Fostering Sustainability Out of a Pandemic:

Pathways for Higher Education to Create a More Resilient Institution and Society

Session at the January 2021 Annual Meeting of the Association of American Colleges and Universities

Kelsey Bitting¹, Chelsie Romulo², Robert Turner³ and Scott Werts⁴

1 - Elon University, kbitting@elon.edu; 2 - University of Northern Colorado, Chelsie.Romulo@unco.edu; 3 – University of Washington Bothell, rturner1@uw.edu; 4 - Winthrop University, wertss@winthrop.edu

Text Box: “The crisis of global ecology is first and foremost a crisis of values, ideas, perspectives, and knowledge, which makes it a crisis of education.” – David Orr Resources for Participants in the Session

Click on the links below to access resources (articles, reports, web sites, etc.) to learn more on the topics listed.

· Slides Presented in the Session

· Synthesis of Global Risks and Opportunities

o Our Great Challenges and the Likelihood of An Increasingly Turbulent Future

o Why the Time is Now for a Great Reset

· The Role of Higher Education in Steering Culture and Fostering Environmental Sustainability, Democracy, and Justice

o Mission and Values of Liberal Arts Education (and How they Align with the Principles of Sustainability)

o The Ability of Institutions of Higher Education to Transform Thinking and Culture

o The Imperatives for Higher Education to Take the Lead in Fostering a More Sustainable and Just World [Abbreviated Timeline Format]

o Coming into Alignment with What Students Want and Need

o The What, Why, and How of Sustainability Teaching and Learning

o Sustainability Transformations of University Operations

o The Business Case for Prioritizing Sustainability at Institutions of Higher Education

· Synthesis of Global Risks and Opportunities

o Our Great Challenges and the Likelihood of An Increasingly Turbulent Future

The hosts of the session stressed that there is an urgent need for all institutions of higher education to acknowledge both their ability and responsibility to foster a more sustainable civilization. What could possibly justify making this a top mission priority for any college or university?

As the events of 2020 clearly demonstrated, we cannot count on stability or ample time to enable a slow, incremental evolution of our operations or our priorities. We have entered an era of great turbulence and uncertainty, with both of these characteristics only projected to increase in severity for the foreseeable future. If you are unconvinced of this, or are looking for ammunition to aid you in the fight to foster systemic change at your institution, we offer the following references. This is just a small subset of articles and reports that support the contention that our socio-economic and cultural paradigms are undermining the very foundations and potential of a society within which higher education must operate and our graduates must live. To access many more articles, reports and web sites that examine the many facets of our unsustainability or offer alternative visions for steering society to a more just and ecocentric path, we offer a far more extensive online Bibliography of Literature Relevant to Our Future Sustainability.

Advisory Committee for Environmental Research and Education (2009). Transitions and Tipping Points in Complex Environmental Systems. National Science Foundation. https://www.nsf.gov/ere/ereweb/ac-ere/nsf6895_ere_report_090809.pdf

Advisory Committee for Environmental Research and Education (2015). America’s Future: Environmental Research and Education for a Thriving Century. National Science Foundation. https://www.nsf.gov/ere/ereweb/ac-ere/ac-ere_thriving_century.pdf

Aldrich, J et al., (2021). Statement of Concern: The Threats to American Democracy and the Need for National Voting and Election Administration Standards. New America, June 1. https://www.newamerica.org/political-reform/statements/statement-of-concern/ [Statement from many scholars of democracy.]

Alliance of World Scientists (2020). Journal Articles Related to Scientists Warning. https://scientistswarning.forestry.oregonstate.edu/journal-articles-related-scientists-warning [A bibliography of articles published with the framing of “Scientist’s Warning.” Over 30 such articles published in the last 2 years, and counting.]

Barnosky, A and 16 co-authors (2014). Scientific Consensus on Maintaining Humanity's Life Support Systems in the 21st Century: Information for Policy Makers. Stanford University. https://consensusforaction.stanford.edu/see-scientific-consensus/consensus_english.pdf

Barnosky, A, Ehrlich, P and Hadly, E (2016). Avoiding Collapse: Grand Challenges for Science and Society to Solve by 2050. Elementa: Science of the Anthropocene, 4. https://www.elementascience.org/articles/10.12952/journal.elementa.000094/

Baum, S, Ekenstedt, T, Häggström, O, Hanson, R, Kuhlemann, K, Maas, M, Miller, J, Salmela, M, Sandberg, A, Sotala, K, Torres, P, Turchin, A and Yampolskiy, R (2019). Long-Term Trajectories of Human Civilization. Foresight, 21(1). https://www.emerald.com/insight/content/doi/10.1108/FS-04-2018-0037/full/html

Bendell, J (2018). Deep Adaptation: Navigating Climate Tragedy. Institute for Leadership and Sustainability Occasional Paper 2. http://www.lifeworth.com/deepadaptation.pdf

Bendell, J et al., (2020). International Scholars Warning on Societal Disruption and Collapse. Initiative for Leadership and Sustainability, University of Cumbria. http://iflas.blogspot.com/2020/12/international-scholars-warning-on.html

Bertelsmann Stiftung (2020a). Sustainable Governance Indicators. https://www.sgi-network.org/2020/

Bertelsmann Stiftung (2020b). Quality of Democracy: United States. https://www.sgi-network.org/2020/United_States/Quality_of_Democracy

Bostrom, N (2013). Existential Risk Prevention as Global Priority. Global Policy, 4(1). https://www.existential-risk.org/concept.html

Bradshaw, C et al., (2021). Underestimating the Challenges of Avoiding a Ghastly Future. Frontiers in Conservation Science, . https://doi.org/10.3389/fcosc.2020.615419

Bright Line Watch (2020). A Democratic Stress Test — The 2020 Election and Its Aftermath. http://brightlinewatch.org/american-democracy-on-the-eve-of-the-2020-election/a-democratic-stress-test-the-2020-election-and-its-aftermathbright-line-watch-november-2020-survey/

Brons, L (2019). On the Fragility of Civilization. F=ma, March 19. http://www.lajosbrons.net/blog/on-the-fragility-of-civilization/

Brosig, M, Frawley, P, Hill, A, Jahn, M,Mrsicek, M, Paris, A, Rose, M, Shambaljamts, A and Thomas, N (2019). Implications of Climate Change for the U.S. Army. U.S. Army War College. https://climateandsecurity.files.wordpress.com/2019/07/implications-of-climate-change-for-us-army_army-war-college_2019.pdf

Brown, T, Mahat, V and Ramirez, J (2019). Adaptation to Future Water Shortages in the United States Caused by Population Growth and Climate Change. Earth’s Future, 7(3). https://doi.org/10.1029/2018EF001091

Butler, C (2018). Climate Change, Health and Existential Risks to Civilization: A Comprehensive Review (1989–2013). International Journal of Environmental Research and Public Health, 15(10). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6210172/

Capellan-Perez, I, Mediavilla, M, de Castro, C, Carpintero, O and Miguel, L (2015). More Growth? An Unfeasible Option to Overcome Critical Energy Constraints and Climate Change. Sustainability Science, 10. https://link.springer.com/article/10.1007/s11625-015-0299-3

Center for Humane Technology (2019). Ledger of Harms. https://ledger.humanetech.com/

Center for Humans and Nature (2018). Can Democracy in Crisis Deal with the Climate Crisis? Questions for a Resilient Future. https://www.humansandnature.org/can-democracy-in-crisis-deal-with-the-climate-crisis [A collection of essays responding to this question, along with reader responses]

Clark, H (2020). A Future for the World’s Children? A WHO-UNICEF-Lancet Commission. The Lancet Commissions, 395(10224). https://doi.org/10.1016/S0140-6736(19)32540-1

Climate Justice Alliance (2019). Just Transition. https://climatejusticealliance.org/just-transition/

Consensus for Action (2020). Scientific Consensus on Maintaining Humanity’s Life Support Systems in the 21st Century. http://consensusforaction.stanford.edu/see-scientific-consensus/execsummary_english-2.pdf

Drutman, L, Diamond, L and Goldman, J (2020). Democracy Maybe: Attitudes on Authoritarianism in America. Democracy Fund Voter Study Group. https://www.voterstudygroup.org/publication/democracy-maybe

Dyke, J (2019). Climate Change: ‘We’ve Created a Civilisation Hell Bent on Destroying Itself – I’m Terrified’, Writes Earth Scientist. The Conversation, May 24. https://theconversation.com/climate-change-weve-created-a-civilisation-hell-bent-on-destroying-itself-im-terrified-writes-earth-scientist-113055

The Economist Intelligence Unit (2021). Democracy Index 2020: In Sickness and in Health? The Economist. https://www.eiu.com/n/campaigns/democracy-index-2020/

Ehrlich, P and Ehrlich, A (2016). Population, Resources, and the Faith-Based Economy: The Situation in 2016. BioPhysical Economics and Resource Quality, 1(3). https://link.springer.com/article/10.1007/s41247-016-0003-y

European Commision (2021). Overview of Natural and Man-made Disaster Risks the European Union May Face. https://ec.europa.eu/echo/sites/echo-site/files/overview_of_natural_and_man-made_disaster_risks_the_european_union_may_face.pdf

Exposure Labs (2020). The Social Dilemma. https://www.thesocialdilemma.com/

Filho, W, Wolf, F, Salvia, A, Beynaghi, A, Shulla, K, Kovaleva, M and Vasconcelos, C (2020). Heading Towards an Unsustainable World: Some of the Implications of Not Achieving the SDGs. Discover Sustainability, 1(2). https://link.springer.com/article/10.1007/s43621-020-00002-x#Tab2

Franco, E (2020). Global Risk Report 2020. World Economic Forum. http://www3.weforum.org/docs/WEF_Global_Risk_Report_2020.pdf

Global Challenges Foundation (2018). Global Catastrophic Risk 2018. https://www.humanitarianfutures.org/global-catastrophic-risk-report-2018/

Goldstone, J and Turchin, P (2020). Welcome To The ‘Turbulent Twenties’. Noema, Sept. 10. https://www.noemamag.com/welcome-to-the-turbulent-twenties/

Guterres, A (2020). Remarks to the General Assembly on the Secretary-General's Priorities for 2020. United Nations Secretary-General. https://www.un.org/sg/en/content/sg/speeches/2020-01-22/remarks-general-assembly-priorities-for-2020

Hausknost, D (2019). The Environmental State and the Glass Ceiling of Transformation. Environmental Politics, 29(1). https://doi.org/10.1080/09644016.2019.1680062

Heltzel, G and Laurin, K (2020). Polarization in America: Two Possible Futures. Current Opinion in Behavioral Sciences, 34. https://doi.org/10.1016/j.cobeha.2020.03.008

Humanitarian Futures Programme (2020). Key Findings. King’s College London. https://www.humanitarianfutures.org/key-findings/

Hunter, A and Hewson, J (2020). There are 10 Catastrophic Threats Facing Humans Right Now, and Coronavirus is Only One of Them. The Conversation, April 21. https://theconversation.com/there-are-10-catastrophic-threats-facing-humans-right-now-and-coronavirus-is-only-one-of-them-136854

International Institute for Democracy and Electoral Assistance (2021). The Global State of Democracy Report 2021: Building Resilience in a Pandemic Era. https://www.idea.int/gsod/

Jackson, J, van Egmond, M, Choi, V, Ember, C, Halberstadt, J, Balanovic, J, et al. (2019). Ecological and Cultural Factors Underlying the Global Distribution of Prejudice. PLoS ONE, 14(9). https://doi.org/10.1371/journal.pone.0221953

Jagermeyr, J et al., (2020). A Regional Nuclear Conflict Would Compromise Global Food Security. Proceedings of the National Academy of Sciences, 117(13). https://doi.org/10.1073/pnas.1919049117

Jones, S, Doxsee, C and Harrington, N (2020). The Escalating Terrorism Problem in the United States. Center for Strategic and International Studies. https://www.csis.org/analysis/escalating-terrorism-problem-united-states

Kahn, L, Philippat, C, Nakayama, S, Slama, R and Trasande, L (2020). Endocrine-disrupting Chemicals: Implications for Human Health. The Lancet Diabetes & Endocrinology, 8(8). https://doi.org/10.1016/S2213-8587(20)30129-7

Kornbluh, K, Goldstein, A and Weiner, E (2020). New Study by Digital New Deal Finds Engagement with Deceptive Outlets Higher on Facebook Today Than Run-up to 2016 Election. The German Marshall Fund of the United States, Oct. 12. https://www.gmfus.org/blog/2020/10/12/new-study-digital-new-deal-finds-engagement-deceptive-outlets-higher-facebook-today

Kummu, M, Guillaume, J, de Moel, H, Eisner, S, Florke, M, Porkka, M, Siebert, S, Veldkamp, T and Ward, P (2016). The World’s Road to Water Scarcity: Shortage and Stress in the 20th Century and Pathways Towards Sustainability. Scientific Reports, 6(38495). https://www.nature.com/articles/srep38495

LaFrance, A (2022). America Is Running Out of Time. The Atlantic, Jan. 6. https://www.theatlantic.com/politics/archive/2022/01/january-6-reading-guide/621175/ [Guide to key Atlantic articles on the erosion of Democracy in America.]

