1. Sustainability in the Curriculum: Fall Line Project VIII
May 9-10, 2017
What is sustainability:
How do we connect?
Nanette Chadwick
Director of Academic Sustainability Programs
Associate Professor of Biological Sciences
“From whence I came….”

2. History of faculty workshops:
1995 Northern Arizona University – Ponderosa Project (Chase & Rowland)
2001 Emory University – Piedmont Project (Bartlett)
2006 Auburn University – Fall Line Project (Biggs & Williams)
Local names, sense of place
Organizers now trained at >175 institutions in 6 countries
Workshop concepts:
-- Faculty as experts: contribute to each other’s growth and perspectives
-- Gift of stimulation, excitement of getting outside your discipline
-- Unity of personal and professional: connect values & duties
Satisfaction and challenges – what are yours?
-- Enjoyment of group and place, sense of fun in teaching
Achieving sustainability requires major, transformational social and cultural change: Huge, complex problem
But small pieces are manageable
Reasons to hope?

3. Sustainable University:
University mission:
tripartite
Sustainable University:
4-fold mission
Teaching/
Curriculum
Facilities/
Operations
Outreach/
Community
Research/Creative scholarship

4. History of sustainability movement and definitions Origins:
Environmental disasters (DDT, Amazon forest, ozone hole)
Unsustainable global development programs
1987 World Commission on Environment and Development
Norwegian Prime Minister Gro Brundtland
Our Common Future
“Meeting the needs of the present without compromising the ability of future generations to meet their own needs”
Idea of intergenerational equity:
future generations have the same rights as the present ones
1987 Edward Barbier (Economics faculty, U Wyoming)
Triple Bottom Line: Interlinkage of 3 major systems

5. [your reading has one version of this diagram]
Economic capital = everything produced by individuals, goods & services
Human /social capital = value of each individual as part of society
Natural capital = ecosystem services, natural resources
World Bank requires TBL on all projects
Easiest to teach and understand each system separately
But: Only connected systems lead to sustainable framework
TBL: Core components for courses

6. 1990’s: More accurate view as concentric circles
Social and economic systems
exist inside of and depend upon
environmental systems

7. 1992 UN Conference on Environment and Development, Rio: Earth Summit
Climate change convention, Kyoto Protocol, biodiversity
1998 Alan AtKisson: Sustainability is an ideal end state, like democracy
-- a goal that eludes us, is not perfect
2009 Frank Rhodes (Cornell president):
New foundation for arts and sciences -- broad, cohesive framework
New kind of global map, hope for meeting global challenges
2012 FAO
Ensuring human rights and well-being without depleting or diminishing
the capacity of the earth's ecosystems to support life,
or at the expense of others well-being
Multi-dimensional concept encompassing environmental integrity, social well-being, economic resilience and good governance
Ambitious objective that can be reached through different pathways
2016 Warmest year in recorded history; political changes;
ever more urgent need for sustainability education

8. Recent international events
2015: ~30 years since
Brundtland Report,
United Nations adopted
17 Sustainable
Development Goals (SDGs)
190 countries approved
AU is consulting partner!

10. Department/position: From whence do you come?
Group introductions
Name
Department/position: From whence do you come?
[Sustainability-related issues in your field ]

11. Ecological Footprint Exercise: Small group discussions
What major factors contribute to the size of your footprint?
How might they vary with where you have lived?
What barriers prevent you from reducing your footprint?
Are they technological, economic, or behavioral?
Are they within or beyond your control?
What are some barriers to wanting to change?
What is needed to overcome barriers for you and for society?
Anything that surprised you about the results of this exercise?
How might you adapt/vary this type of exercise for your students?
How tailor it to relate to subjects in class?