education as If the Earth and People Mattered,
  Peter Lang Publishers)
• Public doesnt know we can reduce human
  suffering, environmental degradation and social
  injustice now while building stronger economies
• A rapid shift in mindset is needed and education
  is the key.

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Global Transition

• From
• Fossil powered
• Take, make, waste
• Living off natures capital
• Market as master
• Loss of cultural biological diversity
• Individual centered
• Materialism as goal

• To
• Solar powered
• Cyclical production
• Living off natures income
• Market as servant
• Increased cultural biological diversity
• Community centered
• Human satisfaction goal

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Dominant Human Beliefs

• Humans dominant species separate from environment
• Resources free and inexhaustible
• Technology the answer
• Earth can assimilate all wastes
• All human needs can be met by human means
• Individual success independent of health of
  communities, cultures and ecosystems

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Many myths must be dispelled about
sustainability  

• Mostly about the environment
• Just another issue, like international studies or
  computer literacy
• Secondary to the university's core mission and
  function
• Will almost always cost the university more money
• Primarily a scientific and technical problem

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Why is efs so important?

•  
• Higher education institutions bear a profound
  moral and social responsibility/opportunity to
  increase the awareness, knowledge, skills and
  values needed to create
• a more just and sustainable society.  

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Part II

• What does EFS look like within higher education?

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For education, Sustainable Development integrated
into
Curricula
Research
Mission and Planning
Operations
Purchasing
CommunityOutreach and Partnerships
Professional Development
Student Life
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Planning - College Mission Statement

• "The college, through its policies, programs and
  practices, is committed to diversity, social
  justice and environmental sustainability."
• Education for sustainable development is
  inherent in most higher education institutions
  missions!

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Educational Challenges

• Issues systemic and interdisciplinary
• Learning fragmented and disciplinary
• Learning specialized and individually oriented
• Learning separate from practice
• Societal environmental impacts invisible and
  often ignored
• Rewards and incentives discourage
  interdisciplinary, systemic teaching and
  inquiry-based and collaborative learning

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Transforming Higher Education

• Content of learning
• Context of learning
• Process of learning
• Institutional Practice of Sustainability
• Partnerships with Local Regional Communities

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HE Sustainability Examples

• Curriculum
• Northern Arizona University
• University of Georgia
• Arizona State University
• Oakland, Cape Cod and Lane Community Colleges

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1) In gen. ed. core requirements. Examples at
www.ncseonline.org/EFS/DebraRowe.pdf 2)
Textbook revisions to infuse ESD- creating a
consistently updated worldview across disciplines

• Curricula Gen. Ed. requirements and infusion
  into multiple disciplines

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Key places to place it and institutionalize it

• OrientationCurricula Review First Year
  Experience Student Life
• Gen Ed Core
• Workforce Development

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KEY THRUST

• Change norms so all students become
• environmentally responsible
• socially responsible
• active citizens in a global economy

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HE Sustainability Examples

• Systemic integration
• Lane Community College
• University of Florida
• Georgia Tech
• Transportation
• UC Boulder
• Cornell
• Energy Climate Change
• Maui Comm. College
• SUNY Buffalo
• University of California System
• Western Washington University
• University of Minnesota

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HE Sustainability Examples

• Food
• University of Montana
• Yale
• Green Building
• Los Angeles Comm. College District
• University of Washington
• South Carolina universities
• University of North Carolina

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Making sustainability an integral part of
planning, operations, facility design,
purchasing, investments, and student life, and
tie all of these efforts to the formal
curriculum.
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Potential is enormous

• 4,096 U.S. Colleges and Universities (1)
• 14.8 million students (1)
• 277 billion annual expenditures 2.8 of the
  GDP(1)
• HE expenditures gt the GDP of all but 25 countries
  in the world(2)
• 1 From 2001 Digest of Education Statistics,
  US Dept. of Education.
• From 2001 CIA World Factbook and Dowling, Mike.,
  "Interactive Table of World Nations," available
  from http//www.mrdowling.com/800nations.html
  Internet updated Friday, June 29, 2001

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The campus as a living lab for sustainability
practices and skill building.

