A_National_Trend by ktixcqlmc


									A National Trend: Sustainability in
      Higher Education and
    ACPA’s Leadership Role

                Debra Rowe, Ph.D.
   President, U.S. Partnership for Education for
Sustainable Development – www.uspartnership.org
 Co-coordinator, Higher Education Associations
   Sustainability Consortium – www.heasc.net
               Overview – Education For a
               Sustainable Future (EFS)

•   Part I      Why EFS and Growing Expectations?
•   Part II     What does it look like in higher education?
•   Part III    National Trends and Resources
•   Part IV     ACPA’s Initiatives
•   Part IV     Next Steps
                  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 Env. and Development. (1987). Our Common Future. England:
Oxford University Press.
 Flourishing               Social
Environment            Well-being


   Triple Bottom Line of Sustainability
        The United Nations
          has declared a

Decade of Education for Sustainable
         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.”
Ecosystem                             Ecosystem
            Sustainable Communities

             Public Choices and


              Private Choices and

            Sustainable Economies
Ecosystem                              Ecosystem
       Why Sustainability Now?

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

 The decisions of this generation are
           Why Sustainability & Why Now?

1. Human presence on a global scale
2. All living systems in long term decline at
   unprecedented and accelerating rate
3. Unprecedented growth in population and
4. Gap between rich and poor accelerating
Global Perspective

                     life supporting resources

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

1.   Much of the U.S. public doesn’t know that we are
     exceeding the carrying capacity of the planet.
2.   All of the life supporting ecosystems are in decline
3.   The U.S. has approximately 5% of the world’s
     population and is consuming 25% of the world’s
     resources. (Jucker, Our Common Illiteracy – Education as If the
     Earth and People Mattered, Peter Lang Publishers)
4.   Public doesn’t know we can reduce human suffering,
     environmental degradation and social injustice now
     while building stronger economies
5.   A rapid shift in mindset is needed and education is the
     Why is environmental responsibility such a high

• Freshwater withdrawal has almost doubled since 1960
  and nearly half the world’s major rivers are going dry
  or are badly polluted (New Internationalist, no. 329
  November, 2000. 18)
• 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 1998, 60-67)
• Climate change (global warming) exists, a major
  culprit is fossil fuels, and impacts are very serious.
  (Intergovernmental Panel on Climate Change report:
  Summary for Policymakers: The Science of Climate
  Change 1995)
               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 -

               From                                 To
•   Fossil powered                  •   Solar powered
•   Take, make, waste               •   Cyclical production
•   Living off nature’s capital     •   Living off nature’s income
•   Market as master                •   Market as servant
•   Loss of cultural & biological   •   Increased cultural &
    diversity                           biological diversity
•   Independence                    •   Interdependence
                                    •   Human satisfaction goal
•   Materialism as goal
          Dominant Inaccurate Human Beliefs
          Which ones do you have to eliminate?

• Humans dominant species separate from
• 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
        Many myths must be dispelled.
           Which of these myths
             do you believe?

• Sustainability is mostly about the environment
• Sustainability is just another issue, like
  international studies or computer literacy
• Sustainability is secondary to the university's
  core mission and function
• Sustainability will almost always cost the
  university more money
• Sustainability is primarily a scientific and
  technical problem
              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 > the GDP of all but 25 countries in
    the world(2)

1   From: 2001 Digest of Education Statistics, US Dept. of Education.
2   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
    Part II

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

What would higher education look like?
           For higher education,
  Sustainable Development integrated into:

              Curricula       Research

Mission and
 Planning                  Purchasing

      Outreach and        Student Life   Professional
      Partnerships                       Development

Change operational and policy norms so all
students can learn and practice how to be:

• environmentally responsible
• socially responsible
• economically responsible
• active citizens in a global economy
Goal – All students engaged as effective change
     agents in our sustainability challenges

    From apathy            caring involvement.