Laybourn-Langton, L, Rankin, L and Baxter, D (2019). This is a Crisis: Facing Up to the Age of Environmental Breakdown. Institute for Public Policy Research. https://www.ippr.org/files/2019-02/risk-and-environmentfeb19.pdf

Liu, H, Lauta, K and Maas, M (2020). Apocalypse Now? Initial Lessons from the Covid-19 Pandemic for the Governance of Existential and Global Catastrophic Risks. Journal of International Humanitarian Legal Studies, 11(2). https://doi.org/10.1163/18781527-01102004

Lührmann, A, Maerz, S, Grahn, S, Alizada, N, Gastaldi, L, Hellmeier, S, Hindle, G and Lindberg, S (2020). Democracy Report 2020: Autocratization Surges – Resistance Grows. V-Dem Institute, Univ. of Gothenburg. https://www.v-dem.net/media/filer_public/de/39/de39af54-0bc5-4421-89ae-fb20dcc53dba/democracy_report.pdf

Lührmann, A, Medzihorsky, J, Hindle, G and Lindberg, S (2020). New Global Data on Political Parties: V-Party. V-Dem Institute. Briefing Paper #9. https://www.v-dem.net/media/filer_public/b6/55/b6553f85-5c5d-45ec-be63-a48a2abe3f62/briefing_paper_9.pdf

Marques, L (2020). Capitalism and Environmental Collapse. Springer Nature Switzerland. https://www.academia.edu/45583296/Capitalism_and_Environmental_Collapse_Springer_2020

Marshall, M and Elzinga-Marshall, G (2022). Global Report 2017: Conflict, Governance and State Fragility. Center for Systemic Peace. https://www.systemicpeace.org/globalreport.html

Martine, G and Diniz Alves, J (2019). Disarray in Global Governance and Climate Change Chaos. Revista Brasileira De Estudos De População, 36. https://www.rebep.org.br/revista/article/view/1317/1001

Millennium Alliance for Humanity and the Biosphere (2019). Responding to the Human Predicament. Reducing the Threat of a Shattering Collapse of Civilization. https://mahb.stanford.edu/ [A collection of articles with frequent additions.]

Mitchell, A (2020). COVID-19 is a Stark Reminder that our Assault on the Natural World has Consequences. World Economic Forum, May 1. https://www.weforum.org/agenda/2020/05/humanitys-assault-on-the-natural-world-has-paved-the-way-for-covid-19/

Murphy, T, Murphy, D, Love, T, LeHew, M and McCall, B (2021). Modernity is Incompatible with Planetary Limits: Developing a PLAN for the Future. Energy Research & Social Science, 81. https://www.sciencedirect.com/science/article/pii/S2214629621003327?mc_cid=3b3a6fc7ee&mc_eid=0bca9c3843

The Next System Project (2019). The Index of Systemic Trends. https://thenextsystem.org/learn/stories/index-systemic-trends

Persson, L et al., (2022). Outside the Safe Operating Space of the Planetary Boundary for Novel Entities. Environmental Science and Technology, . https://doi.org/10.1021/acs.est.1c04158

The Planetary Health Alliance (2021). Research Bibliography. https://www.planetaryhealthalliance.org/bibliography [A large collection of literature on all the threats and challenges we face.]

Potsdam Institute for Climate Impact Research and Climate Analytics (2012). Turn Down the Heat: Why a 4 °C Warmer World Must Be Avoided. The World Bank. http://documents.worldbank.org/curated/en/362721468153549916/pdf/632190WP0Turn000Box374367B00PUBLIC0.pdf

ProPublica (2021). The Great Climate Migration. https://www.propublica.org/series/the-great-climate-migration

Repucci, S (2020). Freedom in the World 2020: A Leaderless Struggle for Democracy. Freedom House. https://freedomhouse.org/report/freedom-world/2020/leaderless-struggle-democracy

Ripple, W, Wolf, C, Galetti, M, Newsome, T, Alamgir, M, Crist, E, Mahmoud, M, Laurance, W (2017). World Scientists’ Warning to Humanity: A Second Notice. Bioscience, 67(12). https://academic.oup.com/bioscience/article/67/12/1026/4605229

Ripple, W et al., (2021). World Scientists’ Warning of a Climate Emergency 2021. BioScience, 71(9). https://academic.oup.com/bioscience/article/71/9/894/6325731

Sifakis, S, Androutsopoulos, V, Tsatsakis, A and Spandidos, D (2017). Human Exposure to Endocrine Disrupting Chemicals: Effects on the Male and Female Reproductive Systems. Environmental Toxicology and Pharmacology, 51. https://doi.org/10.1016/j.etap.2017.02.024

Smalley, A (2020). Higher Education Responses to Coronavirus (COVID-19). National Council of State Legislatures. https://www.ncsl.org/research/education/higher-education-responses-to-coronavirus-covid-19.aspx

Smith, Y (2018). American Life Expectancy Continues to Fall: Rise in Suicides, Overdose Deaths the Big Culprit. Naked Capitalism, Nov. 30. https://www.nakedcapitalism.com/2018/11/american-life-expectancy-continues-fall-rise-suicides-overdose-deaths-big-culprit.html

Steffen, W and 15 co-authors (2018). Trajectories of the Earth System in the Anthropocene. Proceedings of the National Academy of Sciences, 115(33): 8252-8259. https://www.pnas.org/content/115/33/8252

Svolik, M (2020). When Polarization Trumps Civic Virtue: Partisan Conflict and the Subversion of Democracy by Incumbents. Quarterly Journal of Political Science, 15(1). https://cpb-us-w2.wpmucdn.com/campuspress.yale.edu/dist/6/1038/files/2018/09/polarization_manuscript-2ex9y63.pdf

Taylor, K (2020). The Passing of Western Civilization. Futures, 122. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7245304/

Turner, R (2021a). Synthesis of Existential Risks and the Potential for Societal Collapse, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section6.htm

Turner, R (2021b). Beware the State Change – Planetary Boundaries, Thresholds, and Tipping Points, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section4.htm#C

Turner, R (2021c). Climate Change Impact Observations and Projections, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section1.htm

Turner, R (2021d). Conflict, Security, Displacement, and Migrations, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section1.htm#C

Turner, R (2021e). Human Health Threats, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section2.htm#D2

Turner, R (2021f). Other Existential Threats, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section2.htm

Turner, R (2021g). Democracy in Decline (and What to Do About It), in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section3.htm#E

Turner, R (2021h). Economics Emphasis – Critiquing Capitalism, Consumption, and Inequities, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section3.htm#D

Turner, R (2021i). Conservation, Restoration, Mitigation, Adaptation à Resilience, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section8.htm

United Nations Environment Programme (2019a). What is the Outlook for Humanity? https://www.unenvironment.org/interactive/global-environment-outlook/ [flash type presentation]

United Nations Environment Programme (2019b). Global Environment Outlook 6. https://www.unenvironment.org/resources/global-environment-outlook-6

United Nations Environment Programme (2021a). Adaptation Gap Report 2020. https://www.unep.org/resources/adaptation-gap-report-2020

United Nations Environment Programme (2021b). World Environment Situation Room. https://wesr.unep.org/ [Access to statistics, global monitoring reports, foresight and early warning reports, assessments, multilateral agreements, etc.]

United Nations Environment Programme (2021c). Making Peace with Nature: A Scientific Blueprint to Tackle the Climate, Biodiversity and Pollution Emergencies. https://www.unep.org/resources/making-peace-nature

United Nations Security Council (2018). Rising Nationalism Threatens Multilateralism’s 70-Year ‘Proven Track Record’ of Saving Lives, Preventing Wars, Secretary-General Tells Security Council. 8395TH Meeting Coverage, Nov. 9. https://www.un.org/press/en/2018/sc13570.doc.htm

V-Dem Institute Team (2019). The Third Wave of Autocratization is Here. https://www.v-dem.net/en/news/third-wave-autocratization-here/

Weidmann, T, Lenzen, M, KeyBer, L and Steinberg, J (2020). Scientists’ Warning on Affluence. Nature Communications, 11(3107). https://www.nature.com/articles/s41467-020-16941-y

World Economic Forum (2021). The Global Risks Report 2021. https://www.weforum.org/reports/the-global-risks-report-2021

Yigzaw, W and Hossain, F (2016). Water Sustainability of Large Cities in the United States from the Perspectives of Population Increase, Anthropogenic Activities, and Climate Change. Earth’s Future, 4(12). https://doi.org/10.1002/2016EF000393

o Why the Time is Now for a Great Reset

Scientists, environmentalists, social justice activists, and journalists have long been sounding the alarm about our unsustainability, yet we have been experiencing more or less continual economic growth, technological development, and intertwining globalization for centuries. What makes right now any different than say 10 years ago, or 20 years ago, in terms of the urgency for grappling with our unsustainability? How can we justify re-orienting the character and intent of the teaching, research, community service, campus operations, and outreach aspects of our mission NOW when so many institutions are struggling simply to hang on in a dire budgetary environment?

To paraphrase Rahm Emmanuel – Don’t let a crisis go to waste. Institutions of higher education have made enormous changes in the last 10 months at a rate that would have previously been considered inconceivable. We are still in the midst of this transition phase to what lies ahead of the COVID-19 pandemic and many longer-term changes are being planned to foster greater institutional resilience. In this time of dramatic change, we should be considering how to respond to deeper questions. Questions like - Why did so many countries of the world responded so poorly to a global pandemic that we knew was coming in some form or another? What is it about our society that makes us so vulnerable to shocks like this (and climate change impacts and increasing migrations and increasing autocratization, etc.) and what should we do to prepare our students to not just live in an increasingly unstable world, but to lead it in more sustainable and just directions?

The following articles and reports provide more support for the notion that the time is now for a “great reset.” The collective take home message of the articles above and below is that we have a rapidly dwindling window to make the kind of dramatic changes required to foster a transition to a better future with some grace.

Allen, J, Soubry, B, Rosen, T and Tsioumani, E (2021). State of Global Environmental Governance 2020. International Institute for Sustainable Development. https://www.greengrowthknowledge.org/research/state-global-environmental-governance-2020 [“If it had not been clear before, 2020 is the ultimate case study that climate breakdown, the biodiversity crisis, material pollution, and threats to human health are not far-flung futures, nor are they separate problems. They are the world as it is, and as it will be: crisis barreling into crisis, each interconnected in their cause—and in their solutions. How will organizations change to accommodate the reality that has been denied for so long?”]

The Alliance for Sustainability Leadership in Education (2020). The Time is Now. https://www.eauc.org.uk/the_time_is_now

Borenstein, S (2021). UN: Huge Changes in Society Needed to Keep Nature, Earth OK. ABC News, Feb. 18. https://abcnews.go.com/Technology/wireStory/huge-society-needed-nature-earth-75972560

Byers, E et al., (2018). Global Exposure and Vulnerability to Multi-sector Development and Climate Change Hotspots. Environmental Research Letters, 13(5). https://iopscience.iop.org/article/10.1088/1748-9326/aabf45

Carnevale, A (2020). Stakes Are High for Democracy With Colleges Under Siege. Inside Higher Ed, Oct. 27. https://www.insidehighered.com/views/2020/10/27/vital-role-colleges-play-mitigating-authoritarian-attitudes-opinion

Countdown (2020). Urgency. TED.com. https://www.ted.com/series/countdown [Collection of TED videos underscoring the urgent need to grapple with climate change.]

Energy & Climate Intelligence Unit (2020). Net Zero: Why 1.5°C? https://eciu.net/analysis/briefings/net-zero/net-zero-why-1-5%C2%BAc

Gilkson, A (2020). While We Fixate on Coronavirus, Earth is Hurtling Towards a Catastrophe Worse than the Dinosaur Extinction. The Conversation, April 2. https://theconversation.com/while-we-fixate-on-coronavirus-earth-is-hurtling-towards-a-catastrophe-worse-than-the-dinosaur-extinction-130869

Gill, J (2020). Together or Apart? Seven Ways for Canada to Pivot to a Sustainable Recovery. Public Policy Forum, Nov. 12. https://ppforum.ca/publications/together-or-apart-seven-ways-for-canada-to-pivot-to-a-sustainable-recovery/

Hawking, S (2016). This is the Most Dangerous Time for Our Planet. The Guardian, Dec. 1. https://www.theguardian.com/commentisfree/2016/dec/01/stephen-hawking-dangerous-time-planet-inequality

Hoffman, M, Hoicka, C, Kemper, A and Teelucksing, C (2020). COVID-19 Recovery is Chance to Build Greener, More Inclusive Society. First Policy Response, June 1. https://policyresponse.ca/covid-19-recovery-is-chance-to-build-greener-more-inclusive-society/

Holthaus, E (2020). We Aren’t Just Stopping Coronavirus. We’re Building a New World. The Correspondent, April 1. https://thecorrespondent.com/385/we-arent-just-stopping-coronavirus-were-building-a-new-world/50968856015-625b9768

Kelly, A (2021). UN Warns that the World is Adapting Too Slowly to Climate Crisis. The Hill, Jan. 14. https://thehill.com/changing-america/sustainability/climate-change/534223-un-warns-that-the-world-is-adapting-too-slowly

Khan, Z and McArthur, J (2020). Rebuilding Toward the Great Reset: Crisis, COVID-19, and the Sustainable Development Goals. The Brookings Institute and The Rockefeller Foundation. https://www.brookings.edu/blog/up-front/2020/06/19/rebuilding-toward-the-great-reset-crisis-covid-19-and-the-sustainable-development-goals/amp/

Klein, E (2021). It Seems Odd That We Would Just Let the World Burn. The New York Times, July 15. https://www.nytimes.com/2021/07/15/opinion/climate-change-energy-infrastructure.html

Knorr, W et al., (2020). After Coronavirus, Focus on the Climate Emergency. The Guardian, May 10. https://www.theguardian.com/world/2020/may/10/after-coronavirus-focus-on-the-climate-emergency

Otto, I et al., (2020). Social Tipping Dynamics for Stabilizing Earth’s Climate by 2050. Proceedings of the National Academy of Sciences, 117(5). https://doi.org/10.1073/pnas.1900577117

McKibben, B (2021). Our Best Chance to Slow Global Warming Comes in the Next Nine Years. The New Yorker, Jan. 7. https://www.newyorker.com/news/annals-of-a-warming-planet/our-best-chance-to-slow-global-warming-comes-in-the-next-nine-years

Pasquerella, L (2020). Liberal Education and Threats to Democracy. Liberal Education, 106(3). https://www.aacu.org/liberaleducation/2020/fall/president

Public Policy Forum (2020). Rebuild Canada Summary Report: Using the COVID-19 Pandemic as a Catalyst for a Productive, Resilient, and Fair Economy and Society. https://ppforum.ca/project/rebuild-canada/

Rockstrom, J, Schellnhuber, H, Hoskin B, Ramanathan, V, Schlosser, P, Brasseur, G, Gaffney, O, Nobre, C, Meinshausen, M, Rogelj, J, and Lucht, W (2016). The World's Biggest Gamble. Earth’s Future, 4(10). https://doi.org/10.1002/2016EF000392

Schwab, K (2020). Now Is the Time for a 'Great Reset'. World Economic Forum. https://www.weforum.org/agenda/2020/06/now-is-the-time-for-a-great-reset/

Sehrsweeny, M (2020). Covid-19 Is Just the Warm-Up Act for Climate Disaster. The Chronicle of Higher Education, Oct. 8. https://www.chronicle.com/article/covid-19-is-just-the-warm-up-act-for-climate-disaster

Smith, V and Alger, J (2020). Democracy Is Under Duress. Forbes, Aug. 19. https://www.forbes.com/sites/civicnation/2020/08/19/democracy-is-under-duress/#451a59802a71 [A call to action for universities to “help students form the habits of active and informed citizenship, make democratic participation a core value on their campus, and cultivate generations of engaged citizens who are essential to a healthy democracy.”]