• A community of learners. A community of global
  citizens. A community of change agents.

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Academics, Student Life, Facilities and
Purchasing Sustainability as the Campus
Context Provides the models and opportunities
for practicing the changing of behaviorsBuilding
values, behaviors, and identities
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Example of Student Led Projects

• Sustainability audits
• Sustainable purchasing
• Greenhouse gas reductions (www.energyaction.net
  and www.hecap.org)
• Film and speaker series and futures fairs
• Green building designs and sustainable living
  campaigns
• Info on sustainability in career office,
  orientation, first year experience
• Many more possibilities in all disciplines
  project website!

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Group Questions

• 1. What is the content, context and process of
  education that would result in all students
  having knowledge, skills and values to lead
  society down a more sustainable path?
• 2. How can the community college model
  sustainability in all its operations and
  practices and connect it to student learning and
  behavior?

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Part III

• National Trends and Resources

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Some statistics on activities

• 250 sustainability coordinators/offices/
  committees
• 275 campus sustainability assessments
• 300 LEED (green) Buildings
• Greatly increased student activism 145
  campuses for Campus Climate Challenge

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GREAT NEWS!!!Growing National TrendSeventeen
national HE associations are creating initiatives
on Education for Sustainable Development
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Engaged National Associations

• ACEAm. Council on Ed.Presidency Mag.
• AACU Ass. of American Colleges and Universities
• AACC Am. Ass. of Community Colleges
• AASCU
• ACUHO Housing
• NACAS Aux. Officers
• NAEB Educational Buyers

• 8. APPA Facilities
• 9. NACUBO Business
• 10. SCUP College and University Planners
• 11. ACUI Student Unions
• 12. ACPA Student Life
• 13. NACUFS Food
• 14. ACEED-I Events and Conference Directors
• 15. NACS Campus Stores
• AND MORE

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HEASC - Higher Education Associations
Sustainability Consortium
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HEASC members
AASCU state colleges and universities APPA -
facilities directors SCUP - planners NACUBO -
business officers NAEB - buyers AASHE -
sustainability leaders ACPA - student life more
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More Exciting News!!
Association for the Advancement of
Sustainability in Higher Education AASHE (A
Y-shee) www.aashe.org
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AASHEs Mission

• Catalyze sustainability in all sectors of higher
  ed - from governance and operations to curriculum
  and research
• Vision campuses modeling sustainability in all
  learning, operations, and outreach

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AASHE Resources

• Case Studies of curricula, planning,
  operations
• Tools (e.g.sustainability assessments/indicators
  ,
• greenhouse gas calculators)
• Conferences and professional development
• Web resources syllabi, institutional profiles
• Listservs (for faculty, business officers,
  purchasing agents,
  facilities managers, students)
• Inform local, state national policy
• Encourage facilitate collaboration
• Awards and recognition

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More Organizations and Sites to assist you

• Association of University Leaders for a
  Sustainable Future www.ulsf.org Tailloires
  Declaration
• Syllabi with sustainability - http//efswest.madwo
  lftech.com/Resource_Center/Second_Nature/second_na
  ture.nsf/resource_center_courses.html
• Second Nature www.secondnature.org
• Fellowships through National Wildlife
  Federations Campus Ecology
• Grey Pinstripes for business schools through the
  World Resources Institute

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National Discipline Associations

• Convening this year in May
• AACU
• AASHE
• US Partnership
• ULSF
• Next step will be journal editors (2007?)

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Helpful simulation tool

• We Can Afford to Solve the Worlds Problems -
  TheWorld Game Institute - 18 strategies for
  confronting the major systemic problems
  confronting humanity
• http//www.unesco.org/education/tlsf/theme_a/mod02
  /www.worldgame.org/wwwproject/index.shtml

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StudentsBeyond Armchair pontification!

