Perspectives on Education for Sustainable Development Debra Rowe, Ph.D. Senior Fellow University Leaders for a Sustainab

1. 1 Perspectives on Education for Sustainable DevelopmentDebra Rowe, Ph.D.Senior FellowUniversity Leaders for a Sustainable Futurewww.ulsf.org 

2. 2 Sustainable Development is often defined as: “meeting the needs of the present without compromising the ability of future generations to meet their own needs”  World Commission on Economic Development. (1987). Our Common Future. England: Oxford University Press.  

3. What is Sustainability? Sustainability is achieved when all people on Earth can live well without compromising the quality of life for future generations.  Rolf Jucker, 2003. UNESCO’s Teaching and Learning for a Sustainable Future: A critical Evaluation in the Trumpeter Volume 19 Number 2

4. 4 Education for a Sustainable Future: “enables people to develop the knowledge, values and skills to participate in decisions …, that will improve the quality of life now without damaging the planet for the future.”Sustainable Development Education Panel (1999), First annual Report 1998, London Department of the Environment, Transport and the Regions, p. 30. 

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

6. What is Sustainability?   Economic Growth and Equity foster responsible long-term growth while ensuring that no nation or community is left behind. 

7. What is Sustainability?   2. Conserving Natural Resources and the Environment   for future generations, reduce resource consumption, stop pollution and conserve natural habitats. 

8. What is Sustainability?   3. Social Development – Throughout the world, people need jobs, food, education, energy, health care, water and sanitation. People also need respect for cultural and social diversity and the rights of workers. All members of society need a role in determining their futures.

9. 9 One example – Interface Largest carpet manufacturer in the world Commitment to be environmentally benign in its practices (e.g. Leases carpet so they can retrieve it when the customer is done and recycle it) Commitment to fair and safe labor practices

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12. 12 Need action for sustainable development in all sectors of society Education Business Government Consumption Investment

13. 13 KEY CONCEPTS PREMISE Given the state of the environment today and the impact of humans on each other and on the planet, we should all learn how to be: environmentally and socially responsible active citizens as part of the required curricula for all undergraduate degrees.

14. 14 Imagine students applying social science, humanities/language arts, math and science knowledge to help solve societal problems while building their skills and knowledge base.

15. 15 Imagine students building their self-concepts as active citizens helping to create a sustainable society.

16. For education, Sustainable development integrated into:

17. The United Nations has declared a Decade of Education for Sustainable Development2005-2014

18. 18 United States Partnership for the Decade The US Partnership is an inclusive, non-partisan, non-affiliated group of representatives from all sectors – higher education, K-12, business, faith communities, non-profits, government – serving as community-builders, conveners, catalysts and communicators for the Decade in the United States. You can participate as an individual or organization. Go to: www.uspartnership.org

19. 19 Why is sustainable development such a high priority? Freshwater withdrawal has almost doubled since 1960 and nearly half the world’s major rivers are going dry or are badly polluted (New Internationalist, no. 329 November, 2000. 18) 11 of the world’s 15 major fishing areas and 69% of the world’s major fish species are in decline (State of the World 2004) Climate change (global warming) exists, a major culprit is fossil fuels, and impacts are very serious. (Intergovernmental Panel on Climate Change report: Summary for Policymakers: The Science of Climate Change 1995)

20. Climate Change Effects Unknown effects on food production More extreme weather events Unknown effects on ecosystems Spread of disease to temperate climates Submersion of land masses – 1 to 4 foot sea level rise Summary – more disease, more deaths, more economic devastation

21. 21 Why is sustainable development such a high priority? We are exceeding the carrying capacity of the planet. The U.S. has approximately 5% of the world’s population and is consuming 25% of the world’s resources. (Jucker, Our Common Illiteracy – Education as If the Earth and People Mattered, Peter Lang Publishers) Wealth building solutions exist that will not compromise our lifestyles. For more information, State of the World Annual Report - http://www.worldwatch.org

