InPartnershipwith

www.secondnature.org|www.usgbc.org

Advancing Education for Sustainability: Teaching the Concepts of Sustainable Building to All Students

July 2010

2

2

WethankTheKresgeFoundationforitssupportofAdvancingGreenBuildinginHigherEducationandforprovidingfundingtoinitiateanewpartnershipbetweenSecondNatureandtheU.S.GreenBuildingCouncil(USGBC)exploringtheintegrationofsustainablebuildingintothehighereducationcurriculum.ThisstrategydocumentwasmadepossiblethroughsupportfromtheKresgeFoundation.ThisstrategydocumentinvestigateschallegesandopportunitiesfacedbythehighereducationinstitutionsofU.S.andrecommendsstrategiestoeducateallstudentsaboutbasicgreenbuildingprinciples.Thisdocumentbenefittedfromtheknowledgeandexpertiseofabroadgroupofrepresentativesfromdiversecolleges,universities,andorganizationsworkingtotrainthenextgenerationofbuildingprofessionals,thegreenworkforce,andaninformedpublic.Itwascreatedandrefinedthroughinvaluablecontributionsfromthefollowinggroupsandindividuals:AuthorsandResearchTeam:AmySeifHattan,SecondNature,DirectorofStrategicInitiativesJuliaFeder,U.S.GreenBuildingCouncil,ManagerLEEDEducationResourcesAshkaNaik,SecondNature,ProgramManagerAdvancingGreenBuildingKellyMurphy,U.S.GreenBuildingCouncil,EducationPartnershipsCoordinatorNoraDavis,U.S.GreenBuildingCouncil,FormalEducationAssociateUkemeEsiet,SecondNature,AdvancingGreenBuildingInternKrupaVithlani,SecondNature,AdvancingGreenBuildingInternGabrielleRigaud,SecondNature,AdvancingGreenBuildingIntern

Acknowledgements

3

3

Advisors:PeterBardaglio,SecondNature,SeniorFellowArthurClement,ClementandWynnArchitects,PartnerTonyCortese,SecondNature,PresidentKellyCreighton,WestGeorgiaTechnicalCollege,InstructorBruceDobbs,PortlandStateUniversity,MechanicalEngineering,AdjunctFacultyMichelleDyer,SecondNature,ChiefOperatingOfficerGraceEason,UniversityofMaineFarmington,ScienceEducation,FacultyThomasFisher,UniversityofMinnesota,CollegeofDesign,DeanJeanGardner,ParsonstheNewSchoolforDesign,FacultyTonyGrahame,YavapaiCollege,Instructor WalterGrondzik,BallStateUniversity/SocietyofBuildingScienceEducators,Faculty MaryGuzowski,UniversityofMinnesota,Architecture,FacultyKarolKaiser,U.S.GreenBuildingCouncil,DirectorofEducation KeelanKaiser,JudsonUniversity,DepartmentofArchitecture,ChairDougKelbaugh,UniversityofMichigan,ArchitectureandUrbanPlanning,FacultyVivianLoftness,CarnegieMellon,Architecture,FacultyMarvinMalecha,NorthCarolinaStateUniversity,DeanMatthewMeyer,NorthCarolinaCommunityCollegeSystem,InnovationandBiotechnology,AssociateVicePresidentDavidOrr,OberlinCollege,EnvironmentalStudies,Faculty&SeniorAdvisortoPresident PeterPapesch,BostonSocietyofArchitects,ChairofSustainabilityEducationCommitteeDeePatel,LACommunityCollegeDistrict,SustainabilityConsultant KathyRoper,GeorgiaInstituteofTechnology,FacultyDebraRowe,U.S.PartnershipforEducationforSustainableDevelopment,PresidentPaulRowland,AssociationfortheAdvancementofSustainabilityinHigherEducation,ExecutiveDirectorLeithSharp,ExecutiveDirector,IllinoisCommunityCollegeSustainabilityNetwork,VisitingScholar,HarvardSchoolofPublicHealth HarvardUniversity,SustainabilityDirector(former)HenrySiegel,AmericanInstituteofArchitects,2008ChairofCommitteeonEnvironment KimTanzer,UniversityofFlorida,Architecture,Faculty CarolynTeich,AmericanAssociationofCommunityCollegesMitchellThomashow,UnityCollege,President AlexWilson,BuildingGreenLLC.,Founder

4

4

I.PrefaceII.IntroductionWhyEducateStudentsaboutSustainableBuilding?III.ACalltoActionHigherEducationisaLeveragePointforAdvancingSustainableBuildingEngagingStakeholdersinSustainableBuildingEducationIV.WhatisSustainableBuildingEducation?EducationforSustainabilitySustainableBuildingCoreConceptsV.SustainableBuildingEducationTodayPioneeringInstitutionsandInitiativesCaseStudiesofSustainableBuildingEducationOpportunitiesVI.RecommendationsFlowChartofRecommendedActionStepsVII.AppendixSummaryofKeyPointsExamplesofUniversitiesandCollegesEducatingAboutSustainableBuildingResourcesforSustainableBuildingEducationAboutSecondNatureAbouttheU.S.GreenBuildingCouncil