Stern, N, Lankes, H and Pierfederici, R (2021). Shaping an Equitable, Inclusive and Sustainable Recovery: Acting Now for a Better Future. The World Economic Forum. https://www.weforum.org/reports/shaping-an-equitable-inclusive-and-sustainable-recovery-acting-now-for-a-better-future

Transition Alliance (2020). Lessons from Lockdown. https://www.rapidtransition.org/resources/lessons-from-lockdown/ [“What can be learned from the coronavirus pandemic for the challenge of rapid transition in the face of the climate emergency and how can we build fairer, more equal societies?”]

United Nations Educational, Scientific and Cultural Organization (2019). Why We Urgently Need to Teach and Learn About Climate Change. https://en.unesco.org/news/why-we-urgently-need-teach-and-learn-about-climate-change

Volgt, M and Weber, C (2020). The Role of Universities in a Sustainable Society. Why Value-Free Research is Neither Possible nor Desirable. Sustainability, 12(7). ‘https://doi.org/10.3390/su12072811 [Ethical call to arms – “universities ought to assume their social responsibility as structural policy actors.”]

Wallace-Wells, D (2020). The Coronavirus Is a Preview of Our Climate-Change Future. New York Magazine, April 8. https://nymag.com/intelligencer/2020/04/the-coronavirus-is-a-preview-of-our-climate-change-future.html

World Economic Forum (2021). The Great Reset. https://www.weforum.org/great-reset/

Wyns, A (2020). How Our Responses to Climate Change and the Coronavirus are Linked. World Economic Forum, April 2. https://www.weforum.org/agenda/2020/04/climate-change-coronavirus-linked/

· The Role of Higher Education in Steering Culture and Fostering Environmental Sustainability, Democracy, and Justice

o Mission and Values of Liberal Arts Education (and How They Align with the Principles of Sustainability)

Even a casual reading of the principles and values articulated on behalf of liberal arts education by the AAC&U and others reveals a close alignment with the principles of sustainability. Essentially, if you adhere to the former, then you implicitly support the latter. So, really it is just a matter of living up to these principles and values of a liberal arts education. The ask here – higher education should seriously take on the responsibility of fostering a more sustainable civilization – while difficult, should not be considered controversial. The following articles and reports provide articulations of both the principles and values of a liberal arts education and of the sustainability movement.

Association of American Colleges and Universities (1998). Statement on Liberal Education. https://www.aacu.org/about/statements/liberal-education

Association of American Colleges and Universities (2005). The Principles of Excellence. Liberal Education and America's Promise (LEAP). https://www.aacu.org/sites/default/files/files/LEAP/Principles_of_Excellence.pdf

Association of American Colleges and Universities (2015). The LEAP Challenge: Education for a World of Unscripted Problems. Liberal Education and America's Promise. https://www.aacu.org/liberaleducation/2015/winter-spring/the-leap-challenge

Association of American Colleges and Universities (2020). What Liberal Education Looks Like: What It Is, Who It’s For, and Where It Happens. https://www.aacu.org/what-liberal-education-looks-0

Hadjichambis, A, Reis, P, Paraskeva-Hadjichambi, D, Cincera, J, Boeve-de Pauw, J, Gericke, N and Knippels, M (eds.) (2020). Conceptualizing Environmental Citizenship for 21st Century Education. Springer Open. https://www.academia.edu/42087302/Conceptualizing_Environmental_Citizenship_for_21st_Century_Education

Schneider, C (2015). The LEAP Challenge: Transforming for Students, Essential for Liberal Education. Liberal Education, 101(1/2). https://www.aacu.org/liberaleducation/2015/winter-spring/schneider

Schuster, E (2020). From the Editor: A Deep, Continuing Commitment to Diversity and Democracy. Diversity & Democracy, 22(4). https://www.aacu.org/diversitydemocracy/2020/summer/editor

Turner, R (2021a). What is Sustainability and Sustainable Development?, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section9.htm [Citations to many articles.]

Turner, R (2021b). Sustainability Manifestos, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section11.htm [Citations to many articles, web sites, and reports.]

United Nations Educational, Scientific and Cultural Organization (2017). Education for Sustainable Development. https://unesdoc.unesco.org/ark:/48223/pf0000247444

Wals, A and Jickling, B (2002). “Sustainability” in Higher Education: From Doublethink and Newspeak to Critical Thinking and Meaningful Learning. Journal of Sustainability in Higher Education, 3(3). https://www.researchgate.net/publication/237152910_Sustainability_in_higher_education_From_doublethink_and_newspeak_to_critical_thinking_and_meaningful_learning

Weissman, N (2012). Sustainability & Liberal Education: Partners by Nature. Liberal Education, 98(4). https://www.aacu.org/publications-research/periodicals/sustainability-liberal-education-partners-nature

o The Ability of Institutions of Higher Education to Transform Thinking and Culture

What follows is the first paragraph of the AAC&U’s 1998 Statement on Liberal Education:

“A truly liberal education is one that prepares us to live responsible, productive, and creative lives in a dramatically changing world. It is an education that fosters a well-grounded intellectual resilience, a disposition toward lifelong learning, and an acceptance of responsibility for the ethical consequences of our ideas and actions. Liberal education requires that we understand the foundations of knowledge and inquiry about nature, culture and society; that we master core skills of perception, analysis, and expression; that we cultivate a respect for truth; that we recognize the importance of historical and cultural context; and that we explore connections among formal learning, citizenship, and service to our communities.”

To the extent that we are delivering on the promise articulated above, we are changing the hearts and strengthening the minds of our students in an effort to live up to the bold assertion that “liberal learning is society's best investment in our shared future” (AAC&U 1998). The citations below refer to articles and reports that provide some evidence that the efforts of higher education to enhance the critical and ethical reasoning in our students, as well as to infuse the principles of liberal learning and participatory democracy in our communities, have the potential to steer society in more just and sustainable directions.

For example, Hillygus (2005) shares that “Empirical political behavior research has consistently observed a robust and positive relationship between education and political engagement.” Kelly (2020) finds “that gains in educational attainment played an important historical role in reducing the carbon intensity with which nation states produce well-being for its citizens.” The Center on Education and the Workforce (2020) reports that “higher education appears to mitigate against authoritarian tendencies.” They also find that “liberal arts majors are less inclined toward authoritarianism than business or STEM majors,” indicating that how we educate is important in determining whether we live up to the promise articulated in the statement on liberal learning. Given our ability and implicit mission to educate and conduct scholarship for the common good, how do we amplify and coordinate our efforts in order to foster a more sustainable and just world?

Bang, M & Vossoughi, S (2016). Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making. Cognition and Instruction, 34(3). https://doi.org/10.1080/07370008.2016.1181879

Bien, C, Sassen, R and Held, H (2017). The Transformative University in Society: An Overview of Different Concepts. GAIA - Ecological Perspectives for Science and Society, 26(3). https://www.ingentaconnect.com/contentone/oekom/gaia/2017/00000026/00000003/art00011 or http://dx.doi.org.offcampus.lib.washington.edu/10.14512/gaia.26.3.10

Blumenstyk, G (2021). Higher Ed Can Help Repair the Fractures in Our Democracy. Really, It Can. The Chronicle of Higher Education, Jan. 13. https://www.chronicle.com/newsletter/the-edge/2021-01-13

Brennan, J, King, R and Lebeau, Y (2004). The Role of Universities in the Transformation of Societies. An International Research Project. London, Centre for Higher Education Research and Information, Open University.

Carnevale, A, Smith, N, Dazanova, L, Gulish, A and Campbell, K (2020). The Role of Education in Taming Authoritarian Attitudes. The Georgetown University Center on Education and the Workforce. https://1gyhoq479ufd3yna29x7ubjn-wpengine.netdna-ssl.com/wp-content/uploads/The-Role-of-Education-in-Taming-Authoritarian-Attitudes-Full-Report.pdf

Caro-Gonzalez, A et al., (2018). Universities, Policy Makers and Stakeholders Fostering Science, Technology and Innovation (STI) Nested Systems for Societal Impact. Position Paper from the workshop "With the hands in the dough: Paving the way to the societal dimension of research.” University of Deusto. https://www.academia.edu/38294686/Position_paper_Universities_Policy_Makers_and_Stakeholders_fostering_Science_Technology_and_Innovation_STI_nested_systems_for_Societal_Impact

Chamlee-Wright, E (2020). It Takes More Than An Election To Guard Against Authoritarianism. Forbes, Oct. 5. https://www.forbes.com/sites/emilychamleewright/2020/10/15/it-takes-more-than-an-election-to-guard-against-authoritarianism/#2663f926203e

Chankseliani, M and McCowan, T (2020). Higher Education and the Sustainable Development Goals. Higher Education, 81. https://link.springer.com/article/10.1007/s10734-020-00652-w

Cordero, E, Centeno, D and Todd, A (2020). The Role of Climate Change Education on Individual Lifetime Carbon Emissions. PLoS One, 15(2). https://doi.org/10.1371/journal.pone.0206266

Diwan, I and Vartanova, I (2020). Does Education Indoctrinate? International Journal of Educational Development, 78. https://www.sciencedirect.com/science/article/pii/S0738059320304089 [The differences across political regimes of the effects of education on political values are large.]

Escrigas, C, Sanchez, J, Hall, B and Tandon, R (2013). Editors’ Introduction: Knowledge, Engagement and Higher Education Contributing to Social Change, in Hall, B and Tandon, R (eds.) Higher Education in the World 5 - Knowledge, Engagement and Higher Education: Contributing to Social Change. The Global University Network. https://www.guninetwork.org/report/higher-education-world-5/documents

GEM Report (2015). Education Increases Awareness and Concern for the Environment. World Education Blog. https://gemreportunesco.wordpress.com/2015/12/08/education-increases-awareness-and-concern-for-the-environment/

Greenberg, S (2021). ‘We Are Indispensable to Democracy Flourishing.’ Inside Higher Ed, Oct. 15. https://www.insidehighered.com/news/2021/10/15/interview-ron-daniels-universities-and-democracy

Hepburn, C, O’Callaghan, B, Stern, N, Stiglitz, J, and Zenghelis, D (2020). Will COVID-19 Fiscal Recovery Packages Accelerate or Retard Progress on Climate Change? Smith School Working Paper 20-02. https://www.smithschool.ox.ac.uk/publications/wpapers/workingpaper20-02.pdf [Expert panels identify investment in education as one of the key levers to addressing climate change.]