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23. 23 Strategies to change educational norms regarding sustainability 1. Include for all degrees-core requirements 2.Infuse through many disciplines 3. Start a sustainable campus committee 4. Create positive climate for sustainability in all sectors of the institution. 5. Teach/learn change agent skills. Students as change agents. 6. Outreach and educate professionals and public so they will request requirements in degrees 7. Publicly celebrate each steps and use the media extensively to educate and model for others

24. 24 including sustainability knowledge, skills and attitudes -see examples at www.ncseonline.org/EFS/DebraRowe.pdf Also see www.efswest.org 1. Core degree requirements and 2. Infusion into multiple disciplines

25. 25 At Oakland Community College, ten General Education Attributes were derived from eight years of research in three arenas:1. what employers wanted to see in their employees 2. what research said students needed to create success in their adult roles as family member, worker, community member and citizen3. what K-12 districts and other colleges and universities were doing nationally

26. 26 General Education Core Attributes 1. To communicate effectively 2. To think critically and creatively 3. To solve problems analytically, systematically and insightfully 4. To develop an aesthetic awareness 5. To acquire interpersonal and personal development skills 6. To learn independently and collaboratively 7. To be technologically and scientifically literate 8. To appreciate diversity and commonality 9. To develop a strong commitment to social responsibility 10. To understand the global environment

27. 27 Since 1994, at the University of Minnesota, 2 of the 4 required themes for graduation: Environment Citizenship and Public Ethics

28. 28 Part of Illinois Wesleyan’s Mission Statement: "The University through its policies, programs and practices is committed to diversity, social justice and environmental sustainability." (After some conservation and recycling through Green Task Force and Committee for a Sustainable Campus. Gained support of people that they had never spoken to in this process)

29. 29 Strategies for including in Gen. Ed. revisions Introduce the Concept Environmental Scanning Strategic Planning Futuring Session Put in their language Imbed within highly acceptable ideas Share scanning results in multiple forums Administrative Councils Academic Senate

30. 30 2. Infuse throughout disciplines 3.Create a climate of interest Environmental questions & resources available to faculty in all disciplines (build on innate interest of faculty members) - e.g.Northern Arizona University, Emory Start an interest group, ad hoc committee, or subcommittee of an established committee - make it fun Use a multi-pronged approach

31. 31 4. Start a sustainability committee focusing on energy/ environmental facilities first Save energy and $$$$$$$ for the school and report it to the Senate and the President Put faculty on the committee and rotate them often Send reports/newsletter to the faculty and educate them as you update them Conduct an environmental or sustainability audit and involve faculty and students Sign a declaration (e.g.University Leaders for a Sustainable Future Talloires Declaration) Stop using sweatshops Help purchasing change their practices (e.g.Rutgers) Publicize your actions

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33. 33 College of the Atlantic – President took a leadership role to purchase 100% of the college’s electricity equivalent in wind energy credits (www.nativeenergy.com) Pennsylvania Consortium of Wind Power Purchasers The state of Pennsylvania ranks 22nd in the nation in wind resource.  However, a consortium of 33 higher education institutions have joined in purchasing wind power. 

34. 34 Universities who have begun to purchase wind power: American University Carnegie Mellon University Catholic University of America College of the Atlantic Colorado State University Concordia University Connecticut College Drexel University Duke University Harvard University   Oregon State University Penn State University State University of New York University of Colorado University of Pennsylvania University of Southern Maine University of Wisconsin (Oshkosh) Wesleyan University

35. 35 5.Students as change agents Possibilities: Students interview/educate/assess faculty re: integrating sustainable development concepts into all disciplines Students conduct sustainability audits on the institution and local businesses and government and offer suggestions for more humane and environmentally sound choices (e.g. sustainable food systems, reduced energy consumption, elimination of sweatshop purchasing) Students research and educate legislators Students host events for the public and get media coverage

36. 36 5.Students as change agents - Resources Campus Ecology www.nwf.org/campusecology/index.html Student/youth organization about injustices  - SEAC - http://www.seac.org  North American Alliance for Green Education - http://www.naage.org Sierra Youth Coalition - www.sierrayouthcoalition.org/en_CA/  Youth Empowerment Center - www.youthec.org/cbeyond/index.htm  Working Assets - Youth Focus Fund - www.workingassets.com/yff_splash_2  