 Students need to know that their daily decisions
affect the quality of life of people around the globe
           The campus as a living lab
  for sustainability practices and skill building.

 Academics, Student Life, Facilities and Purchasing creating
        Sustainability as the Campus Context
                  “Latent Currricula”

Provides the models and opportunities for practicing
             the changing of behaviors

      Building values, behaviors, and identities

        A community of learners.
   A community of real life problem solvers.
    Key places to place sustainability and
             institutionalize it:

• Mission               •   Student Life
• Strategic Plan        •   Residential Living
• Budget                •   Infused throughout curricula
• Orientation           •   First Year Experience
• Campus Map and        •   Gen Ed Core
  Signage               •   Curricula Review
• Building Policies     •   Community Partnerships
• Operations and        •   Workforce Developmt
  Purchasing Policies
   Mission and Planning

   Already in most mission statements

Tie it to the academic, student life and
            facilities/operation plan

        Include it in the budget
            Purchasing and Operations

• LEED – can be done without extra funds (Interface
  Engineering) – www.usgbc.org
• Life Cycle Costing
• Conservation first, renewables next (higher ed is #1
  purchaser of wind power) – www.energystar.gov
• Campus Climate Challenge and the mainstream Higher
  Education Climate Action Partnership – measure and
  reduce greenhouse gases – www.hecap.org
• Environmentally and socially responsible purchasing –
  www.coopamerica.org, www.newdream.org, NAEP
  purchasing coalition – Brian Yeoman, Rutgers, National
  Association of Campus Stores
            Student Life

• Presidential Taskforce on Sustainability – ACPA
  http://www.myacpa.org/task-force/sustainability/ ,
  including overview, learning outcomes, residential
  sustainable living campaigns (with ACUHO-I), first year
  experience, orientation, film series and sustainability
  media festivals, examples and templates for members…
• ACUI and NACA national initiatives
• NACUFS for dining halls and food services
• Harvard Campus Greening by students -
  http://www.greencampus.harvard.edu/greenteams/ -
  How to manuals for you and students
        Curricula: Gen. Ed. requirements
      and infusion into multiple disciplines

1) Examples at
www.ncseonline.org/EFS/DebraRowe.pdf and

2) Textbook revisions to infuse ESD- creating a
consistently updated worldview across disciplines
                          Challenges and Answers

•   Already busy
•   Don’t know this stuff
•   Putting out fires, don’t have time to do the right thing
•   Issues complex and systemic
•   Societal & environmental impacts invisible and often

•  Use national resources
•  Learn from other institutions
•  Use students and staff nationally to help you learn, grow
   and implement
                HE Sustainability Examples

• Systemic integration, including student life
   • University of Florida
   • Georgia Tech
   • University of North Carolina
   • University of British Columbia
   • Arizona State
   • Lane Community College
• Transportation
   • UC Boulder
   • Cornell
• Energy & Climate Change
   • SUNY Buffalo
   • University of California System
   • Western Washington University
   • University of Minnesota
           HE Sustainability Examples

• Curriculum
   • Northern Arizona University
   • University of Georgia
   • Oakland Community College
• Food
   • University of Montana
   • UC Santa Cruz
• Green Building
   • University of Washington
   • South Carolina universities
         Group Question 1

  What is the content, context and process of
education, student life and campus operations that
would result in all students having knowledge, skills
     and values to lead society down a more
                 sustainable path?
         Make sustainability an
              integral part of
  planning, operations, facility design,
purchasing, investments, and student life,
 and tie all of these efforts to the formal

 Student life is both the content, the
context and the glue for this learning.
         Latent Professors
             Example of Student Sustainability Projects
                     for all campuses Part I

• Campus sustainability audits – www.ulsf.org

• Green and fair trade purchasing research

• Higher Ed. Climate Action Partnership
  (http://www.campusclimatechallenge.org and

• Fellowships through National Wildlife
  Federation’s Campus Ecology -
              Example of Student Sustainability Projects
                      for all campuses Part II