Hillygus, S (2005). The Missing Link: Exploring the Relationship Between Higher Education and Political Engagement. Political Behavior, 27(1). https://www.jstor.org/stable/4500183?seq=1

Hoyt, L and Hollister, R (2013). Moving Beyond the Ivory Tower: The Expanding Global Movement of Engaged Universities, in Hall, B and Tandon, R (eds.) Higher Education in the World 5 - Knowledge, Engagement and Higher Education: Contributing to Social Change. The Global University Network. https://www.guninetwork.org/report/higher-education-world-5/documents

Karlin, R (2021). UAlbany Faculty Wants Pension Fund to Divest from Fossil Fuels. Times Union, May 13. https://www.timesunion.com/business/article/UAlbany-faculty-wants-pension-fund-to-divest-from-16175306.php

Kelly, O (2020). The Silver Bullet? Assessing the Role of Education for Sustainability. Social Forces, soz144. https://doi.org/10.1093/sf/soz144

Knuth, S, Nagle, B, Steuer, C and Yarnal, B (2016). Universities and Climate Change Mitigation: Advancing Grassroots Climate Policy in the US. Local Environment, 12(5). https://www.researchgate.net/publication/249000105_Universities_and_Climate_Change_Mitigation_Advancing_Grassroots_Climate_Policy_in_the_US

Maxwell, N (2017). Can Universities Save Us from Disaster? On the Horizon, 25(2). https://discovery.ucl.ac.uk/id/eprint/1557161/1/Maxwell_Can_universities_save_us_from_disaster.pdf

McCowan, T (2019). The Role of Education in Development, in Higher Education for and beyond the Sustainable Development Goals. Palgrave Studies in Global Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-19597-7_2

McPhail, C (2021). Fostering Social Justice in Higher Education. Diverse Issues in Education, April 26. https://diverseeducation.com/article/210879/

Michelsen, G and Rieckmann, M (2015). The Contribution of Education for Sustainable Development in Promoting Sustainable Water Use, in Filho, L and Sümer, V. (eds) Sustainable Water Use and Management. Green Energy and Technology. Springer. https://www.academia.edu/9980160/The_Contribution_of_Education_for_Sustainable_Development_in_Promoting_Sustainable_Water_Use

Milton, S and Barakat, S (2016). Higher Education as the Catalyst of Recovery in Conflict-affected Societies. Globalisation, Societies and Education, 14(3), 403–421. https://doi.org/10.1080/14767724.2015.1127749

The National Task Force on Civic Learning and Democratic Engagement (2012). A Crucible Moment: College Learning and Democracy’s Future. Association of American Colleges and Universities. https://www.aacu.org/sites/default/files/files/crucible/Crucible_508F.pdf

Neave, G (2000). The Universities' Responsibilities to Society: International Perspectives. (Issues in Higher Education Series). Pergamon. https://eric.ed.gov/?id=ED447742

O’Neill, B, Jiang, L, KC, S, Fuchs, R, Pachauri, S, Laidlaw, E, Zhang, T, Zhou and Ren, X (2020). The Effect of Education on Determinants of Climate Change Risks. Nature Sustainability, 3. https://www.nature.com/articles/s41893-020-0512-y?draft=collection

Pee, S and Vululleh, N (2020). Role of Universities in Transforming Society: Challenges and Practices, in Sengupta, E, Blesinger, P and Mahoney, C (Eds.) International Perspectives on Policies, Practices & Pedagogies for Promoting Social Responsibility in Higher Education Innovations in Higher Education Teaching and Learning, Vol. 32. Emerald Publishing Limited, Bingley. https://www.emerald.com/insight/content/doi/10.1108/S2055-364120200000032005/full/html

Robinson, J (2016). An Exchange on the Essay A Higher Calling for Higher Education. Contribution to GTI Roundtable "On Higher Education", Great Transition Initiative. https://greattransition.org/commentary/john-robinson-higher-education-cristina-escrigas

Rowson, J (2019). Bildung in the 21st Century—Why Sustainable Prosperity Depends Upon Reimagining Education. CUSP essay series on the Morality of Sustainable Prosperity No. 9. https://www.cusp.ac.uk/themes/m/essay-m1-9/#1475182667098-0328ae0f-4bcbf2c7-159efa7b-6ee7573a-4c7b

Sanchez, J, Escrigas, C, Ferrer, D, Barcelo, M and Cruz, Y (2011). Higher Education in the World 4 – Higher Education’s Commitment with Sustainability: From Understanding to Action. Global University Network for Innovation. https://www.researchgate.net/publication/308991375_Higher_Education_in_the_World_4_Higher_Education's_Commitment_with_Sustainability_From_Understanding_to_Action

Sterbuleac, D (2018). The Overlooked Role of Academic Environmental Organizations in Addressing Environmental Education Issues. Applied Environmental Education & Communication, 18(1). https://doi.org/10.1080/1533015X.2018.1435321

Toope, S (2008). Sustainability, Social Change and the Role of Universities, in Haddad, C, Meek, L and Geodegebuure, L (eds.) Reinventing Higher Education: Toward Participatory and Sustainable Development. UNESCO Bangkok. https://www.academia.edu/22237559/Reinventing_Higher_Education_Towards_Participatory_and_Sustainable_Development

Unger, A (2021). How Can Colleges Recover their Civic Souls? The Hill, April 15. https://thehill.com/opinion/education/547938-how-can-colleges-recover-their-civic-souls

Vallaeys, F (2013). University Social Responsibility: A Mature and Responsible Definition, in Hall, B and Tandon, R (eds.) Higher Education in the World 5 - Knowledge, Engagement and Higher Education: Contributing to Social Change. The Global University Network. https://www.guninetwork.org/report/higher-education-world-5/documents

Wals, A, Tassone, V, Hampson, G and Reams, J (2016). Learning for Walking the Change: Eco-social Innovation Through Sustainability-oriented Higher Education, in Barth, M, Michelsen, G, Thomas, I and Rieckmann, M (Eds.), Routledge Handbook of Higher Education for Sustainable Development. https://www.taylorfrancis.com/chapters/learning-walking-change-eco-social-innovation-sustainability-oriented-higher-education-arjen-wals-valentina-tassone-gary-hampson-jonathan-reams/e/10.4324/9781315852249-12

o The Imperatives for Higher Education to Take the Lead in Fostering a More Sustainable and Just World

Since at least 1990 and the Talloires Declaration (Association of University Leaders for a Sustainable Future, 1990), there has been a steady stream of exhortations for faculty and administrators in higher education to take a lead role in fostering a more sustainable civilization (Lozano et al., 2011). The good news is that there has been quite a lot of progress over the years, such as: “Campus sustainability offices that track resource use and promote eco-efficiency are becoming the norm. The number of academic programs in sustainability science and environmental studies has increased, as have student enrollments and passion. New academic journals have flourished, and with them venues for publication by young academics aspiring to become tenured professors in the field” (Maniates, 2017).

Yet this is still manifestly insufficient. Climate stability, the resilience and productivity of natural systems, the beauty of the natural world, and biological diversity – the very foundations of our future health and prosperity – continue to erode at an increasing pace. Meanwhile, we are also experiencing increasing inequality, autocratization, civil unrest, environmental pollution, water shortages, and displacement of people from their homes. As Orr pointed out in 1991, the systems and policies that perpetuate these negative outcomes are “largely the result of work by people with BAs, BSs, LLBs, MBAs, and PhDs.” If it is in doubt that civilization as we know it can persist through this century and that higher education is one of the main pillars that prop up business as usual, then it stands to reason that higher education must undergo a profound transformation in order to foster a better way of relating with the natural world and each other.

Maxwell (2017) makes the case for the responsibility of higher education as follows. “If we are to resolve these immense global problems that confront us, we need to learn how to do it. Only our institutions of learning - our universities and schools - can help promote the kind of community, social, institutional learning that we require. Of course, the media, NGOs, charities, pressure groups, can all help. But we need our universities and schools to galvanize the world's population into discovering how to come to grips, effectively, intelligently and humanely, with the world's problems.” If we think the best way to “come to grips” is via more robust and participatory democracy, then “one key piece of the solution is helping people build the skills to participate. “That,” says Danielle Allen, a professor of government at Harvard University, “actually is a job for higher education” (Blumenstyk, 2021).

Unconvinced? The citations below refer you to many articles, reports, and declarations that not only provide support for the assertions above, but go into some detail about the kinds of transformations needed within our colleges and universities. You can also view an abbreviated version in Timeline Format.

The Alliance for Sustainability Leadership in Education, Second Nature and the UN Environment’s Youth and Education Alliance (2019). Higher and Further Education Institutions Across the Globe Declare Climate Emergency. https://www.eauc.org.uk/higher_and_further_education_institutions_acros or https://www.unep.org/news-and-stories/press-release/higher-and-further-education-institutions-across-globe-declare

American College & University President's Climate Commitment (2006). Second Nature, Boston, MA. https://secondnature.org/signatory-handbook/the-commitments/

Andreotti, V (2021). The Task of Education as We Confront the Potential for Social and Ecological Collapse. Ethics and Education, 16(2). https://doi.org/10.1080/17449642.2021.1896632

Association of American Colleges and Universities (2008a). Core Commitments: Educating Students for Personal and Social Responsibility. https://www.aacu.org/core_commitments/publications.cfm

Association of American Colleges and Universities (2008b). A Call to Action: Core Commitments. https://www.aacu.org/sites/default/files/files/core_commitments/brochure.pdf

The Association for the Advancement of Sustainability in Higher Education (2010). Sustainability Curriculum in Higher Education: A Call to Action. https://oakland.edu/Assets/upload/docs/AIS/Conference/2010_Documents_A_Call_to_Action.pdf

Association for the Advancement of Sustainability in Higher Education (2021). Beyond Doom and Gloom: Climate Solutions. https://www.aashe.org/Climate-Solutions/ [An initiative designed by dozens of higher education associations to engage students, faculty, staff, and the community in energy and climate policy for systemic change; includes a fellows program of Sustainability Policy Partners and resources for educators.]

Association of University Leaders for a Sustainable Future (1990). The Talloires Declaration. http://ulsf.org/talloires-declaration/

Bangay, C and Blum, N (2010). Education Responses to Climate Change and Quality: Two Parts of the Same Agenda? International Journal of Educational Development, 30(4). https://discovery.ucl.ac.uk/id/eprint/10006281/1/Bangay2010Education359.pdf

Bekessy, S, Samson, K and Clarkson, R (2007). The Failure of Non‐binding Declarations to Achieve University Sustainability: A Need for Accountability. International Journal of Sustainability in Higher Education, 8(3). https://www.emerald.com/insight/content/doi/10.1108/14676370710817165/full/html

Besley, T and Peters, M (2019). Life and Death in the Anthropocene: Educating for Survival Amid Climate and Ecosystem Changes and Potential Civilisation Collapse. Educational Philosophy and Theory, 52(13). https://doi.org/10.1080/00131857.2019.1684804

Bigelow, B (2019). Our House Is on Fire — Time to Teach Climate Justice. Rethinking Schools, 33(3). https://rethinkingschools.org/articles/our-house-is-on-fire-time-to-teach-climate-justice/

Biting, K, Romulo, C, Turner, R and Wertz, S (2021). Fostering Institutional Sustainability Out of the Pandemic: The Role of Teaching Centers and Faculty Developers. Webinar for the Earth-Centered Special Interest Group, The Professional and Organizational Development (POD) Network in Higher Education. https://kaltura.elon.edu/media/Fostering+Institutional+Sustainability+Out+of+the+PandemicA+The+Role+of+Teaching+Centers+and+Faculty+Developers/1_vynlb621?ed=1560 [Video of webinar]

Bostrom, N (2013). Existential Risk Prevention as Global Priority. Global Policy, 4(1). https://www.existential-risk.org/concept.html

Casarejos, F, Gustabson, L and Frota, M (2017). Higher Education Institutions in the United States: Commitment and Coherency to Sustainability vis-a-vis Dimensions of the Institutional Environment. Journal of Cleaner Production, 159. https://doi.org/10.1016/j.jclepro.2017.05.034

Christodoulou, E, Schreiber, J, Mochizuki, Y, Siege, H and Stevenson, R (2017). Introduction, in United Nations Educational, Scientiﬁc and Cultural Organization, Textbooks for Sustainable Development – A Guide to Embedding. https://mgiep.unesco.org/article/textbooks-for-sustainable-development-a-guide-to-embedding

Clugston, R and Calder, W (2014). Higher Education for Strong Sustainability, in Corcoran, P and Hollingshead, B (Eds.) Intergenerational Learning and Transformative Leadership for Sustainable Futures. Wageningen Academic Publishers: The Netherlands. http://ulsf.org/wp-content/uploads/2020/06/HigherEdforStrongSust2014.pdf

Commission on the Practice of Democratic Citizenship (2020). Our Common Purpose: Reinventing American Democracy for the 21st Century. American Academy of Arts & Sciences. https://www.amacad.org/ourcommonpurpose/report

Committee on Strengthening Sustainability Programs and Curricula at the Undergraduate and Graduate Levels (2020). Strengthening Sustainability Programs and Curricula at the Undergraduate and Graduate Levels. The National Academies Press. https://www.nap.edu/read/25821/chapter/1 [140 page book that is the latest word on this topic.]

Cortese, A (2003). The Critical Role of Higher Education in Creating a Sustainable Future. Planning for Higher Education, 31(3). https://redcampussustentable.cl/wp-content/uploads/2018/03/6-CorteseCriticalRoleOfHE.pdf

Cortese, A (2012). Promises Made and Promises Lost: A Candid Assessment of Higher Education Leadership and the Sustainability Agenda, in Martin, J (ed.), The Sustainable University: Green Goals and New Challenges for Higher Education Leaders. Johns Hopkins University Press. https://d3n8a8pro7vhmx.cloudfront.net/intentionalendowments/pages/1584/attachments/original/1498070193/Chap.2.The_Sustainable_University.pdf

De Zoysa, U and Tilbury, D (2012). Rio +20 Higher Education for Sustainability Treaty. Horizons, 18(2). https://www.iau-aiu.net/IMG/pdf/iau_horizons_2012_vol.18.2-en.pdf

Escrigas, C (2016). A Higher Calling for Higher Education. Great Transition Initiative. https://greattransition.org/publication/a-higher-calling-for-higher-education

Fien, J and Tilbury, D (2002). The Global Challenge of Sustainability, in Tilbury, D, Stevenson, R, Fine, J and Schreuder, D (eds.) Education and Sustainability: Responding to the Global Challenge. IUCN Commission on Education and Communication. https://portals.iucn.org/library/sites/library/files/documents/2002-002.pdf

Flaherty, C (2021). A Failure to Educate. Inside Higher Ed, Jan. 8. https://www.insidehighered.com/news/2021/01/08/capitol-riots-failure-educate

Gaynor, A, Leahy, C, Morgan, R, May, D and Rees, Y (2020). Working Paper on Sustainable History: The Responsibilities of Academic Historians in a Climate-impacted World. Sustainable History Word Press. https://sustainablehistorywp.wordpress.com/

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The Higher Education Sustainability Initiative (2019). Higher Education Sustainability Initiative (HESI). Sustainable Development Goals Knowledge Platform, United Nations. https://sustainabledevelopment.un.org/index.php?menu=1073

InTeGrate (2019). Why Should Undergraduate Education include a Focus on Sustainability and Earth-centered Societal Issues? https://serc.carleton.edu/integrate/why_integrate.html

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Leicht, A, Hess, J and Byun, W (eds.) (2018). Issues and Trends in Education for Sustainable Development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000261445 [271 page book with 10 chapters.]