Table of Contents

5

5

I.PrefaceHumanityisatanunprecedentedcrossroads.Despitealltheworkwehavedoneonenvironmentalprotection,alllivingsystemsaredecliningatanincreasingrate,weareseverelydisruptingthestabilityoftheclimate,andtherearehugesocial,economicandpublichealthchallengesworldwide.Thisishappeningwith25%oftheworld’spopulationconsuming70‐80%oftheworld’sresources.Thecrucialquestionforallofhumanityis:Howwillweensurethatcurrentandfuturehumanswillhavethrivingcommunitiesandeconomicopportunityinaworldthatwillhaveninebillionpeopleandthatplanstoincreaseeconomicoutput4‐5timesby2050?Thisisarguablythegreatestchallengehumancivilizationhaseverfaced.ItisbiggerinscopethantheManhattanProject,theMarshallPlanforEurope,theApolloProjectandtheWaronCancercombined.Theculturaloperatinginstructionsofmodernsocietyarethatifwejustworkalittleharderandsmarterandletthemarketforcesrunsociety,allthesechallengeswillworkthemselvesout.Itisobviousthatweneedatransformativeshiftinthewaywethinkandact.AsEinsteinsaid,“Wecan’tsolvetoday’sproblemsatthesamelevelofthinkingatwhichtheywerecreated.”Thisshiftmustbeledbyhighereducationfortwocriticalreasons.Collegesanduniversitiespreparemostoftheprofessionalswhodevelop,lead,manage,teach,workin,andinfluencesociety’sinstitutions,includingthemostbasicfoundationofK‐12education.Unfortunately,thecurrenteducationalsystemisreinforcingthecurrentunhealthy,inequitableandunsustainablepaththatsocietyispursuing.Thisisnotintentional–itisbecauseofdeeplyheldbeliefsthathumansarethedominantspeciesandseparatefromtherestofnature,thepredominanceofdisciplinarylearningandanimplicitassumptionthattheearthwillbethegiftthatkeepsongiving‐providingtheresourcesandassimilatingourwastesandnegativeimpacts‐adinfinitumandirrespectiveofthesizeofthepopulationoritslevelofitsmaterialdesire.Fortunately,therearesignificanteffortsinhighereducationtoaccelerateitsabilitytoprovidetheknowledgeandgraduatesnecessarymeetthisgreathumanchallenge.Thescaleandspeedofthechallengewillrequiremanylayersofspecializedfocusthatwillbepartofand/orcomplementthebroaderscalemovement.Oneofthemostimportantofthesewillbetofocusonthebuiltenvironment.Buildingshaveasignificantimpactontheenvironment,accountingforone‐sixthoftheworld'sfreshwaterwithdrawals,one‐quarterofitswoodharvestandtwo‐fifthsofitsmaterialandenergyflowswithverylargenegativeimpactsontheenvironmentandhealth.Thebuiltenvironmentisdirectlyresponsiblefor48%oftotalworldwidegreenhousegasemissionsandindirectlyresponsibleforanother25%fromtransportation,giventhatmorethan80%ofalltravelistogofromonebuiltcommunitytoanother.Structuresalsoimpactareasbeyondtheir

6

6

immediatelocation,affectingthewatersheds,airquality,andtransportationpatternsofcommunities.Theresourcesrequiredtocreate,operateandreplenishthislevelofinfrastructureareenormousandarediminishing.Byallaccounts,wewillhavetorenovate75%oftheexistinginfrastructureanddoubleitstotalsizeinthenext40yearstoaccommodatethedemand.Wemuststrivefornetzeroimpactbuildings.Anditisdoable.AccordingtoananalysisbyArchitecture2030,asingleinvestmentinenergyefficiencyof$21.6billionwouldreplace22.3conventional500MWcoal‐firedpowerplants,reduceannualCO2emissionsby86.7millionmetrictons,save204billioncu.ft.ofnaturalgasand10.7millionbarrelsofoileachyear,saveconsumers$8.46billioninenergybillsannually(lessthana3‐yearsimplepayback)andcreate216,000permanentnewjobs.Ofcourse,alltheprofessionals,skilledworkers,andcitizenswhoplan,design,develop,construct,operate,maintain,finance,overseeandoccupybuildingswillneednewconceptualandpracticalknowledge,skillsandperspectivestoensurethatthebuiltenvironmentandthecommunitiesofwhichitisapartwillhaveanetzeroimpactonthelocalandglobalenvironment,ensurethattheinhabitantswillbehealthyandproductivewhileprovidingalltheotherdesirableattributes.Educationforsustainablebuildingisprovidedatsomecollegesanduniversities,butmostlywithinspecializedprogramssuchasarchitectureandengineering.Thisnarrowapproachtoprovidinganunderstandingofconceptsthatshouldbesecondnaturetoallcollegeanduniversitygraduatesisunlikelytoresultinasocietywhereallbuildingsareconstructedandrenovatedsustainablyandwherethereisnosuchdistinctionanymoreas“greenbuilding”versus“conventionalbuilding.”Manyhighereducationinstitutionsareincorporatinggreenbuildingandoperationsintotheirfacilitiesplans;whynotmakeasimilarcommitmenttoeducatingstudentsabouttheconceptsandprinciplesbehindtheseefforts?Forthisreason,SecondNatureandtheU.S.GreenBuildingCouncilhavepartneredtodevelopstrategiestoensurethatthecurrentandfutureworkforcewillhavetheseskillsandknowledge.ThisdocumentisacompanionpiecetotheAmericanCollege&UniversityPresidents’ClimateCommitmentguidancedocument,EducationforClimateNeutralityandSustainability,whichdiscussesandoffersstrategiesforabroadapproachtointegratingsustainabilityintothehighereducationcurriculum.Thisdocumentdrillsdowntothespecificsofeducatingaboutoneveryimportantandfar‐reachingtopicwithinsustainability.TeachingtheConceptsofSustainableBuildingtoAllStudentsisthefirststepintheprocesstodevelopstrategiesspecifictoaneducationthathighlightsthebuiltenvironmentasacriticalpieceofachievingsustainability.Weinviteyoutoworkwithusonthisimportanteffort.Dr.AnthonyCortese RebeccaFloraPresident SeniorVicePresident,Education&ResearchSecondNature U.S.GreenBuildingCouncil

7

7

II.Introduction

WhyEducateStudentsaboutSustainableBuilding?

Howwillweensurethatcurrentandfuturegenerationswillbehealthy,andwillhavestrong,secure,thrivingcommunitiesandeconomicopportunityforall?

Buildingsandcommunitiessetthefoundationforanincreasinglyurbanized,globalpopulation.Atthemostbasiclevel,thesestructuresprovideshelterandprotection.Inincreasinglycomplexscenariosthedesign,constructionandoperationofbothnewandretrofittedbuildingsandcommunitiescansetasustainableparadigmforthestructureofoursocialsystems–fromcollegecampusestosuburbanneighborhoodsandurbancenters.Buildingandcommunitydesign,constructionandoperations,canexemplifytheintersectionofsustainability’sthreetenetsasthey:

• Reducetheecologicalfootprintofthebuiltenvironment• Producehealthy,vibrantplacesforpeopletoliveandwork• Makesoundeconomicsensebyreducingthecosttooperateandmaintainthesespaces.