• Film and speaker series and positive futures

• Green building designs and sustainable living

• Info on sustainability in career office,
  orientation, first year experience

• Many more possibilities– project website!
  Part III

National Trends and Resources
           Some statistics on activities:

• 250 sustainability coordinators/offices/ committees

• 275 campus sustainability assessments

• 300 LEED (green) Buildings

• Greatly increased student activism – 271
  campuses for Campus Climate Challenge
       GREAT NEWS!!!
    Growing National Trend:

Seventeen national HE associations
 and thirteen national disciplinary
associations are creating initiatives
          on Education for
    Sustainable Development
         Engaged National Associations

1.   ACE–Am. Council on Ed.–      9. APPA – Facilities
     Presidency Magazine W’06     10. NACUBO – Business
2.   AACU – Ass. of American      11. SCUP – College and
     Colleges and Universities        University Planners
                                  12. ACUI – Student Unions
3.   AACC – Am. Ass. of
     Community Colleges           13. ACPA – Student Life
                                  14. NACUFS – Food
4.   AASCU – State Institutions
                                  15. ACEED-I – Events and
5.   ACUHO – Housing                  Conference Directors
6.   NACAS – Aux. Officers        16. NACS – Campus Stores
7.   NAEP – Educational           17. NIRSA – Recreation
     Buyers                       18. AGB – Ass. of Governing
8.   NACA – Campus Activities         Boards
                                        AND MORE
Higher Education Associations
  Sustainability Consortium
  HEASC founding members

AASCU – state colleges and universities
APPA - facilities directors
SCUP - planners
NACUBO - business officers
NAEP - buyers
AASHE - sustainability leaders
ACUI - student unions
             Members in HEASC as of 6/06

College Student Educators International (ACPA)
American Association of State Colleges & Universities (AASCU)
APPA: Serving Higher Education Facilities Professionals
Association for the Advancement of Sustainability in Higher Education
Association of College & University Housing Officers International
Association of College Unions International (ACUI)
Association of Governing Boards of Universities & Colleges (AGB)
National Association for Campus Activities (NACA)
National Association of College & University Business Officers
National Association of College Stores (NACS)
National Association of Educational Procurement (NAEP)
National Intramural-Recreational Sports Association (NIRSA)
Society for College & University Planning (SCUP)
        More Exciting News!!

Association for the Advancement of
Sustainability in Higher Education

AASHE’s 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
                      AASHE Resources

• Case Studies of curricula, planning, operations…
• Tools (e.g. sustainability assessments/indicators,
           greenhouse gas calculators)
• Conferences and professional development
• Web resources – over 800 syllabi, institutional profiles
• Listservs (for faculty, business officers, purchasing agents,
             facilities managers, students)
• Inform local, state & national policy
• Encourage & facilitate collaboration
• Awards and recognition
              National Discipline Associations

• Convened this year in May
   • Political Science, Religion, Philosophy, Sociology,
     Chemistry, Biology, Engineering, Geography,
     Psychology, Modern Languages…
• Cosponsors
   • AAC&U
   • AASHE
   • ULSF

• Academic learning combined with real life problem solving
  for sustainability – good for students and good for you
             More National Organizations
                     to assist you:

• Association of University Leaders for a Sustainable
  Future – www.ulsf.org – Tailloires Declaration
• Second Nature – www.secondnature.org
• Grey Pinstripes for business schools through the
  World Resources Institute -
• U.S. Partnership for Education for Sustainable
   U.S. Partnership for Education for
      Sustainable Development

            • Non-partisan
       • Multiple Sector Teams:
Business, Higher Ed., K-12, Youth, Faith…

  • Convene, Catalyze, Communicate

             Join for free
Participate in a sector or action team
                  Helpful simulation tools

                                 For example,
    “We Can Afford to Solve the World’s Problems – The World Game
     Institute - 18 strategies for confronting the major systemic problems
                              confronting humanity”