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The SDG Accord (2019). Global Universities and Colleges for the Climate Introduction. https://www.sdgaccord.org/climateletter [Site for higher education institutions to add their support to the Global Climate Emergency Letter.]

Silova, I, Komatsu, H and Rappleye, J (2018). Facing the Climate Change Catastrophe: Education as Solution or Cause? NORRAG Blog, Oct. 12. https://www.norrag.org/facing-the-climate-change-catastrophe-education-as-solution-or-cause-by-iveta-silova-hikaru-komatsu-and-jeremy-rappleye/

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Sterling, S (2004). Higher Education, Sustainability, and the Role of Systemic Learning, in Corcoran, P and Wals, A (eds.) Higher Education and the Challenge of Sustainability. Kluwer Academic Publishers, Netherlands. https://link.springer.com/chapter/10.1007%2F0-306-48515-X_5

Sustainable Development Goals Accord (2021). Global Climate Letter for Universities and Colleges. United Nations Environment Programme. https://www.sdgaccord.org/climateletter [An initiative to get universities to sign on to a pledge to go carbon neutral.]

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United Nations Educational, Scientific and Cultural Organization (2014). Nagoya Declaration on Higher Education for Sustainable Development. World Conference on Education for Sustainable Development. https://i.unu.edu/media/ias.unu.edu-en/news/5466/Nagoya-Declaration-on-HESD-Annex_final.pdf Also see: https://unesdoc.unesco.org/ark:/48223/pf0000231074

United Nations Educational, Scientiﬁc and Cultural Organization (2019). Why We Urgently NEED to Teach and Learn About Climate Change. https://en.unesco.org/news/why-we-urgently-need-teach-and-learn-about-climate-change

United Nations Educational, Scientiﬁc and Cultural Organization (2020). Futures of Education. https://en.unesco.org/futuresofeducation/initiative

United Nations Educational, Scientiﬁc and Cultural Organization (2022). Transforming Education: An Imperative for the Future We Want. https://en.unesco.org/news/transforming-education-imperative-future-we-want

The U.S. Partnership for Education for Sustainable Development (2021). Higher Education. https://uspartnership.org/pages/higher-education

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Volgt, M and Weber, C (2020). The Role of Universities in a Sustainable Society. Why Value-Free Research is Neither Possible Nor Desirable. Sustainability, 12(7). https://doi.org/10.3390/su12072811 [Ethical call to arms – “universities ought to assume their social responsibility as structural policy actors.”]

Wals, A (2012). Shaping the Education of Tomorrow: 2012 Report on the UN Decade of Education for Sustainable Development, Abridged. United Nations Educational, Scientific and Cultural Organization. https://www.academia.edu/10934372/Shaping_the_Education_of_Tomorrow_2012_Report_on_the_UN_DESD

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Wright, T (2004). The Evolution of Sustainability Declarations in Higher Education, in Corcoran, P & Wals, A (eds.) Higher Education and the Challenge of Sustainability: Problematics, Promise, and Practice. Springer. https://link.springer.com/chapter/10.1007/0-306-48515-X_2 or https://www.researchgate.net/publication/227229315_The_Evolution_of_Sustainability_Declarations_in_Higher_Education

Wright, T (2010). University Presidents’ Conceptualizations of Sustainability in Higher Education. International Journal of Sustainability in Higher Education, 11(1). https://www.emerald.com/insight/content/doi/10.1108/14676371011010057/full/html

Wright, T (2018). Higher Education’s Commitment to Sustainability: from Understanding to Action. Canada and USA Regional Report. Global University Network for Innovation. http://www.guninetwork.org/articles/higher-educations-commitment-sustainability-understanding-action-canada-and-usa-regional [Article that lists the many initiatives and agencies/groups working to enhance sustainability as a focus for higher education]

o Coming into Alignment with What Students Want and Need

Following the proliferation of cell phones and the use of social media, and the concurrent access to bad news, young people have become increasingly aware of the many systemic problems that promise to make their lives more difficult. As a consequence, a growing number of high school and college age citizens are engaging in activism to address climate change, racism, gun violence, etc. Visit the Sunrise Movement web site to get a feel for the energy and passion of such a youth-led movement. Even young people that have not taken the step into activism are much more likely than any older generational cohort to consider climate change and efforts to tackle it as the most pressing issue we face (Amnesty International, 2019; Ballew et al, 2020; Funk and Tyson, 2020; Kelly, 2020). With 80% of respondents between 18 and 29 in a recent survey agreeing that global warming is “a major threat to human life on earth” (Kelly, 2020), it should come as no surprise that this cohort also thinks that “universities could do more to be environmentally sustainable” and that sustainability should be more prominent in their curriculum (Education International, 2019; Quacquarelli Symonds, 2019; Tatum, 2020). This represents a demand we should meet in higher education.

Matthew Derr, President of Sterling College puts it this way... “Students will not wait for us to wake up and to join the cause. The times require collective effort from all of us to meet our moral obligation. Our students, to say nothing of our alumni and the philanthropic community, expect us to take clear positions and bold actions on their behalf. Let this season of commencements remind us that the future has never been less certain for any generation, and let us commit ourselves to action. If we do not, our institutions, this and the next generation of students, and the planet as we know it may be doomed.”

Alim, A and Pierce, N et al., (2021). Davos Lab: Youth Recovery Plan. World Economic Forum. https://www.weforum.org/reports/youth-recovery-plan [Features the insights and ideas of more than 2 million people, who participated in surveys and dialogues in more than 150 cities and 180 countries.]

The Alliance for Sustainability Leadership in Education (2019). Living Labs – Better Student Outcomes through Sustainability - Living Lab Guide. https://www.sustainabilityexchange.ac.uk/better_student_outcomes_through_sustainability_1

The Alternative UK (2021). Gen Z Considers its Career Prospects. They're Increasingly Concluding Only Climate-oriented Jobs are Really Worth it. https://www.thealternative.org.uk/dailyalternative/2021/9/10/gen-z-going-for-climate-careers

Amnesty International (2019). Generation Z Ranks Climate Change Highest as Vital Issue of Our Time in Amnesty International Survey. https://www.amnestyusa.org/press-releases/generation-z-ranks-climate-change-highest-as-vital-issue-of-our-time-in-amnesty-international-survey/

Armstrong, K (2019). Teen Girls Are Leading a Wave of Climate Activism in Europe and, Now, the US. Brit + Co, Feb. 8. https://www.brit.co/teen-girls-are-leading-a-wave-of-climate-activism-in-europe-and-now-the-us/

Ballew, M, Marlon, J, Rosenthal, S, Gustafson, A, Kotcher, J, Maibach, E and Leiserowitz, A (2019). Do Younger Generations Care More About Global Warming? Yale Program on Climate Change Communication. https://climatecommunication.yale.edu/publications/do-younger-generations-care-more-about-global-warming/

Ballew, M et al., (2020). Young Adults, Across Party Lines, Are More Willing to Take Climate Action. Yale Program on Climate Change Communication, Apr. 28. https://climatecommunication.yale.edu/publications/young-adults-climate-activism/

Crust, G (2015). Personal Autonomy and Well-being in Education for Sustainability, in Wyness, L (ed.) Education for Sustainable Development: Towards the Sustainable University. Pedagogic Research Institute and Observatory, Occasional Paper 9. https://www.plymouth.ac.uk/uploads/production/document/path/3/3396/PedRIO_Paper_9_April_2015.pdf

Derr, M (2019). Greta is Coming: Sterling College President Stands with Students Across the World. Medium, June 10. https://medium.com/@president_53961/greta-is-coming-ba33b2980bd8

Drayson, R, Bone, E, Agombar, J and Kemp, S (2014). Student Attitudes Towards and Skills for Sustainable Development. Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/student-attitudes-towards-and-skills-sustainable-development

Education International (2019). EI Statement on Student Action on Climate Change. http://files-eu.clickdimensions.com/ei-ieorg-a4ucu/files/statement_studentsclimatechange_e.pdf

Funes, Y (2019). The Teens Are Pissed and Freaked the Hell Out. Gizmodo, Sept. 16. https://gizmodo.com/the-teens-are-pissed-and-freaked-the-hell-out-1838147982

Funk, C and Tyson, A (2020). Millennial and Gen Z Republicans Stand Out from their Elders on Climate and Energy Issues. Pew Research Center. https://www.pewresearch.org/fact-tank/2020/06/24/millennial-and-gen-z-republicans-stand-out-from-their-elders-on-climate-and-energy-issues/

Grady-Benson, J and Sarathy, B (2016). Fossil Fuel Divestment in US Higher Education: Sudent-led Organising for Climate Justice. Local Environment, 21(6). http://pzacad.pitzer.edu/dsegal/primarily%20teaching/Energy2019/Local%20Environment%20FFD%20in%20Higher%20Education%20Grady-Benson%20Sarathy.pdf

Hafedorn, G et al., (2019). The Concerns of the Young Protesters are Justified: A Statement By Scientists for Future Concerning the Protests for More Climate Protection. GAIA - Ecological Perspectives for Science and Society, 28(2). https://refubium.fu-berlin.de/bitstream/handle/fub188/25010/Hagedorn_Concerns_2019.pdf [Includes a useful list of 24 facts that concisely outline the trends and crisis of this century.]

Harmoinen, S, Koivu, K and Paasky, L (2020). University Students’ Readiness for Social Activity in Climate Actions. Discourse and Communication for Sustainable Education, 11(1). https://www.sciendo.com/article/10.2478/dcse-2020-0012

Hart, J (2009). Sustainability and Student Research: Sowing Seeds for Another Tomorrow. Metropolitan Universities, 20(4). https://journals.iupui.edu/index.php/muj/article/view/20408

Healy, N and Debski, J (2016). Fossil Fuel Divestment: Implications for the Future of Sustainability Discourse and Action Within Higher Education. Local Environment, 1–26. https://doi.org/10.1080/13549839.2016.1256382

Hickman, C, Markes, E, Pihkala, P, Clayton, S, Lewandowski, E, Mayall, E, Wray, B, Mellor, C and van Susteren, L (2021). Young People's Voices on Climate Anxiety, Government Betrayal and Moral Injury: A Global Phenomenon. The Lancet, . https://dx.doi.org/10.2139/ssrn.3918955

The Higher Education Academy (2015). Employer Attitudes Towards, and Skills for, Sustainable Development. https://www.heacademy.ac.uk/system/files/executive-summary-employers.pdf

Isham, J and Smithey, L (2019). A Teachable Moment: Educators Must Join Students in Demanding Climate Justice. The Guardian, Aug. 30. https://www.theguardian.com/commentisfree/2019/aug/30/climate-strike-teachers-students-greta-thunberg

Kahn, B (2021). The Kids Are Not Alright. Gizmodo, Sept. 14. https://gizmodo.com/the-kids-are-not-alright-1847671079

Kelly, A (2020). Young Voters are Increasingly Concerned with Climate Change, Survey Shows. The Hill. https://thehill.com/changing-america/sustainability/climate-change/479783-young-voters-are-increasingly-concerned-with

Lowe, E (2021). Climate Education Is Lacking: What Young People Wish They Learned In School. Mind Body Green, Dec. 10. https://www.mindbodygreen.com/articles/climate-curriculum-from-young-activists

Marks, E et al., (2021). Young People's Voices on Climate Anxiety, Government Betrayal and Moral Injury: A Global Phenomenon. The Lancet, . https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3918955

National Union of Students (2015). Divestment. Students Organising for Sustainability UK. https://sustainability.nus.org.uk/our-research/our-research-reports/energy-and-climate-change/divestment

National Union of Students (2018). Student Perceptions of Sustainability in Higher Education: An International Survey. Students Organising for Sustainability UK. https://sustainability.nus.org.uk/resources/student-perceptions-of-sustainability-in-higher-education-an-international-survey

National Union of Students (2019). Schools Sustainability Survey. Students Organising for Sustainability UK. https://sustainability.nus.org.uk/resources/schools-and-sustainability-research-report-2018-19

Nilsen, E (2019). The New Face of Climate Activism is Young, Angry — and Effective. Vox, Sept. 17. https://www.vox.com/the-highlight/2019/9/10/20847401/sunrise-movement-climate-change-activist-millennials-global-warming

Nugent, C (2021). The Unexpected Ways Climate Change is Reshaping College Education. Time, April 16. https://time.com/5953399/college-education-climate-change/

Polakovic, G (2021). USC Plans Dramatic Expansion of Sustainability Curriculum. USC Dornsife, June 2. https://dornsife.usc.edu/news/stories/3494/expansion-of-curriculum-focused-on-sustainability/

QS Quacquarelli Symonds (2019). Sustainability in Higher Education: What More Can Universities Do? http://info.qs.com/rs/335-VIN-535/images/Sustainability-in-HE-What-More-Can-Universities-Do.pdf

Ramm, E (2016). How Millennials Can Shape Our Climate Future. C2ES – Center for Climate and Energy Solutions. https://www.c2es.org/2016/07/how-millennials-can-shape-our-climate-future/

Ray, S (2020). Generation Z is ‘Traumatized’ by Climate Change—and They’re the Key to Fighting It. Fortune, Aug. 19. https://fortune.com/2020/08/19/generation-z-climate-change-activism/

Schuster, E (2019). From the Editor: Students Raising Their Voices and Leading the Way. Diversity & Democracy, 22(1). https://www.aacu.org/diversitydemocracy/2019/winter/editor

Showalter, S (2019). The Climate Change Generation. Currents: A Student Blog, June 11. University of Washington School of Marine and Environmental Affairs. https://smea.uw.edu/currents/the-climate-change-generation/

Sky (2011). The Sustainable Generation: The Sky Future Leaders Study. https://efsandquality.glos.ac.uk/toolkit/sky_future_leaders_study.pdf

Students Organising for Sustainability UK (2020). Sustainability Skills Survey. https://sustainability.nus.org.uk/our-research/our-research-reports/education-and-employment/sustainability-skills

Students Organising for Sustainability UK (2021). https://sustainability.nus.org.uk/

Students Organising for Sustainability UK (2021). Invest for Change. https://www.investforchange.uk/ [A campaign for university money to act in the interests of students, not against them.]