Increasingly,collegesanduniversitiesareembracingsustainabledesign,construction,andbuildingoperationandmaintenanceasanessentialelementoftheirplansto“gogreen,”achievecarbonneutrality,andfulfillsustainabilitycommitments.However,theconstructionandoperationofsustainablebuildingsonlytakeuspartwaytoansweringthequestionsofbothtoday’sandtomorrow’sgenerations.Howdowemakesurethestudents,faculty,andstaffliving,learning,andworkinginthesebuildingsandonthesecampusesrecognizeandunderstandthefoundationalprinciplesofsustainablebuilding?Howcanthemembersoftoday’scampuscommunitiesbecometheleadersandspokespeopleforbuildingandmaintainingstrong,sustainablecommunities,tomorrow?Asallstudentsareexposedtoeducationaboutsustainablebuildingtheywilldevelopproblemsolvingandcriticalthinkingskillsthatwill:

• Ensuretheyarepreparedtomeetthegreatchallengesofthiscentury• Understandandapplysmartsolutionstohelpsolvecomplexproblems• Preparethemselvestoenteranewlydefinedprofessionallandscape

Thispaperwillemphasizetheimportanceofintroducingallstudents,acrosseverydiscipline,tosustainablebuildingprinciplesandpractice,whilehighlightingsuccessfulmethodsforcurricularandco‐curricularintegration.Thegoalissimpleandattainable:today’sstudentswillbethedevelopersoftomorrow’sthrivingcommunities,neweconomicopportunities,andahealthyregenerativeenvironment.

8

8

ToMeet21stCenturyChallengesHumanityisatanunprecedentedcrossroads.As25%oftheworld’spopulationconsumes70‐80%oftheworld’sresources,1manybelievethatthisisthegreatestintellectual,moralandsocialchallengehumancivilizationhaseverfaced.Climatedisruptionisrealandisalreadyaffectingus:itisworseandhappeningfasterthanpredictedbythemostconservativescientists.Moreover,theemissionsofcarbondioxidetodaywillcontinuetodisrupttheclimateforthenextcenturyandahalf,creatinganecologicaldebtforfuturegenerations.Theseeffectsontheclimateareirreversible,andincludethewholescaleextinctionofspeciesandtherapidmeltingofalltheearth’sglaciers.2

Building construction, operation and demolition havemassive and undeniableeffectsonclimatechange,representing38percentofcarbondioxideemissions,39 percent of U.S. primary energy use, 72 percent of U.S. electricityconsumption,and14percentofU.S.potablewater.3Takingasmartapproachtohowwe construct and renovate buildings is vital to our success in combatingclimate change, saving resources, money, and ensuring healthy living andlearningenvironments.EveryyearintheU.S.approximately5billionsquarefeetof new buildings go up, 5 billion square feet are renovated and 1.75 billionsquarefeetofexistingbuildingsaredemolished.By2035,75percentofthebuiltenvironment in theU.S.will beeithernewor renovatedand so thesenext30yearsrepresentahugeopportunitytodramaticallyreduceenergydemandintheUnitedStates.4

Ifbuilttohighperformance“greenbuilding”standards,buildingscanreduceenergyuseby24‐50percent,CO2emissionsby33‐39percent,wateruseby40percentandsolidwasteby70percent.5Incomparisontotheaveragecommercialbuilding,greenbuildingsconsume26percentlessenergy,have13percentlowermaintenancecosts,andproduce27percenthigheroccupantsatisfactionand33percentlessgreenhousegasemissions.6Thesebuildingsprovideimprovementsinindoorairqualitythatcanreducehealthcarecostsandworklossesfromrespiratorydiseasesby9‐20percent,fromallergiesandasthmaby18‐25percent,andfromsickbuildingsyndromeby20‐50percent.7Inaddition,schooltestscoresinbuildingswiththemostdaylightingwere7‐18percenthigherthanaverage.8ManycosteffectivegreenbuildingsintheU.S.andEuropehaveshownthattheseperformancepercentagescanbeimproveduponwithadvancedqualitydesign.Asubstantialnumberofnewbuildingsarereachingforandachievingnetzerostatus,whichmeansthatthebuildingproducesatleastasmuchrenewableenergyasitconsumesintotalenergy.

9

9

ToUnderstandandApplytheSolutionsThereisacriticalandimmediateneedtoshiftthinkingandpracticeinregardstothebuiltenvironment.Namely,thelocation,design,construction,andoperationofbuildings,aswellascommunitiesinwhichtheyarelocated,canmimicthewaynatureoperatesbyrunningonrenewableenergy,usingmaterialsinacompletecyclicalfashionandeliminatingtheconceptofwaste,orusingrenewablenon‐toxicmaterialsandfittinginwithnaturalsystems.Toreduceenvironmentalimpact,protectpublichealthandimproveenvironmentalequityandjustice,wemustchangeprinciplesforbuildingpractice.Ineffect,allbuildingsmustbesustainable.9

WhatMakesBuildingsandCommunitiesSustainable?Whether labeled “green,” “sustainable,” or “high performing,” there is anundeniableshifttoensurebuildingsandcommunitiesuselessenergy,waterandnatural resources, have less negative impacts to surroundinghabitats, and arehealthier for occupants. This signifies a shifting paradigm away fromconventionaldesignprinciples toasystematic,highlycollaborativeapproach inthewaybuildings, neighborhoods, communities, and cities are designed, built,andoperated.Theintentofsustainablebuildinganddesignistopromotehigh‐performance, healthful, durable, affordable, and environmentally soundpractices in the construction, operation and maintenance of the builtenvironment.10Thismethodologyresultsintheabilitytooptimizesitepotential,minimize non‐renewable energy consumption, use environmentally preferableproducts, protect and conserve water, enhance indoor environmental quality,andoptimizeoperationalandmaintenancepractices.9Thispractice is rooted in the“triplebottom line”ofsustainability,emphasizingtheabilitytoreducenegativeimpactsontheenvironment,whilehavinghealthyandpositiveimpactsonthehumansintheirresidentialandworkenvironmentsandloweringoperatingcostsandproducingeconomicbenefits.11Centraltothepracticeofsustainablebuildingistheintegrativedesignapproach.Thismethodisrootedinsystemstheory,emphasizingtheinterconnectivityofallaspectsofaproject.Thepracticemustreachfromtheearlieststagesofplanningtobeyondthe end of life. It runs up and down the supply chain. It encompasses theproductionand fateof every substance that crosses intooroutof aproject.12Buildingshelp todefine communities, transportationpatterns, and the flowofnatural resource stocks amongother impacts outside thewalls of thebuildingitself;atrulysustainableapproachtogreendesignisbasedinanunderstandingofsystemsandinterdisciplinaryperspectives.13

10

10

A sustainable building strengthens the local economy by using local buildingsuppliers and materials as well as creating new jobs, especially in thedisenfranchised communities that are often negatively impacted by currentwastepractices. Basiceducation regarding thebenefitsofferedby sustainablebuilt environment and prudent building use decisions could connect thesecommunities to the larger sustainability movement while decreasing thenegative impactsof theirbuiltenvironment. Thiswillalsohelpsave resourcesthatcouldbetheninvestedinmyriadofcommunitydevelopmentprojects.SaysGraceEason,associateprofessorattheUniversityofMaine‐Farmington,“thisisnot some future utopian ideal. These buildings can truly rejuvenate localeconomies.”

