1. Clement Loo University of Minnesota, Morris cloo@morris.umn.edu What’s Sustainability Leadership and How Do You Teach it? Developing a sustainability leadership program at the University of Minnesota, Morris

2. Introduction ●Objectives: o (1) Introduce Sustainability Leadership for the Future o (2) Discuss UMM’s strategies to inform others interested in developing sustainability leadership programs o (3) Get feedback to improve our process ●Layout: o (1) Background: Sustainability Leadership for the Future at UMM o (2) Creating the team o (3) Identifying objectives and learning outcomes o (4) Defining sustainability leadership o (5) Creating components o (6) Concluding remarks: lessons learned

3. Background:Sustainability Leadership at UMM Antecedents: -Green infrastructure -Emphasis on sustainability in institutional mission -Desires: (1) more comprehensive sustainability education, (2) better integration between infrastructure and curriculaprogramming

4. Background:Sustainability Leadership at UMM Strategy: -Select 15 Sustainability Leaders for the Future fellows: -5 students, 5 staff, and 5 faculty -Fellows tasked with: -UMM specific definition of sustainability leadership -learning outcomes -faculty/staff mentorship program -blueprint for academic program with experiential component

5. Creating the team Objectives/Obstacles: -Team that understands institutional needs and can best promote program -Adequate representation when some stakeholders have not been as involved in sustainability Strategies: -Intentional call for applications: -Balance between stakeholder groups (student, staff, and faculty) -Range of expertise -Intentional selection process: -Selection aimed at coverage of all disciplines and offices -Weighing of candidates on uniqueness of potential contribution

6. Identifying objectives and learning outcomes Objectives/Obstacles: -Identifying appropriate learning outcomes for students -Which elements to emphasize? -Diversity in mission between various disciplines and offices -Knowledge and literacy versus practical skills Strategies: -Existing programs at other institutions -Institutional needs and values: -Alumni employment -Institutional mission as understood by divisions and offices -Assess sustainability literacy -Consider how above relates to sustainability leadership

7. Defining sustainability leadership? Objectives/Obstacles: -Guiding framework that’s broad enough to be inclusive but concrete enough to be useful -Breadth and concreteness seem mutually exclusive -Sustainability & leadership complicated Strategies: -Flexibility: definitions can evolve and are provisional -Context of community and place -Involve diverse perspectives: -Institutional goals as understood by different stakeholders -Range of experts: academics, activists, program chairs, government, etc.

8. Creating components Objectives/Obstacles: -Program that meets identified goals and could actually be implemented -Broad range of educational goals -Program must be approved -Limited resources Strategies: -Expertise and experience of fellows -Existing curricula and programming -Campus organizations -Local community and business leaders

9. Concluding Remarks Key lessons learned: (1)Diversity of perspectives (a)range of expertise (b)representation from stakeholders other than the usual suspects (c)outside experts from a range of different fields (2)History and community context informative (a)sustainability and leadership relative locale (b)community partners (c)institutional values, needs, resources, and obstacles (3)Clear objectives contribute to intentional program development (a)institutional mission and values (b)learning outcomes (c)student interest and needs