Study International Staff (2020). What Universities Should Prioritise in 2020 to Attract More Students. Study International, Jan. 28. https://studyinternational.com/news/universities-prioritise-2020-sustainability/

Summers, J (2022). A New Look at How Turmoil is Defining the Lives and Politics of Generation Z. NPR, Jan. 18. https://www.npr.org/2022/01/18/1073335334/a-new-look-at-how-turmoil-is-defining-the-lives-and-politics-of-generation-z

Tatum, M (2020). 'We Deserve to be Taught About It': Why Students Want Climate Crisis Classes. The Guardian, Sept. 28. https://www.theguardian.com/education/2020/sep/28/we-deserve-to-be-taught-about-it-why-students-want-climate-crisis-classes

Teach the Future (2020). Teaching the Future: Research with UK Teachers on the Current State and Future of Climate Education. https://uploads-ssl.webflow.com/5f8805cec9a94e60b31d616b/6045e0f11d947afbc651a21d_Teaching%20the%20Future%20Summary%20Report.pdf

Thigpen, C and Tyson, A (2021). On Social Media, Gen Z and Millennial Adults Interact More with Climate Change Content than Older Generations. Pew Research Center. https://www.pewresearch.org/fact-tank/2021/06/21/on-social-media-gen-z-and-millennial-adults-interact-more-with-climate-change-content-than-older-generations/

Timm, J (2014). Millennials: We Care More About the Environment. MSNBC, Mar. 22. https://www.msnbc.com/morning-joe/millennials-environment-climate-change-msna291876

United Nations Development Programme (2019). Young People and Climate: Fighting for a Stolen Future. https://feature.undp.org/fighting-for-a-stolen-future/

United Nations Environment Programme (2021). The Youth and Education Alliance. https://www.unep.org/explore-topics/education-environment/what-we-do/youth-and-education-alliance

Vallabh, P (2018). Youth on the Move: Intentions and Tensions, in Leicht, A, Hess, J and Byun, W (eds.), Issues and Trends in Education for Sustainable Development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000261445

Verlie, B (2019). The Terror of Climate Change is Transforming Young People’s Identity. The Conversation, March 14. https://theconversation.com/the-terror-of-climate-change-is-transforming-young-peoples-identity-113355

Wirz, M (2020). Universities Cut Oil Investments as Student Activism Builds. The Wall Street Journal, July 14. https://www.wsj.com/articles/universities-cut-oil-investments-as-student-activism-builds-11594719181

World Economic Forum (2021). Pandemials: Youth in an Age of Lost Opportunity, in The Global Risks Report 2021. http://reports.weforum.org/global-risks-report-2021/pandemials-youth-in-an-age-of-lost-opportunity/

o The What, Why, and How of Sustainability Teaching and Learning

What follows are citations to articles and reports meant to provide insight and guidance into how we can better prepare all students for a more turbulent future. Some recommend enhancements to programs that already focus on our sustainability challenges while others promote the provision of some minimal sustainability literacy and skills-building for all students. There are many takes on just what these efforts might entail and how best to go about it.

One characterization of a sustainability education is offered by Sterling (2012) when he writes that it “prepares people to cope with, manage and shape social, economic and ecological conditions characterized by change, uncertainty, complexity, information deficits, and asymmetric power relationships.” Note that he refers to “people,” not just environmental majors, and that the scope of the desired outcome ensures that sustainability cannot be considered “just another issue to be added to an overcrowded curriculum” (Sterling, 2004). DeWitt and Leask (2017) are more explicit, stressing that a sustainability-oriented education must reach beyond the formal curriculum, attending to the informal curriculum and the ‘hidden’ curriculum as well. They define the informal curriculum as including “the planned extra-curricular activities that take place on campus … [and are] part of the landscape in which the formal curriculum is enacted.” The hidden curriculum “refers to those incidental lessons that are learned about power and authority through the way in which content is selected and activities are organized. It includes lessons about whose knowledge, as well as what types of knowledge, are valued and not valued. The hidden curriculum is shaped by the unconscious values and beliefs which determine what content is selected, how learning outcomes are described and learning activities are organized and what skills and knowledge are assessed.” By this reckoning, an effective, transformative sustainability-oriented education “does not simply require an ‘add-on’ to existing structures and curricula but implies a change of fundamental epistemology in our culture and hence also in our educational thinking and practice” (Sterling 2004). Evaluating and reorienting how our institutional practices manifest our values and beliefs is no small challenge, but it would mirror the kind of process needed in society writ large. If higher education practitioners cannot step up to this challenge despite our many advantages and presumed predisposition, then our hopes for broader systemic and cultural change are greatly dimmed.

If the challenge as outlined in the previous paragraph seems over-complicated or too daunting, Morgan (2020) simplifies the challenge thusly: “How do we ensure that our graduates are not our most harmful emissions?” This is an important question that just about everybody in higher education should be pondering and helping to answer at their institution, regardless of their position or disciplinary allegiance. A much more extensive bibliography of literature on this topic can be found at Turner, 2021.

Adams, R, Martin, S and Boom, K (2018). University Culture and Sustainability: Designing and Implementing an Enabling Framework. Journal of Cleaner Production, 171. https://www.researchgate.net/publication/320244123_University_Culture_and_Sustainability_Designing_and_Implementing_an_Enabling_Framework

AdomBent, M, Barth, M, Fischer, D, Richter, S and Rieckmann, M (2014). Learning to Change Universities from Within: A Service-learning Perspective on Promoting Sustainable Consumption in Higher Education. Journal of Cleaner Production, 62. https://www.academia.edu/3673036/Learning_to_change_universities_from_within_a_service_learning_perspective_on_promoting_sustainable_consumption_in_higher_education

Allen, J, Gerwing, J and McBride, L (2009). Building Capacity for Sustainability through Curricular and Faculty Development: A learning Outcomes Approach. Metropolitan Universities, 20(4). https://journals.iupui.edu/index.php/muj/article/view/20409

The Alliance for Sustainability Leadership in Education (2019b). Communities of Practice. https://www.eauc.org.uk/communities_of_practice

Andreotti, V, Stein, S, Sutherland, A, Pashby, K, Susa, R and Amsler, S (2018). Mobilising Different Conversations About Global Justice in Education: Toward Alternative Futures in Uncertain Times. Policy & Practice : A Development Education Review, 26. https://www.developmenteducationreview.com/issue/issue-26/mobilising-different-conversations-about-global-justice-education-toward-alternative

Assadourian, E (2017). EarthEd: Rethinking Education on a Changing Planet. Worldwatch Institute. http://earthed.info/wp-content/uploads/2017/03/SOW17_chap1_EarthEd.pdf

The Association for the Advancement of Sustainability in Higher Education (2021). Campus Sustainability Hub: Curriculum. https://hub.aashe.org/browse/topics/curriculum/

Baker, M, Grundy, M, Junmookda, K, Macer, D, Manzanero, L Reyes, D, Tuyen, N and Waller, A (2019). Environmental Ethics Education. Eubios Ethics Institute. https://www.eubios.info/yahoo_site_admin/assets/docs/EnvironmentEthicsEducationsmall.187122256.pdf

Bang, M (2020). Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures. Cognition and Instruction, 38(3). https://doi.org/10.1080/07370008.2020.1777999

Barth, M, AdomBent, M, Fischer, D, Richter, S and Rieckmann, M (2014). Learning to Change Universities from Within: A Service-learning Perspective on Promoting Sustainable Consumption in Higher Education. Journal of Cleaner Production, 62. https://doi.org/10.1016/j.jclepro.2013.04.006

Barth, M and Michelsen, G (2013). Learning for Change: An Educational Contribution to Sustainability Science. Sustainability Science, 8(1). https://link.springer.com/article/10.1007/s11625-012-0181-5

Barth, M and Rieckmann, M (2012). Academic Staff Development as a Catalyst for Curriculum Change Towards Education for Sustainable Development: An Output Perspective. Journal of Cleaner Development, 26. https://doi.org/10.1016/j.jclepro.2011.12.011

Beaudoin, F and Brundiers, K (2017). A Guide for Applied Sustainability Learning Projects: Advancing Sustainability Outcomes on Campus and in the Community. American Association for the Advancement of Sustainability in Higher Education. https://hub.aashe.org/browse/publication/15675/A-Guide-for-Applied-Sustainability-Learning-Projects-Advancing-sustainability-outcomes-on-campus-and-in-the-community

Besley, T and Peters, M (2019). Life and Death in the Anthropocene: Educating for Survival Amid Climate and Ecosystem Changes and Potential Civilisation Collapse. Educational Philosophy and Theory, 52(13). https://doi.org/10.1080/00131857.2019.1684804

Bianchi, G. (2020). Sustainability Competences: A Systematic Literature Review. EUR 30555 EN, Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/bitstream/JRC123624/jrc123624_1_1.pdf

Brundiers, K, et al., (2021). Key Competencies in Sustainability in Higher Education—Toward an Agreed-upon Reference Framework. Sustainability Science, 16. https://link.springer.com/article/10.1007/s11625-020-00838-2

Caniglia, G, John, B, Bellina, L, Lang, D, Wiek, A, Cohmer, S and Laubichler, M (2018). The Glocal Curriculum: A Model for Transnational Collaboration in Higher Education for Sustainable Development. Journal of Cleaner Production, 171. https://doi.org/10.1016/j.jclepro.2017.09.207 or https://www.academia.edu/37492286/The_glocal_curriculum_A_model_for_transnational_collaboration_in_higher_education_for_sustainable_development

Clark, S, Palis, F, Trompf, G, Terway, T & Wallace, R (2017). Interdisciplinary Problem Framing for Sustainability: Challenges, a Framework, Case Studies. Journal of Sustainable Forestry, 36(5). https://www.academia.edu/34747417/Interdisciplinary_problem_framing_for_sustainability_Challenges_a_framework_case_studies

Clark, S et al., (2011). College and University Environmental Programs as a Policy Problem (Part 2): Strategies for Improvement. Environmental Management, 47(5). https://www.academia.edu/30347608/College_and_University_Environmental_Programs_as_a_Policy_Problem_Part_2_Strategies_for_Improvement

Cloud, J (ed.) (2013). Education for Sustainability: EfS Standards & Performance Indicators. The Cloud Institute for Sustainability Education. https://static1.squarespace.com/static/5825f79f59cc6805946db437/t/589b3d57f7e0abd29377c278/1486568792150/Cloud%2BEfS%2BStandards%2Baligned%2Bto%2BCC%2Band%2BCLI.pdf

Cloud, J (ed.) (2017). Education for A Sustainable Future, Benchmarks: For Individual and Social Learning. Journal of Sustainability Education. http://www.susted.com/wordpress/wp-content/uploads/2017/03/EfS-Benchmarks-1.1a.pdf

Copernicus Alliance (2020). https://www.copernicus-alliance.org/ [The Copernicus Alliance is a European network of universities and colleges committed to transformational learning and change for sustainable development.]

Cordero, E, Centeno, D and Todd, A (2020). The Role of Climate Change Education on Individual Lifetime Carbon Emissions. PLoS One, 15(2). https://doi.org/10.1371/journal.pone.0206266

Curriculum for the Bioregion Initiative (2013). Building Concepts of Sustainability Into Undergraduate Curriculum. https://cpb-us-e1.wpmucdn.com/wp.wwu.edu/dist/a/3038/files/2019/04/Integrating-Sustainability_Outcomes-List-20121.pdf

Deeb, A, French, A, Heiss, J, Jabbour, J, LaRochelle, D, Levintanus, A and Yamada, N (2011). Climate Change Starter’s Guidebook: An Issues Guide for Education Planners and Practitioners. United Nations Educational, Scientific and Cultural Organization. https://orbit.dtu.dk/files/142221487/UNEP_UNESCO_WHO.pdf

De Witt, H and Leask, B (2017). Reimagining the Curriculum for the 21st Century, in Higher Education in the World 6 - Towards a Socially Responsible University: Balancing the Global with the Local. Global University Network for Innovation. http://www.guninetwork.org/files/download_full_report.pdf

Dyer, G and Andrews, J (2011). Higher Education’s Role in Adapting to a Changing Climate. Second Nature and the American College & University Presidents’ Climate Commitment. https://secondnature.org/wp-content/uploads/Higher_Education_Role_Adapting_Changing_Climate.pdf

The Ellen MacArthur Foundation (2020). Higher Education Resources. https://www.ellenmacarthurfoundation.org/assets/downloads/Higher-Education-Resource.pdf [A collection of resources to help institutions of higher education develop curriculum focused on learning about and fostering a circular economy.]