ToBecomeQualifiedProfessionalsinaChangedLandscapeOverthepastdecade,“greenbuilding”–whichishowthedesignfieldshavecommonlyreferredtosustainablebuilding(although“green”buildingtypicallybringsbenefitsbeyondenvironmentalprotection)–hasevolvedfromanichemarket,gainedmomentumandisnowmovingtowardsbecomingthenormformanyindustriesthatareassociatedwiththebuiltenvironment.Broadly,theconstructionmarketaccountsforabout$1.7trillion(13percent)ofthe$13trillionU.S.GDP.14Thegreenbuildingmarketisanticipatedtomorethandoublefromtoday’s$36‐49billionto$96‐140billionby2013.15Inparticular,theK‐12andhighereducationmarket,accountingfor27percentofallcommercialconstructionactivity,isbuildinggreenfasterthananyothersectorinthebuildingandgreenconstructionmarket,andMcGraw‐HillConstructionpredictsthegreenbuildingportionoftheeducationmarkettobelargerthan5‐10percentby2010.16BuildingScienceandPlanningProfessionalProgramsAmongleadersinthefieldsofbuildingscienceandplanning,itisoftenrecognizedthattheyareworkingtomaketoday’sinnovativepractice,tomorrow’sconventionalpractice.Greenbuildingisalreadyprogressinginacleardirectiontomovebeyondconsideringtheimpactofonenewbuildingatatime,tofocusongreeningofcommunitiesandexistingbuildings.10ThisisevidencedbytheArchitecture2030project,initiatedbybuildingprofessionalstorapidlytransformtheglobalbuildingsectortobecomeacentralpartofthesolutiontoglobalwarmingandinvolvinganimperativetointegrategreenbuildingcurriculumintoarchitectureprograms.17Itseemsequallyimportantthatthetraditionaldivisionbetweendesignersandbuildingsciencespecialistsisbridgediftrulygreenprojectsaretoemergefromthebuildingsector.Assuch,theAmericanInstituteofArchitectureStudentsarguesthatcurrentarchitecturaleducationisnotprovidinganunderstandingoftheethical,social,political,andeconomicforcesthatimpact

11

11

designandtheimportanceofpeople,communities,andsocietyindesigndecisions.18Designandcreativityneedtobetaughtinconjunctionwiththeresearchandquantificationskillsrequiredtoaddressclimatechangemitigationstrategies.Theemerginggreenbuildingprofessionalscomingoutoftechnicalschoolsaswellascollegesanduniversitieswillbewellplacedtobenefitfromthegrowthintheindustryandthepushtowardinnovation.Studentsstudyingarchitecture,engineering,landscapearchitecture,interiordesign,construction,planningandfacilitymanagementarethemostlikelytoreceivetrainingintheconceptsandprinciplesofsustainablebuilding,andwillthereforebemorecompetitiveasprofessionalsinthisburgeoningmarketplace.Inresponse,manyarecallingforwidespreadtransformationofcurriculumfortheseprofessionaltrackprogramstobetterintegratetheprinciplesofsustainability.TheEmergingGreenWorkforce

Increasingly,environmentalandenergyissueshavedriventheneedforpolicychangestosupportanemerginggreenworkforce.Therehavebeenseveralkeypiecesoflegislationthathavehelpedpropelgreenbuildingforward.InJune2009theWhiteHouseBlogreleasedinformationaboutincreasedfundingforgreenjobsandthetrainingsthatwouldsupportthesecareers.19The2009RecoveryActhasandwillcontinuetohaveahugeimpactonthegreeneconomyintermsoftraining,creatingthelargestweatherizationprograminhistoryandsupportingtherenewableenergyindustry.20Congresshasmadeschoolsandeducationpillarsofgreeninitiatives.TheUniversitySustainabilityPartnershipwaspassedtosupportsystemicchangetowardliteracyaboutoursustainabilitychallengesandskillbuildingforengagementinthesolutions.Similarly,GreenForAllisanorganizationdedicatedtoimprovingthelivesofallcitizensbycreatingstrongandinclusivegreeneconomy.21Inadditiontothefactthatgreenjobsarenotonlygoodfortheenvironmentbutarealsowellpaying,theeconomicframeworkcreatedbythesegreenjobshasthepotentialtobridgethegapsbetweenvarioussocio‐economicstrata,trainskilledworkers,aswellassustainhealthyandvibrantcommunities.TheGreenEnergyEducationActof2009willfundIntegratedGraduateEducationandResearchTraineeshipstosupportgraduatelevelprogramsrelatedtoenergy.22Additionally,the2007GreenJobsActallocatedmorefor“energyefficiencyandrenewableenergyworkertrainingprograms.”23

Thesefederalinitiativesareclearindicatorsthatmanyofthejobsofthefuturewillsupportcleanenergyindustriesandeffortstomitigateclimatechange.ACenterforAmericanProgressstudyidentifiesenergy‐specificindustriesthatcanyieldhighandquickreturnsoninvestment,andwecaninferthattheseareaswillbethefirstplaceweseeatransitionfromtraditionaloccupationstoagreenworkforce.Oneofthemainareastheysingledoutisthatofbuildingretrofitswithapotentialannualinvestmentlevelof$80billion.24

12

12

TheWideReachoftheGreenBuildingField

Inadditiontotheearlyadoptersalreadymentioned,thegrowthinthegreenbuildingindustryandingreenjobswilltouchuponmanyprofessions.Businessownersandmanagersneedtobefamiliarwithinnovationsintechnologyastheymakedecisionsabouttheircompany’spropertyportfolio.Propertyandrealestatemanagers,whooverseetheperformanceandexpectedrevenueofcommercialandresidentialproperties,areincreasinglyseeingtheinfluenceofthegreenbuildingindustryontheirwork.Lawyersandparalegalsalsoplayacriticalroleingreenbuildingasmediatorsandlegalcounselforothersintheindustry.AsmoreK‐12schools,collegesanduniversitiesbuildgreenontheircampusesandworktointegratethelessonsoftheseprojectsintotheiracademicofferings,educatorsfromamultitudeofdisciplinesneedtobepreparedtoeasilyintegrategreenbuildingandsustainabilityconceptsintotheircurriculum.