37. 37 5.Students as change agents - Resources Global Exchange - http://www.globalexchange.org/ Climate Campaign - http://www.climatecampaign.org/ Energy Justice Network- http://www.energyjustice.net/ Envirocitizen - http://www.envirocitizen.org/ Free The Planet! - http://www.freetheplanet.org/

38. 38 5.Students as change agents (continued) All students are also consumers, and the choices they make have impact on the world. Help students understand the consequences: Sustainable Development Gateway - http://sdgateway.net/default.htm   Consumer and Investor Power for Social Change - http://www.coopamerica.org/ Sustainable Living - Oregon State University Extension Service   Ecological Footprint Calculator - http://www.rprogress.org 

39. 39 5.Students as change agents (cont.) U.S. Office of Energy Efficiency and Renewable Energy- www.eere.energy.gov/consumerinfo/energy_savers/index.html Center for a New American Dream – http://www.newdream.org/turnthetide Smart Consumer’s Website - http://ibuydifferent.org Working Assets - Youth Focus Fund - www.workingassets.com/yff_splash_2 The Apollo Alliance in support of good jobs and energy independence - www.apolloalliance.org/about_the_alliance

40. 40 Native Energywww.nativeenergy.com Students at the University of Colorado Boulder voted through their student government to buy 8800 megawatt-hours of wind energy credits Colgate University students fundraise to buy wind energy credits Find out what you can do at: brian.hurley@NativeEnergy.com 800-425-3430

41. 41 6.Outreach to and educate professionals; then use them to employ your students and to be advisory committee members for outside experts’ opinions and requests for sustainability in the degrees

42. 1. Make sustainable development information required in traditional technical degree programs. Include throughout courses in engineering, construction, architecture etc. Build the connections. 2. Outreach and offer customized training to professional groups (builders, architects, engineers, facilities managers, HVAC, plumbers and electricians etc.) Make training relevant and complete so behavior will change.

43. 43 7.Use the media strategically As often as possible Create new angles Multiple avenues for multiple audiences Message: “Sustainable development is a necessity and it is happening now. Look at all the examples. You can do it too.”

44. One More Strategy:Expand beyond your job description and leverage your resources to educate the community Examples: Sustainable Solutions Center Sustainable Business Forum Community Futuring Conference

45. 45 Remember the KEY CONCEPTS PREMISE Educators should teach students how to be: socially and environmentally responsible active citizens as part of the required curricula

46. For education, Sustainable development integrated into:

47. 47 Teach/learn change agent skills, Implications for Educators: 1) Teach optimism skills (Seligman) 2) Teach efficacy; tell stories of “normal” people making a difference (The Giraffe Project - www.giraffe.org) 3) Teach interpersonal and intrapersonal intelligences 4) Teach futuring skills and change agent skills (4 Ps of futuring, 4 Ds of doing, ABCs of preventing burnout)

48. 48 RESOURCES FOR STUDENTS Articles/On Reserve materials: Positive stories of what “normal folks” have done Solution oriented thinkers/Futurists within each academic area Cost of societal solutions vs. Global resources showing solutions are affordable

49. 49 Teach sustainability to everyone: How to reduce waste How to use energy efficiency and renewable energies How to change policies to stop favoring fossil fuels How to consume and invest in products made by companies with safe working conditions and livable wages

50. 50 BRAINSTORM Which of these strategies are possibilities in your setting? What do you want to play with?

51. 51 What will be the new societal norms in a sustainable future? Environmentally and socially sound: Educational institutions, including curricula Businesses Government Consumption Investment

52. 52 The Power of What You Do We are leaders in the world We can choose a sustainable future

53. Congratulations for all you have done.  Practice, then GO.There is room for mistakes along the way. Congratulations for all you will do in the future. Let our enthusiasm show! dgrowe@oaklandcc.edu