EPIC-Network (2021). Educational Partnerships for Innovation in Communities: University. https://www.epicn.org/landing_page/university/ [“Partner with communities to boost public goodwill and create real world experience for students of any discipline.”]

Escrigas, C (2016). A Higher Calling for Higher Education. Great Transition Initiative. https://greattransition.org/publication/a-higher-calling-for-higher-education

Facer, K (2020). Beyond Business as Usual: Higher Education in the Era of Climate Change. The Higher Education Policy Institute. https://www.eauc.org.uk/higher_education_in_the_era_of_climate_change

Fassbinder, S, Nocella, A and Kahn, R (eds.) (2012). Greening the Academy: Ecopedagogy Through the Liberal Arts. Sense Publishers. https://www.academia.edu/1890481/Greening_the_Academy_Ecopedagogy_Through_the_Liberal_Arts [13 chapters, each discussing the Greening of a different academic discipline.]

Gardiner, S and Rieckmann, M (2015). Pedagogies of Preparedness: Use of Reflective Journals in the Operationalisation and Development of Anticipatory Competence. Sustainability, 7. https://doi.org/10.3390/su70810554

The Gesturing Toward Decolonial Futures (2020). Preparing for the End of the World as We Know It. Open Democracy, Aug. 24. https://www.opendemocracy.net/en/oureconomy/preparing-end-world-we-know-it/

Hadjichambis, A and Paraskeva-Hadjichambi, D (2020). Education for Environmental Citizenship: The Pedagogical Approach, in Hadjichambis, A, Reis, P, Paraskeva-Hadjichambi, D, Boeve-de Pauw, J, Gericke, N and Knipples, M (eds.) ConceptualizingEnvironmental Citizenshipfor 21st Century Education. Springer. https://www.academia.edu/42087302/Conceptualizing_Environmental_Citizenship_for_21st_Century_Education

Halinen, I (2017). Steps Towards Sustainability’s Central Position in the Curriculum, in The Conceptualization of Competencies Related to Sustainable Development and Sustainable Lifestyles. In-Progress Reflection No. 8 on Current and Critical Issues in Curriculum, Learning and Assessment. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247343

Halinen, I (2017). The Conceptualization of Competencies Related to Sustainable Development and Sustainable Lifestyles. In-Progress Reflection No. 8 on Current and Critical Issues in Curriculum, Learning and Assessment. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247343

Hart, J (2009). Sustainability and Student Research: Sowing Seeds for Another Tomorrow. Metropolitan Universities, 20(4). https://journals.iupui.edu/index.php/muj/article/view/20408

Holfelder, A (2019). Towards a Sustainable Future with Education? Sustainability Science, 14. https://link.springer.com/article/10.1007/s11625-019-00682-z

Kopnina, H (2014). Neoliberalism, Pluralism, Environment and Education for Sustainability. Horizons of Holistic Education, 1. http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.678.6130

Kopnina, H (2020). Education for the Future? Critical Evaluation of Education for Sustainable Development Goals. The Journal of Education, 51(4). https://doi.org/10.1080/00958964.2019.1710444

Kueefer, C, Schneider, F and Wiesmann, U (2019). Addressing Sustainability Challenges with a Broader Concept of Systems, Target, and Transformation Knowledge. GAIA - Ecological Perspectives for Science and Society, 28(4). https://boris.unibe.ch/139248/1/2019_Kueffer_etal_Gaia.pdf

Lozano, R, Merrill, M, Sammalisto, K, Ceulemans, K and Lozano, F (2017). Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal. Sustainability, 9. http://dx.doi.org/10.3390/su9101889

Makrakis, V and Kostoulas-Makrakis, N (2017). A Paradigm Shift in Higher Education Teaching and Learning: Practices Towards Education for Sustainability, in Michelsen, G and Wells, P (eds.) A Decade of Progress on Education for Sustainable Development: Reﬂections from the UNESCO Chairs Programme. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000252319

Malt, B (2019). Educating Students on the Psychology of Sustainability. Psychological Science, Mar. 29. https://www.psychologicalscience.org/observer/educating-students-on-the-psychology-of-sustainability

Maniates, M (2013). Teaching for Turbulence, in Assadourian, E and Prugh, T (eds), State of the World 2013: Is Sustainability Still Possible? The Worldwatch Institute. https://pdfs.semanticscholar.org/d433/96d8992e02c23a2832a68d1232395031847a.pdf

Maxwell, N (2020). What Needs to Change, in From Knowledge to Wisdom. University College London. https://www.ucl.ac.uk/from-knowledge-to-wisdom/whatneedstochange

Mintz, S (2021). The Purpose-Driven Curriculum. Inside Higher Ed, June 14. https://www.insidehighered.com/blogs/higher-ed-gamma/purpose-driven-curriculum

Morgan, P (2020). Inspiring Climate Action by Envisioning Higher Ed for Sustainability after the Sh*t Hits the Fan. University of Hawaii Office of Sustainability 2020 Virtual Climate Retreat. YouTube, Apr. 30. https://www.youtube.com/watch?v=70o3Vc_bXcU [Keynote talk from a conference session. “How do we ensure our graduates are not our most harmful emissions.”]

National Academies of Sciences, Engineering, and Medicine (2020). Strengthening Sustainability Programs and Curricula at the Undergraduate and Graduate Levels. The National Academies Press. https://doi.org/10.17226/25821

Orr, D (1991). What Is Education For? Six Myths About the Foundations of Modern Education, and Six New Principles to Replace Them. In Context #27, The Learning Revolution. https://www.context.org/iclib/ic27/orr/

Parra, G et al., (2020). Similarities and Differences Between Education for Environmental Citizenship and Education for Sustainability, in Hadjichambis, A, Reis, P, Paraskeva-Hadjichambi, D, Boeve-de Pauw, J, Gericke, N and Knipples, M (eds.) Conceptualizing Environmental Citizenshipfor 21st Century Education. Springer. https://www.academia.edu/42087302/Conceptualizing_Environmental_Citizenship_for_21st_Century_Education

The Planetary Health Alliance (2021). Planetary Health Education. https://www.planetaryhealthalliance.org/education

Polakovic, G (2021). USC Plans Dramatic Expansion of Sustainability Curriculum. USC Dornsife, June 2. https://dornsife.usc.edu/news/stories/3494/expansion-of-curriculum-focused-on-sustainability/

Redman, A, Wiek, A and Barth, M (2021). Current Practice of Assessing Students’ Sustainability Competencies: a Review of Tools. Sustainability Science, 16. https://link.springer.com/article/10.1007/s11625-020-00855-1

Rieckmann, M (2012). Future-oriented Higher Education: Which Key Competencies Should be Fostered Through University Teaching and Learning? Futures, 44(2). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2035441

Rieckman, M (2018). Learning to Transform the World: Key Competencies in ESD, in Leicht, A, Hess, J and Byun, W (eds.), Issues and Trends in Education for Sustainable Development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000261445

Rieckman, M (2018). Key Themes in Education for Sustainable Development, in Leicht, A, Hess, J and Byun, W (eds.), Issues and Trends in Education for Sustainable Development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000261445

Rieckmann, M, Mindt, L and Gardiner, S (2017). Education for Sustainable Development: Learning Goals. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000247444_eng

Rowe, D (2002). Environmental Literacy and Sustainability as Core Requirements: Success Stories and Models, in Walter Filho, (ed), Teaching Sustainability at Universities. Peter Lang, New York. https://www.researchgate.net/publication/228772286_Environmental_literacy_and_sustainability_as_core_requirements_Success_stories_and_models

Rusinko, C (2010). Integrating Sustainability in Higher Education: A Generic Matrix. International Journal of Sustainability in Higher Education, 11(3). https://sustain.ku.edu/sites/sustain.ku.edu/files/files/Rusinko_sust%20in%20higher%20ed%20matrix.pdf

Sanchez, J, Escrigas, C, Ferrer, D, Barcelo, M and Cruz, Y (2011). Higher Education in the World 4 – Higher Education’s Commitment with Sustainability: From Understanding to Action. Global University Network for Innovation https://www.researchgate.net/publication/308991375_Higher_Education_in_the_World_4_Higher_Education's_Commitment_with_Sustainability_From_Understanding_to_Action

Schreiber, J and Siege, H (eds.) (2016). Curriculum Framework: Education for Sustainable Development. KMK (Standing Conference of the Ministers of Education and Cultural Affairs) and BMZ (German Federal Ministry of Economic Cooperation and Development). https://www.globaleslernen.de/sites/default/files/files/link-elements/curriculum_framework_education_for_sustainable_development_barrierefrei.pdf

Sterling, S (2010). Learning for Resilience, or the Resilient Learner? Towards a Necessary Reconciliation in a Paradigm of Sustainable Education. Environmental Education Research, 16(5): 511-528. https://www.tandfonline.com/doi/abs/10.1080/13504622.2010.505427

Stevenson, R (2002). Education and Sustainable Development: Perspectives and Possibilities, in Tilbury, D, Stevenson, R, Fine, J and Schreuder, D (eds.) Education and Sustainability: Responding to the Global Challenge. IUCN Commission on Education and Communication. https://portals.iucn.org/library/sites/library/files/documents/2002-002.pdf

Sulitest (2017). Mapping Awareness of the Global Goals. United Nations Department of Economic and Social Affairs. https://sustainabledevelopment.un.org/content/documents/16630Sulitest_HLPF_report_2017_light.pdf

Tassone, V, O’Mahoney, C, McKenna, E, Eppink, H and Wals, A (2018). (Re-)designing Higher Education Curricula in Times of Systemic Dysfunction: A Responsible Research and Innovation Perspective. Higher Education, 76(2). https://link.springer.com/article/10.1007/s10734-017-0211-4

Turner, R (2021a). The What, Why, and How of Sustainability Teaching and Learning, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section10.htm#C [A bibliography three times as extensive as the one here.]

Turner, R (2021b). Teaching Modules, Activities and Other Resources, in Bibliography of Literature Relevant to Our Future Sustainability. University of Washington Bothell. http://faculty.washington.edu/rturner1/Sustainability/Bibliography/Section10.htm#E

United Nations Educational, Scientiﬁc and Cultural Organization (2017). Textbooks for Sustainable Development – A Guide to Embedding. https://mgiep.unesco.org/article/textbooks-for-sustainable-development-a-guide-to-embedding

Vare, P and Scott, W (2007). Learning for a Change Exploring the Relationship Between Education and Sustainable Development. Journal of Education for Sustainable Development, 1(2). https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.526.2624&rep=rep1&type=pdf

Wals, A (2017). Transformative Social Learning for Socio-Ecological Sustainability at the Interface of Science and Society: A Forward-looking Retrospective, in Michelsen, G and Wells, P (eds.) A Decade of Progress on Education for Sustainable Development: Reﬂections from the UNESCO Chairs Programme. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000252319

Wals, A and Benavot, A (2017). Can We Meet the Sustainability Challenges? The Role of Education and Lifelong Learning. European Journal of Education, 54(2). https://doi.org/10.1111/ejed.12250

Walsh, Z, Böhme, J, Lavelle, B and Wamsler, C (2020). Transformative Education: Towards a Relational, Justice-oriented Approach to Sustainability. International Journal of Sustainability in Higher Education, 21(7). https://doi.org/10.1108/IJSHE-05-2020-0176

Waltner, E, RieB, W and Mischo, C (2019). Development and Validation of an Instrument for Measuring Student Sustainability Competencies. Sustainability, 11(6). https://doi.org/10.3390/su11061717

Ward, M, Bowden, B, Burian, S, Cachelin, A and McCool, D (2016). Institutionalizing Interdisciplinary Sustainability Curriculum at a Large, Research-intensive University: Challenges and Opportunities. Journal of Environmental Studies and Sciences, 6(2). https://link.springer.com/article/10.1007/s13412-015-0315-z

Wiek, A, Withycombe, L and Redman, C (2011). Key Competencies in Sustainability: a Reference Framework for Academic Program Development. Sustainability Science, 6: 203-218. http://sustainability.psu.edu/fieldguide/wp-content/uploads/2015/08/WIEK-ET-AL-COMPETENCIES.pdf

Yli-Panula, E, Jeronen, E and Lemmetty, P (2020). Teaching and Learning Methods in Geography Promoting Sustainability. Education Sciences, 10(5). https://www.academia.edu/41408787/Teaching_and_Learning_Methods_in_Geography_Promoting_Sustainability

o Sustainability Transformations of University Operations

How we educate our students has the highest potential to lead to cultural transformation. But we cannot meet the challenge ahead of us simply by tweaking course offerings. We must also walk the talk of sustainability in our campus operations, institutional investments, and partnerships. What follows is a list of articles, reports and web sites that relate how colleges and universities can overcome barriers to transform their operations and culture.