• Provide academic and student life
• opportunities to build
• CHANGE AGENT identities, skills and behaviors
• Campus Ecology
• www.nwf.org/campusecology/
• U.S. Fair Trade 
• www.transfairusa.org
• Climate Challenge Campaign - http//www.energyacti
  on.net and www.hecap.org
• Global Exchange
• www.globalexchange.org

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• Help students understand the consequences of
  their choices as consumers and investors
• The Natural Step - www.naturalstep.org
• Smart Consumers Website - http//ibuydifferent.or
  g 
• Consumer and Investor Power for Social Change -
  http//www.coopamerica.org/
• Ecological Footprint Calculator -
  http//www.rprogress.org  
• Center for a New American Dream
• http//www.newdream.org/

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Utilize outside stakeholders and powerful cross
sector collaboration

• STUDENTS AND..
• Businesses
• City and county government
• Non-profit organizations

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Part IV

• Next Steps

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Key strategies to build the perceived critical
mass

• Engage everyone in multiple ways.
• Faculty - Identifying influencers and asking for
  help
• Framing - Connect diversity, global learning,
  international ed, service learning,economic
  development, student life and environmental
  learning constituencies

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Key EFS Strategies

• What do our students need to be successful in
  their adult roles of career person, family member
  and community member?
• Making invisible impacts visible
• Practicing sustainability on campus and in
  external communities connected to student
  learning

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Professional Development Strategies

• Internally focus on ESD in higher education
  staff and faculty
• Examples NAU, GA Tech, Emory, OCC
• Externally reach out to professionals (get on
  the advisory committees and accreditation
  committees)

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Group Question 3

• What are your next steps in making
  education for and practice of sustainability a
  major goal of your institution?

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Possibilities for Next Steps

• Explicitly recognize and include ESD in the next
  round of mission definition and strategic
  planning (e.g. Illinois Weslyan, Lane CC)
• Encourage your strategic planners, purchasing
  agent, facilities director, student life
  coordinators, faculty and students to join the
  national online learning communities dedicated to
  education for sustainable development. (go to
  www.aashe.org and click on Email lists)
• Include sustainable development core competencies
  in the next revision of General Education outcome
  requirements (examples at www.ncseonline.org/EFS/D
  ebraRowe.pdf )

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Possibilities for Next Steps

• 4. Commit to
• a. Build and renovate facilities using socially
  and environmentally responsible practices (e.g.
  LEED and Energy Star)
• b. Purchase socially and environmentally
  responsible products (e.g. no sweatshop products
  in the bookstore) (e.g. national initiative from
  NACS)
• c. Infuse sustainability throughout the
  disciplines via staff development offerings and
  faculty engagement strategies (e.g. Broward CC
  and Emory)
• d. Develop college-community partnerships for
  sustainable development and using those
  partnerships for service learning opportunities
  for students (e.g. Grand Rapids CC and
  Middlebury)
• e. Engage in the Campus Climate Challenge to
  reduce greenhouse gas emissions
  (www.energyaction.net )
• f. Help to create economic policies that support
  stronger economies via the building of healthier
  ecosystems and social systems (e.g.
  http//www.paconsortium.state.pa.us/ )
• Utilize the media to publicize the positive steps
  your institution takes to both teach and model
  sustainable development.

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In summary, commit to the triple bottom line of
economically, socially and environmentally
responsible principles in all of the colleges
decision-making. Infuse into
Curricula
Research
Mission and Planning
Operations
Purchasing
CommunityOutreach and Partnerships
Professional Development
Student Life
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Emphasize the benefits - Embracing esd can

• Improved teaching and learning
• Students prepared for citizenship and career
• Attraction of students, faculty and funding
• Save and other resources for the institution
  and society
• Improve the institutions reputation
• Cooperation and satisfaction across institution
• Help improve town/gown relationships
• Fulfill moral and social responsibility
• Improve strategic positioning

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Conclusions

• The U.S. public is not educated enough about
  sustainability issues and solutions.
• We need sustainability literacy and engagement
  for ALL.
• National trend and too many developments to
  report, but much more needs to be done.
• There are many resources and strategies to help
  you infuse sustainability into your institution.
  We can assist you.
• Document all you do and share through AACU, the
  U.S. Partnership AASHE

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Let our enthusiasm show!For more information,
contact Debra Rowe at dgrowe_at_oaklandcc.edu