Studentspreparingforcareersinanyprofession–beitchemistry,computerscience,orphilosophy–willsomedaybebuildingownersandoccupants.Inthisimportantrole,theywilldeterminethefutureofgreenbuildingandoursociety’sabilitytomitigateandadapttotheimpactsofclimatechange.Asoccupantsofhomes,officebuildings,andotherstructures,theirbehaviorwilldeterminethetrueenvironmental,social,andeconomicimpactsofabuilding.Whenbuildingoccupantsfailtounderstandorfullytakeadvantageoftheirgreenbuildings,therecanbeaperformancegapthatreducestheexpectedoperationalsavings;accordingtotheUSGBC,thisknowledgegapmustbefilledtotrulytransformthebuiltenvironment.25

Studentsofalldisciplinescanhavealargeimpactonthegrowthofthegreenbuildingindustryanditseventualtransformationinto“thebuildingindustry”whenallstructuresarebuilt,renovated,andoperatedtothehighestperformancestandardswithmultiplebenefitstotheenvironment,economy,andhumanhealth.Oursocietywillnotrealizethemaximumbenefitofgreenbuildinguntilconsumersdemandtheseprinciplesinconstructionandrenovation.

13

13

III.ACalltoActionDespitethegrowingopportunitiesingreenprofessionsandthepromiseofsustainablebuildingforreducingandavertingclimatechangeimpacts,fewcollegesanduniversitiesareeducatingtheirstudentsabouthowsustainabilityappliestothebuiltenvironment.Mostofthebestpracticesforteachingtheconceptsofsustainablebuildingnowliewithinthespecializednicheofdesignprogramsandschools,buteventheremuchprogressisstillneeded.Ironically,manyschoolshavethetoolsforeducatingtheirstudentsaboutsustainablebuilding,buttheseresourcesarenotbeingfullyutilized.Withincreasingspeed,atanaveragerateofgrowthof82percentayearaccordingtotheUSGBC,collegesanduniversitiesareregisteringtheirbuildingsforLEEDcertification.Thesebuildingsaretangibledemonstrationsoftheconceptsofsustainablebuilding,andrepresentagreateducationalopportunityforstudentsifthebuildingsareusedasteachers.

Thispapercallsfor institutionsofhighereducationtoeducateallstudents– inthewide rangeofdisciplines– in thebasic conceptsof sustainablebuilding sothattheygaintheknowledgeandskillsthattheyneedtobeproficientbuildingoccupants, informedprofessionals,andresponsiblecitizensinaneraofclimatechange:“architectureonthescaleithasbeenpracticedinthelast150yearshasbecomeadecisiveplayerintheEarth’sresponsivesystems.”26

HigherEducationisaLeveragePointforAdvancingSustainableBuildingTheRoleofHigherEducationinSocietyHighereducationplaysauniqueandcriticalrole,oneoftenoverlooked,inmakingahealthy,justandsustainablesocietyandastableclimateareality.Highereducationhasbeengrantedtax‐freestatus,theabilitytoreceivepublicandprivatefunds,andacademicfreedominexchangeforeducatingstudentsandproducingtheknowledgethatwillresultinathrivingandcivilsociety.Highereducationpreparesprofessionalstodevelop,lead,manage,teach,workin,andinfluencesociety’sinstitutions;itsetsthebasicfoundationforK‐12education.Today’sandtomorrow’sbusinesses,governmentsandprofessionals–architects,engineers,landscapedesigners,constructionmanagers,planners,developers,policymakers,homebuyers–willneednewknowledgeandskillsthatonlyhighereducationcanprovideonabroadscale.Universitiesandcollegesarealsocentersofinnovationanddemonstration,showingthepublicwhatispossibleinaworldseekingsolutionstoclimatechangeandotherchallengingissues.

14

14

TheRiseofSustainabilityInitiativesinHigherEducationTherehasbeenexponentialgrowthindistinctprogramsrelatedtoenvironmentalprotectioninhighereducationinthelastdecade.Environmentalstudiesandgraduateprogramsineverymajorscientific,engineeringandsocialsciencedisciplineareabundantandgrowing.Progressonmodelingsustainabilityincampusoperationshasgrownatanevenfasterrate.27Highereducationhasembracedprogramsforenergyandwaterconservation,renewableenergy,wasteminimizationandrecycling,sustainablebuildingsandpurchasing,alternativetransportation,organicfoodgrowingandlocalpurchasing.Interestingreeningnewandexistingbuildingstockoncampusesacrossthecountrygrewsignificantlyinthepasttwoyears.AccordingtotheUSGBC,LeadershipinEnergyandEnvironmentalDesign(LEED)registeredprojectsforhighereducationbrokethe3,000projectsthresholdinMay2009withthenumberofregisteredandcertifiedprojectscontinuingtogrowsincethen.Furthermore,thesecondmostfrequentlychosen“TangibleAction”formeetingtheAmericanCollegeandUniversityPresidents’ClimateCommitment(ACUPCC),nexttotheintegrationofEnergyStaroncampus,istheadoptionofapolicythatdemandsallnewbuiltorretrofittedbuildingsmeetLEEDSilverstandardoritsequivalent(ratingsystemunderacomparablethirdpartysystemwithrequirementsatleastequivalenttotherequirementsofLEEDSilverrequirements),with72percentofthesignatorieschoosingthisasoneoftheirprimarypathstoachievingcarbonneutrality.28JoiningOperationsandEducationWhilemanyschoolsarehelpingtobegintheculturalshifttomakingdeepandcomprehensivesustainabilitythegoalofhighereducation,theoverwhelmingmajorityofgraduatesknowlittleabouttheimportanceofsustainabledesignorhowtohavetheirpersonal,professionalandciviclivesalignedwithsustainabilityprinciples.Manycollegesanduniversitiesstillviewmodelingsustainabilityasanoptiontopursuewhentheycanaffordit,andevenfewerembracetheseconceptsintheiracademicprograms.DanielJ.Sherman,ProfessorofEnvironmentalPolicy&DecisionMakingattheUniversityofPugetSound,states,“Currently,theterm[sustainability]isprimarilyassociatedwithprescribedpracticesforindividualsandcampusoperations.Althoughthisassociationispositive,itlimitsthepotentialoftheconcepttointegratebroadlyacrossthecurriculum.Forsustainabilitytorealizeitsfulltransformativepotentialinhighereducationandsociety,itmusttranscendanassociationwithprescribedpracticesandevenspecializedareasofstudy.”29 Appropriatecommunicationplaysacrucialroleinthisprocess.Thereisasignificantpotentialforeducationinmakingtheimpactsandbenefitsofthebuiltenvironmentvisiblebytheinterpretationofinitiativesthroughsignage,displayandotherinteractivemedia.Thesemeansthatvisuallyshowcasebuildings’performanceeducatestudents,faculty,parents,andthecommunityabouthowsustainablebuiltenvironmentcouldenrichtheirlives.