The Association for Sustainability in Higher Education (2021). Campus Sustainability Hub. https://hub.aashe.org/

Baker-Shelley, A and van Zeijil-Rozema, A (2018). Green Lights for Sustainability Transformation: Enhancing the Emergent Competencies of Universities for Regional Societal Impact. Working Paper from Special Session: Higher Education Institutions and Regional (Sustainable) Development. 58th ERSA Congress: Places for People: Innovative, Inclusive and Liveable Regions. Cork, Ireland. https://www.academia.edu/38074586/Green_Lights_for_Sustainability_Transformation_Enhancing_the_Emergent_Competencies_of_Universities_for_Regional_Societal_Impact

Baker-Shelley, A, van Zeil-Rozema, A and Martens, P (2017). A Conceptual Synthesis of Organisational Transformation: How to Diagnose, and Navigate, Pathways for Sustainability at Universities? Journal of Cleaner Production, 145. https://doi.org/10.1016/j.jclepro.2017.01.026

Barth, M, and Rieckmann, M (2012). Academic Staff Development as a Catalyst for Curriculum Change Towards Education for Sustainable Development: An Output Perspective. Journal of Cleaner Production, 26(1). https://www.researchgate.net/publication/221959999_Academic_staff_development_as_a_catalyst_for_curriculum_change_towards_education_for_sustainable_development_An_output_perspective

Bikales, J and Chen, K (2020). Harvard Faculty Vote in Favor of Divestment 179-20. The Harvard Crimson, Feb. 5. https://www.thecrimson.com/article/2020/2/5/faculty-vote-support-divestment/

Bohunovsky, L, Readinger-Peer, V and Penker, M (2020). Alliances of Change Pushing Organizational Transformation Towards Sustainability Across 13 Universities. Sustainability, 12(7). https://doi.org/10.3390/su12072853

Bormann, I, Kummer, B, Niedlich, S, Rieckmann, M and Bauer, M (2019). Sustainability Governance at Higher Education Institutions. The ‘Governance’ working package of the “Sustainability at Higher Education Institutions: develop – network – report” (HOCHN) project. The Free University of Berlin and the University of Vechta. https://www.hochn.uni-hamburg.de/3-aktuelles/nachrichten/135-leitfaden-governance-en/hoch-n-guide-sustainability-governance-at-higher-education-institutions.pdf

Bratman, E, Brunette, K, Shelly, D and Nicholson, S (2016). Justice is the Goal: Divestment as Climate Change Resistance. Journal of Environmental Studies and Sciences, 6. https://link.springer.com/article/10.1007/s13412-016-0377-6 [Review of the fossil fuel divestment movement in the university setting.]

Cebrian, G, Grace, M and Humphris, D (2013). Organisational Learning Towards Sustainability in Higher Education. Sustainability Accounting, Management and Policy Journal, 4(3). https://www.emerald.com/insight/publication/issn/2040-8021/vol/4/iss/3

Chakraborty, A, Singh, M and Roy, M (2016). Barriers in Restructuring University Curriculum for a Sustainable Future. Annual Research Journal of SCMS, 4. https://www.academia.edu/35476348/Barriers_in_restructuring_university_curriculum_for_a_sustainable_future

Chapman, P (2014). Environmental Education and Sustainability. National Association of Independent Schools. https://www.nais.org/magazine/independent-school/summer-2014/environmental-education-and-sustainability/ [Overview of survey results.]

Cleveland, C and Reibstein, R (2015). The Path to Fossil Fuel Divestment for Universities: Climate Responsible Investment. SSRN. http://dx.doi.org/10.2139/ssrn.2565941 [60 pages.]

Climate Commission for UK Higher and Further Education and Nous Group (2020). The Climate Action Roadmap for FE Colleges. https://www.eauc.org.uk/fe_roadmap

Cohen, T and Feldbaum, M (2018). The Community College Green Genome Framework: Integrating Sustainability and Clean Technology Workforce Development Into an Institution’s DNA. Sustainability Education and Economic Development Center. https://theseedcenter.org/wp-content/uploads/2018/01/ACC-151-Green-Genome-Reportsm1-17.pdf

Cooper, M, Thomas, M and White, R (2016). How to Do Transition in your University or College. Transition Network. https://transitionnetwork.org/wp-content/uploads/2017/01/How-to-do-Transition-in-your-University_College.pdf?pdf=transition-university-college

Dave, M, Gou, Z, Prasad, D and Li, F (2014). The Greening Universities Toolkit V2.0. United Nations Environment Programme. https://www.unenvironment.org/resources/toolkits-manuals-and-guides/greening-universities-toolkit-v20

Disterheft, A, Caeiro, S, Azeiteiro, U and Filho, W (2013). Sustainability Science and Education for Sustainable Development (ESD) in Universities: A Way for Transition, in S. Caeiro, et al. (eds.) Sustainability Assessment Tools in Higher Education Institutions. Springer. https://link.springer.com/chapter/10.1007/978-3-319-02375-5_1

Dunkley, R (2013). Building Bridges for Education for Sustainability. 2013 Report for the Development of Education for Sustainability through the Monash-Warwick Alliance. Institute for Advanced Teaching and Learning. https://www.academia.edu/16392768/Building_Bridges_for_Education_for_Sustainability or https://orca.cardiff.ac.uk/60441/1/Ria_Warwick%20Report%20final%20(web).pdf

Facilities Services (n.d.). Grounds. University of Washington Bothell https://www.uwb.edu/sustainability/campus-operations/grounds

Filho, W, Wu, Y, Brandli, L, Avila, L, Azeiteiro, U, Caeiro, S and Madruca, L (2017). Identifying and Overcoming Obstacles to the Implementation of Sustainable Development at Universities. Journal of Integrative Environmental Sciences, 14(1). https://doi.org/10.1080/1943815X.2017.1362007

Filho, W et al. (2021). University Teaching Staff and Sustainable Development: An Assessment of Competences. Sustainability Science, 16. https://link.springer.com/article/10.1007/s11625-020-00868-w

Finley-Brook, M, Zanella-Litke, M, Ragan, K and Coleman, B (2012). Energizing Liberal Education. Liberal Education, 98(4). https://www.aacu.org/publications-research/periodicals/energizing-liberal-education

Flying Less: Reducing Academia’s Carbon Footprint (2020). https://academicflyingblog.wordpress.com/

Giesenbauer, B and Muller-Christ, G (2020). University 4.0: Promoting the Transformation of Higher Education Institutions toward Sustainable Development. Sustainability, 12(8). https://doi.org/10.3390/su12083371

Grady-Benson, J and Sarathy, B (2016). Fossil Fuel Divestment in US Higher Education: Sudent-led Organising for Climate Justice. Local Environment, 21(6). http://pzacad.pitzer.edu/dsegal/primarily%20teaching/Energy2019/Local%20Environment%20FFD%20in%20Higher%20Education%20Grady-Benson%20Sarathy.pdf

Halinen, I (2017). Sustainability Embedded in the Operating Culture of Education, in The Conceptualization of Competencies Related to Sustainable Development and Sustainable Lifestyles. In-Progress Reflection No. 8 on Current and Critical Issues in Curriculum, Learning and Assessment. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247343

Healy, N and Debski, J (2016). Fossil Fuel Divestment: Implications for the Future of Sustainability Discourse and Action Within Higher Education. Local Environment, 1–26. https://doi.org/10.1080/13549839.2016.1256382

Katz-Rosene, R, Shepard, P, Richards, G, Wynes, S, Nicholas, K, Frank, E, Wilde, P and Nevins, J (2019). Flying Less in Academia: A Resource Guide. https://docs.google.com/document/u/1/d/e/2PACX-1vSLG573KG2YrLhpT8SBgTKNvrEUBtTCN_NBVtdEl8jqHK_vY6MhonM4DeiEoMoh18CdyyfNdxCfp6gp/pub

Kaza, S, Natkin, L and Rowse, T (2016). Developing Sustainability Leadership Through Faculty Professional Development. Journal of Environmental Studies and Sciences, 6(2). https://link.springer.com/article/10.1007/s13412-015-0330-0

Mader, C, Scott, G and Razak, D (2013). Effective Change Management, Governance and Policy for Sustainability Transformation in Higher Education. Sustainability Accounting, Management and Policy Journal, 4(3). https://www.emerald.com/insight/publication/issn/2040-8021/vol/4/iss/3

Petford, R and Power, K (2019). Adapting Universities and Colleges to a Changing Climate: Making the Case and Taking Action. The Alliance for Sustainability Leadership in Education. https://www.eauc.org.uk/climate_change_adaptation

Phillips, A (2009). Institutional Transformation, in Villiers-Stuart, P and Stibbe, A (eds.), The Handbook of Sustainability Literacy. University of Brighton. http://arts.brighton.ac.uk/__data/assets/pdf_file/0016/6127/Institutional-Transformation.pdf

Qablan, A (2018). Building Capacities of Educators and Trainers, in Leicht, A, Hess, J and Byun, W (eds.), Issues and Trends in Education for Sustainable Development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000261445

Ralph, M and Stubbs, W (2014). Integrating Environmental Sustainability into Universities. Higher Education, 67(1). https://link.springer.com/article/10.1007/s10734-013-9641-9

Red Campus Sustentable (2020). https://redcampussustentable.cl/

Rowe, D (2019). Sustainable Development Primer for Higher Education Presidents, Chancellors, Trustees and Senior Leaders. The Higher Education Associations Sustainability Consortium. https://hub-media.aashe.org/uploads/Presidents_and_Boards_Primer-updated-August-2019.pdf

Ryder, D (2012). With Nature in Mind: Organic Gardening. University of Washington Bothell. YouTube. https://www.youtube.com/watch?v=PBfjsMUGuQc&feature=youtu.be

Sanchez, J, Escrigas, C, Ferrer, D, Barcelo, M and Cruz, Y (2011). Higher Education in the World 4 – Higher Education’s Commitment with Sustainability: From Understanding to Action. Global University Network for Innovation https://www.researchgate.net/publication/308991375_Higher_Education_in_the_World_4_Higher_Education's_Commitment_with_Sustainability_From_Understanding_to_Action

Sustainable Development Solutions Network (2020). Accelerating Education for the SDGs in Universities: A Guide for Universities, Colleges, and Tertiary and Higher Education Institutions. https://drive.google.com/file/d/1I0cF_k0JoqN3GajLG8GMQmp5gz1HnIpW/view

Tilbury, D and Ryan, A (2011). Embedding Sustainability within the DNA of Universities. International Research Institute in Sustainability, University of Gloucestershire. https://www.academia.edu/1409492/Embedding_Sustainability_within_the_DNA_of_Universities

Uhl, C (2004). Process and Practice: Creating the Sustainable University, in Barlett, P and Chase, W (eds.), Sustainability on Campus: Stories and Strategies for Change, MIT Press, Massachusetts. http://mitp-content-server.mit.edu:18180/books/content/sectbyfn?collid=books_pres_0&id=6571&fn=9780262524223_sch_0001.pdf

United Nations Educational, Scientiﬁc and Cultural Organization (2012). Education for Sustainable Development Sourcebook. https://sustainabledevelopment.un.org/content/documents/926unesco9.pdf

United Nations Environment Programme, GRIDArendal and Behavioural Insights Team (2020). The Little Book of Green Nudges: 40 Nudges to Spark Sustainable Behaviour on Campus. https://www.unep.org/resources/publication/little-book-green-nudges

U.S. Department of Education (2008). A Guide to School Vulnerability Assessments: Key Principles for Safe Schools. https://www.hsdl.org/?abstract&did=232984

University of Southern California Sustainability (2021). 2028 Plan. https://green.usc.edu/2028-planning/

Von Hauff, M and Nguyen, T (2014). Universities as Potential Actors for Sustainable Development. Sustainability, 6(5). https://www.researchgate.net/publication/277673867_Universities_as_Potential_Actors_for_Sustainable_Development

o The Business Case for Prioritizing Sustainability at Institutions of Higher Education

If it is indeed the case that Generation Z students of the future are clamoring for colleges and universities to provide educational experiences that will prepare them to lead us through a just transition to a brighter future, then those institutions who step up to this challenge should be rewarded via increased enrollments, better retention, and more vibrant community partnerships. There are a few references below that make this case. Beyond the potential mercenary benefits of taking sustainability education seriously, there are deeper benefits to be earned. By positioning our institutions as leaders in sustainability, we can ensure our relevance long beyond the immediate enrollment and finance challenges we face. In so doing, we will be responsive to the concerns of the rising generation of students and help nurture a global society that is not only re-oriented to fostering perpetual well-being and Earth system stability, but can also continue to support the pursuit of higher education.

Allegheny College (2021). Sustainability. https://sites.allegheny.edu/sustainability/

The Alliance for Sustainability Leadership in Education (2019). Making the Business Case for Sustainability. http://www.iau-hesd.net/sites/default/files/documents/eauc_business_case_guide_final.pdf

Bikales, J and Chen, K (2020). Harvard Faculty Vote in Favor of Divestment 179-20. The Harvard Crimson, Feb. 5. https://www.thecrimson.com/article/2020/2/5/faculty-vote-support-divestment/

Dobson, A, Quilley, S and Young, W (2010). Sustainability as Competitive Advantage in Higher Education in the UK. International Journal of Environment and Sustainable Development, 9(4). https://www.researchgate.net/publication/264824011_Sustainability_as_competitive_advantage_in_higher_education_in_the_UK

National Union of Students (2015). Divestment. Students Organising for Sustainability UK. https://sustainability.nus.org.uk/our-research/our-research-reports/energy-and-climate-change/divestment

Salvioni, D, Franzoni, S and Cassano, R (2017). Sustainability in the Higher Education System: An Opportunity to Improve Quality and Image. Sustainability, 9. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2977423

Shaw, D (2021). Three Steps for University Leaders to Engage Global Challenges. Academia Letters, July. https://www.academia.edu/50113841/Three_Steps_for_University_Leaders_to_Engage_Global_Challenges

Students Organising for Sustainability UK (2021). Invest for Change. https://www.investforchange.uk/ [A campaign for university money to act in the interests of students, not against them.]

From Cloud, J (ed.) (2017). Education for A Sustainable Future, Benchmarks: For Individual and Social Learning. Journal of Sustainability Education. http://www.susted.com/wordpress/wp-content/uploads/2017/03/EfS-Benchmarks-1.1a.pdf

Last Updated – Feb. 24, 2021