       Utilize outside stakeholders and powerful cross sector

  • Businesses (www.wbcsd.org)
  • City and county government (Mayors’ Climate Protection
  • Non-profit organizations
Part IV

 ACPA’s Leadership Role
              ACPA’s Presidential Taskforce

•   Wonderful group of dedicated people
•   Multiple projects, including but not limited to:
    1. Freshman pledge
    2. State and International Roadshow templates
    3. First Year Experience
    4. Orientation that explains the importance globally and
       availability of sustainability on campus
    5. Career information on sustainability jobs
    6. Infusion into professional development
    7. Outreach to engage other national higher ed
             ACPA’s Presidential Taskforce

•   Webpage, e-learning, publications, teleconferences and
    webcasts with information about:
      • sustainability principles,
      • learning outcomes,
      • examples, templates and how-to manuals for the
         range of sustainability projects

•   Feed into Earth Day, Make A Difference Day, Service
    Learning Day, National Campus Sustainability Day
    (www.scup.org) as kick-off
             ACPA’s Presidential Taskforce

•   Collaboration with other national higher education
    associations on:
    • Rating system
    • Socially and environmentally responsible procurement
    • President’s pledge on climate change
    • Higher Education Climate Action Project
    • Team building on campus at VP and other levels for
On-campus strategies
             Key strategies to build the
             perceived critical mass

• Professional Development for campus staff
• Upper administration support – memo from all VPs
  empowering all staff and faculty to help implement
• Presidential support – Tailloire Declaration, AACC resolution
• Incentive building via budget – use the savings to fund the
  next projects
• Faculty and Staff - Identifying influencers and asking for
• Framing - Connect diversity, global learning, international
  ed, service learning, economic development, student life
  and environmental learning constituencies
      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
           Professional Development Strategies

1. Internally: focus on ESD in higher education staff
   and faculty
     Examples – NAU, GA Tech, Emory

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

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

1. Explicitly recognize and include ESD in the next round of
   mission definition and strategic planning (e.g. Illinois
   Weslyan, Lane CC, attend SCUP workshop)
2. 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)
3. Include sustainable development core competencies in the
   next revision of General Education outcome requirements,
   first year experience, orientation (examples at
   www.ncseonline.org/EFS/DebraRowe.pdf , www.aashe.org
   and http://www.myacpa.org/task-force/sustainability/ )
        Possibilities for Next Steps
        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)
         Possibilities for Next Steps
         Commit to:

e. Engage in the Campus Climate Challenge to
   reduce greenhouse gas emissions
   (http://www.campusclimatechallenge.org/ )
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/ )
g. Utilize the media to publicize the positive steps
   your institution takes to both teach and model
   sustainable development.
  For education, Sustainable Development integrated into:

              Curricula       Research

Mission and
 Planning                  Purchasing

       Outreach and       Student Life   Professional
       Partnerships                      Development
    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
•   Improve the institution’s reputation
•   Cooperation and satisfaction across institution
•   Help improve town/gown relationships
•   Fulfill moral and social responsibility
•   Improve strategic positioning
Part V

     • Next Steps
         Group Question 3

What are your next steps in making education
for and practice of sustainability a major goal
of all higher education via your leadership
roles at ACPA?
Use this power point and
commission/committee templates to
generate understanding, discussion and
action in your group
• Generate new projects related to
• Identify members to work on already
  described projects and send names to
  Kathleen Gardner
• Help the Presidential Taskforce
  disseminate and implement their projects

1. The U.S. public is not educated enough about
   sustainability issues and solutions.
2. We need sustainability literacy and
   engagement for ALL. This is no longer
   optional for a viable future.
3. Some exciting developments, too many to
   report, but much more needs to be done.
4. We can assist you. Share what you do with
   ACPA and we will share with others via
       Let our enthusiasm show!
         For more information,
      contact Kathleen Gardner at
(Debra Rowe at dgrowe@oaklandcc.edu)

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