15

15

Universitiesandcollegesthatembracetheexpandedformoflearning,operationandservicenecessarytoofferallstudentsexposuretotheconceptsspecifictosustainablebuildingandtosustainabilityingeneralwillbetterfulfilltheirmissionandbetterpreparestudentsforcharacterandcitizenshipaswellascommerceandcareer.Theywillattractnewandbetterstudentsandfaculty,attractnewfundingforteachingandresearch,expandalumnisupport,improvetown‐gownrelationshipsandhaveamoredynamicandinvolvedcampus.30EngagingStakeholdersinSustainableBuildingEducationTheStudentsAtthemoment,sustainablebuildingeducationprimarilyfocusesonengagingstudentsinarchitectural,engineering,andconstructionmanagementprograms.31Additionally,communitycollegeswillundoubtedlyplayasignificantroleintransitioningtraditionalworkerstogreencollarwork,whichincludes,“building,construction,assembly,installation,operation,maintenance,transportation,andmanufacturing.”32Asdemandforskilledworkersingreenjobsrises,studentsacrossthecountryaredemandingthattheircommunitycollegesoffermoresustainablebuildingcourses.MindyFeldbaumandHollyceStatesdiscussthevitalrolethatcommunitycollegeswillplayinbuildingagreenworkforceandtheimportanceofretrainingthe“middle‐skilled”jobsthatwillbeinhighdemand:

“It is important to note that although therewill be a growing number of newgreen occupations requiring new knowledge, skills, and abilities, it is expectedthatthemajoritywillbetransformedfromexistingjobs,requiringaredefinitionof skill sets,methods, and occupational profiles. While some emerging greenoccupationswillrequirethecreationofnewindustry‐recognizedcredentialsandtrainingprograms,manywillonlyrequiremodificationstoexistingprogramsandcoursestointegrategreenskills.”33

These audiences – buildingprofessionals and green collarworkers – representtheearlyadopterswho recognizeaneed to integrate sustainablebuilding intotheir practices. However, there are still at least 15million students in highereducation studying outside these fields who are not formally introduced tosustainablebuildingandwhoneedafundamentalunderstandingofthefield inordertotrulytransformthebuiltenvironment. Sustainabilitythroughtheduallens of both climate change and social equity must drive students’ inquiry,projects,andcutthroughallaspectsoftheirexperiencesinschool.34

16

16

TheEducators:UniversityandCollegeTrusteesandAdministratorsUniversityandcollegeadministrators,presidents,and/orchancellorscanimplementpolicies,curricularopportunitiesandco‐curricularactivitiesforuniversitystaff,studentsandfacultytoworktogetherincreativeways.Suchactivitieswillultimatelysaveenergyandmoney,enrichstudent‐learningexperiences,andpropupuniversityvalue.Numerousopportunitiesforstudentexperientiallearningwillfreeupwiththedevelopmentofinnovativepolicies,providingstudentswithinternshipsorcoursecredittoworkoncampusfacilitiesandgrounds,thedocumentationforanewbuildingproject,ormonitoringtheenergyconsumptionofanexistingbuilding.Universityandcollegeadministratorscanjointhemovementtowardsasystemicunderstandingofsustainablebuilding.High‐levelsupportfromadministratorsandinstitutionalleadersisimperativeforfacultyattemptingtointegratediverseinterdisciplinarysustainabilityconceptsinboththeirresearchandteaching.Thefutureadministrationmusthavesustainabilityastheirpriority.Onlysuchunitedfrontregardingsustainabilityinhighereducationcouldmaketheacademyshiftitsperspective.Firstandforemost,administratorsmusteducatethemselveswithabasicunderstandingofsustainablebuilding,includingkeystatisticsonenergysavings,occupanthealthandproductivity,andincreasesinuniversityvalue.Administratorsalsoneedexcellentandrealmodelpoliciestolooktoforguidanceindevelopingauniversity’sdirection,andfinancialreturn‐on‐investment.Thisaddressesseveralpotentialhurdles–lackofprecedent,legitimacyofpolicyeffectiveness,andageneralde‐mystificationofthecampusbuiltenvironment.Also,inthesedifficulteconomictimesasinstitutionsarestrugglingforstudents,administratorsmayonlyview"thebottomline"astheirpriorityandnotseethepotentialinpromotingsustainabilityoncollegecampuses.However,itisimportanttonotethatstudentsarealreadyleadingtheway.Tuition/revenuecomesfrommotivatedpassionatestudents,andbasedonthecurrentscenario,morenumberofstudentsaredemandingsustainabilityaspartoftheircollegeexperience.Itisimportantthatadministratorsperceivetheurgencyofbuildingontothisexistingmomentum.Absentarequirementbyprofessionalaccreditingbodiestohavegraduatesofinstitutionsbeproficientinsustainabledesign,trusteesasfiduciariesarethesinglemostimportantbodythatcanenergizetheentirecommunity‐students,facultyandadministrators‐torecasttheirrespectivecurricula.Unleashingtheinnovativecreativityofthemostimaginativemembersofeveryinstitution’scommunitywillpredictablyproduceadiversityofsustainabilitycurriculafromthecurrentstateoftheartknowledgeineachprofessionthatwillserveboththenationandtheworld.TheEducators:UniversityandCollegeFacultyFacultymembersareinstrumentalinthedesignofcoursework,studentresearch,campusactivities,andoutreach.Althoughfacultymembersenjoyrelativeautonomyintheirpractice,theyalsofacemanybarriersinteachingstudentsaboutsustainability.Thegreatestchallengeis

17

17

thediscouragementofinterdisciplinarystudyandresearchbytenurerequirementsthatfavoracademicsilosandspecialization.Suchpracticesleadtoanisolationistfacultyculture,notconducivetocollaborativeexplorationofsustainablebuildingandsustainability.35Whilethereisahighdemand,andlackofsupply,forqualityteacherswhocanteachtheserelativelynewconcepts,36therearealsofewrewardsforinitiatingandparticipatingininterdisciplinaryefforts.Furthermore,facultymaynotfeelsufficientlywell‐versedintheseconcepts.Moreover,thedominantculturehasnotencouragedfacultytoviewthecampusorlocalcommunityasanimportantfocusoftheirresearchortoperceiveinquiry‐based,experientiallearningasanimportantandscholarlywayoflearning.37Programstoengagefacultyindialogueonsustainablebuildingandotheraspectsofsustainabilityarenecessarytocloseknowledgegaps,anddevelopeducationalvalueforthesetopics.Thereishighdemandforfacultydevelopmentprogramsthathelpprofessors,deans,andprovoststhinkthroughwaystoadoptandimplementeducationforsustainabilitybestpractices,whichcanhavecontentandinstructionalaspectsthatdifferfromwhatmostfacultyhaveusedinthepast.Team‐taughtcoursescanbeanexcellentwayforfacultytolearnfromeachother.Incentives,rewards,andrecognitionoffacultysustainabilitychampionsbytheadministrationandotherscanencouragepeopletostepoutsideoftheircomfortzones.ExplainsGraceEasonattheUniversityofMaine‐Farmington,“facultyshouldnotbepenalized(deniedtenureorpromotion)forattemptingtoincorporatenewconceptsintheircourses.Administratorsmustrealizethatthistakestimeasfacultyattempttomodifyprogramsandcourses.”Inthelongrun,changestoincentives,suchasaccreditationandpublicationrequirementsforscholarlyjournals,canhelptomaketheteachingandresearchofinterdisciplinarysubjectsmoremainstream.

OnAccreditationModifyingaccreditationrequirementsandcriteriatoincludesustainablebuildingeducationmayfacilitatetheintegrationofsustainablebuildingconceptsintothecurriculumacrossinstitutionsandwouldaccomplishtwoprimarygoalsamongmanyothers.Strengtheningthecoreeducationthroughinterdisciplinaryapproacheswouldenableintegrationofthenaturalandsocialsciencesandthehumanities,accommodatelocalknowledge,supportcriticalpedagogy,andcontinuetoregardeducationasaformofenlightenmentlinkedtoavisionofmoresustainablefutures.38Secondly,thechangesinthecurrentrequirementscouldimposeanorganizationalchangethatwouldpromoteacultureofacceptanceamongthefaculties,administrationandothergroupsattheinstitution.

18

18

In2007,attheConferenceonSustainabilityinArchitectureandHigherEducation,agroupofpracticingprofessionalsandmembersoftheAmericanInstituteofArchitects(AIA)presentedtheiropiniononhowaccreditationcriteriamayinfluencearchitecturecurriculumtoincorporatesustainabilityeducation.Participantsoutlinedthatworkingwiththecurrentsystemisimportantandthat,asThomasFisher,DeanoftheUniversityofMinnesotaSchoolofArchitecture,indicated,thewaytogetfacultytopayattentiontosustainabilityinthecurriculumistogatherinformationabouttheirschoolaspartofeitheraccreditationorevaluation.Mr.Fisherproposedthefollowingformatsfortheintroductionofsuchcriteria:‐cross‐disciplinarysustainabilitycourses‐requiredsustainabilitycourses‐electivesustainabilitycourses‐studiosfocusedonsustainability‐facultyinvolvedinAIA‐COTE,LEED,etc.‐facultywithaccesstoLEED‐certifiedbuildings‐environmentalactivitiesincollege/universityofsustainablebuildingsoncampusgraduate‐leveldegreesinsustainabilityMS/Ph.D.‐sustainabilityconferencesoncampus‐lecturersaddressingsustainabilityAccordingtoPeterPapeschoftheBostonSocietyofArchitectsSustainabilityEducationCommittee,accreditingbodiesliketheNationalArchitectureAccreditingBoard(NAAB)shouldbutdonotyetplayavitalroleasregulatorsofsustainabilitycurriculaofferedinprofessionaleducationalinstitutions.Inparticular,hefindsNAAB’sfocustobetheincrementalimprovementoftraditionalarchitecturaleducationcomponentsratherthanacallforthewholesalerevampingofarchitecturaleducationinlightofclimatechangeimplicationsfornotonlyfortheprofessionbutsocietyandtheworld.Otherdisciplinesarealsoinvolvedinsimilarefforts.Theaccreditationcriteriaforengineeringandinteriordesignschoolsalreadystipulatethataschoolmustincludesustainabilityconceptsinthecurriculatogetaccredited.Thecivilengineershavecreatedabodyofknowledgeforthesecurriculardevelopments.Visitingteamsneedtoholdinstitutionstothesesustainabilitystandardswhenconductingsitevisitsandmakingaccreditationdecisions.39

19

19

TheEducators:UniversityandCollegeStaffWhilefacilities,campusplanning,andsustainabilitystaffdonotalwayssharethesameoffice,theysharemanyofthesamechallengesandareprovidedsimilaropportunitieswhenitcomestoeducatingaboutthebuiltenvironmentoncampus.Theseprofessionalsareresponsibleforeducatingandensuringlong‐termbehaviorpatternsofbuildingoccupants,includingstudents,faculty,andstaff,becausehowoccupantsusebuildinsdetermineperformance.Universityandcollegestaff,whoaretheconnectorsbetweencampusfacilitiesandthecommunity,needafundamentalandclearlycommunicatedpolicywithfundingbehinditinordertosupportanyeducationalefforts.Formanyofthesestaff,theprimaryfocusissavingmoneyviaoperationalefficiency;theyhavemuchtoteachstudentsfromtheirhands‐onexperiencewithsustainablebuildingtechnologiesandmuchtogainfrommoreinformedbuildingoccupants.Inordertomeetthenewdemandsofcampussustainability,facilitymangersmust,astheInternationalFacilityManagementAssociationstates,“LearnaboutLEED,ENERGYSTARandotherhigh‐performancebuildingratingssystemsandinitiatives”inordertobuildasoundbusinesscaseforsustainability.Newtrainingsforthesestaffarecriticalforadvancingthebestpractices,whilereducingcostsandimprovingthebuildingsimpacts.Thesestaffmembersbecomevaluableeducatorsaboutsustainablebuilding,andthereforerequireeffectiveinstructionalskills.Facultyoncampuscouldshareeducationaltechniques,providingguidancetohelpcampusstaffguideastudentintern’sinterest,enthusiasmandfinalreportsorendproductsaswellastoworkwithstudentsasmentorsontheirclassandindependentprojects.40Guestlecturesinsustainabilityclassesareanotherwaytolinktheseprofessionalswithstudentsandfaculty.TheEducators:MembersoftheLocalandRegionalCommunityBringingcolleges,universities,andcommunitiestogethertocreatemutuallybeneficialserviceandeconomicrelationshipswillunlockaplethoraofopportunitiesfordevelopingsystemicunderstandingofthebuiltenvironment.Inthesehardfinancialtimes,citiesanduniversitiesneedtofindmorewaystocollaborateinordertoshareservices,programsandcostsformutualbenefit.41Goodtownandgownrelationsarebuiltonpartnershipsbetweenacademicinstitutionsandtheircommunities,andmanyschoolshaveanoutreachmissionthatfacilitatesthisprocess.Workingwithcommunitiesandwithservice‐learningprojectsstudentswillbegroundedinexperientiallearningandwillgraduatewitharecordofhands‐onexperienceandcommunityservice.Alsoinvolvingstudentsintheplanningcommissionmeetingscouldprovecrucialineducatingthemabouttherealworldissuespertainingtosustainablebuildings.Localplanningdepartmentsanddesignandconstructioncompaniesoftenseektheassistanceofeager,educatedminds,andcivicclubs,suchasRotaryorLions,maybeabletoconnectstudentstoprojectswithlargecommunityinvolvement.Communityexamplesofsustainablebuildingmaybemoreplentiful,insomecases,thanon‐campusexamples;forexample,insomestates,

20

20

annualgreenhometourscanofferstudentsamemorableeducationalexperience.Aneducationbasedonrealpeoplefacingrealchallengescanbestpreparestudentstobecomequalifiedprofessionals.Communitymembers,whohavedirectexperiencewiththeissuessurroundingsustainablebuilding,oftenmakethebestteachers,andtheycancontributetoastudents’learningexperienceasinternshiporindependentprojectsupervisors,lecturers,faculty,andasexamplesandrolemodels.Oneapproachforcommunityengagementallowsstudentstoconvenethecommunityandexploresignificantsustainabilityissues.Inthisway,studentsgaintheexperienceofhostingacharrette,thefirststepinanygreenbuildingproject.Theideasgatheredatthiscommunityforumcanfeedanever‐evolvingdatabaseofservicelearningprojectsthatarerelevantacrossdisciplines.Whilelocalandregionalcommunitieshavemuchtoteachstudents,campusgreenbuildingscanprovidericheducationtothesurroundingcommunities.Visitorstocampuswholearnfromthetechnologiesandprocessesofsustainablebuildingcantaketheselessonsoutintothewidercommunity.SaysMitchellThomashow,PresidentofUnityCollege,“Weaspirethatourcampusbecomesanexemplarylearningandlivinglaboratoryforasustainableculture.Wehopethatpeoplewhovisitourcampus(students,parents,communitymembers,donors)willgetdozensofideasthatwillinturninspiretheirownpractices.”42

21

21

IV.WhatisSustainableBuildingEducation?Sustainablebuildingeducationcannotbedivorcedfromthebroadteachingsofecologicalliteracy,whichimpartsthevaluesandunderstandingnecessarytoguideconstruction,renovation,andoperationsasmechanismsoperatingwithinalargersystemthatdetermineshumanhealth,qualityoflife,andecosystemfunctioning.Itbecomesthemindsetinwhichallactivitiestakeplace,theconceptualseainwhicheverybodyisimmersed.Ecologicalliteracy,or“EducationforSustainability”whichencompassesthethree‐leggedstoolofecology,economics,andsociety,isthelensthroughwhichstudentswillbringsustainablebuildingeducationintotheirprofessionalandpersonallife.Lessonsinsustainablebuildingeducationstartwiththiswiderperspectivebutmustalsoimpartmorespecificconceptsthatrelateinparticulartothebuiltenvironment.EducationforSustainabilityEducationforSustainability(EFS)preparesstudentstoenterasskilledprofessionalsandresponsiblecitizensintoachangingworld,forwhichsustainablebuildingisacriticaltool.ThreeprinciplesguideEFSeducators:1.Thecontextoflearningmakeshuman/environmentinterdependence,valuesandethicsaseamlessandcentralpartofteachingofallthedisciplines,ratherthanisolatedasaspecialcourseormoduleinprogramsforspecialists.Collegesanduniversitiesoperateasfullyintegratedcommunitiesthat“practicewhattheypreach”bymodelingeconomic,socialandecologicalsustainabilityintheirownoperations.Throughpartnershipswiththelocal,regionalandglobalcommunities,studentsco‐learnandcontributetohelpingsocietybecomesociallyvibrant,economicallysecureandenvironmentallysustainable.2.Thecontentoflearningreflectsinterdisciplinarysystemsthinking,withcoursescoveringthefundamentalsustainablebuildingconcepts.Thedynamicsandanalysisforallmajorsanddisciplinesaretaughtwiththesamelateralrigoracrossthedisciplinesasthereisverticalrigorwithinthem.3.Theprocessofeducation“teacheswhatitpractices,”bycomplementingformalcurriculumwithactive,experiential,inquiry‐basedlearningandreal‐worldproblemsolvingonthecampusandinthelargercommunity.Creativityandinnovationinstudentsisfosteredtomeetglobalchallenges.EducationforSustainabilityinvolvesrecognizingthatallpartsofthecollegeoruniversitysystemarecriticaltoachievingprofoundindividual,institutional,andsocietalchange.Theeducationalexperienceofgraduatescanreflectanintimateconnectionamong(1)curriculum;

22

22

(2)research;(3)understandingandreducinganynegativeecologicalandsocialfootprintoftheinstitution;and(4)workingtoimprovelocal,regional,andglobalcommunitiessothattheyarehealthier,moresociallyvibrantandstable,economicallysecureandenvironmentallysustainable.Academiamustadaptexistingcoursesandcreatenewcourses,collaborationsandexpansion,onsustainabilitysolutions.Anexcellentwaytoteachthesystemicinterconnectionsofnature,economy,andsocietyandotherfoundationalsustainabilityconceptsistolinkcoursecontenttounmetneedsinthecommunity.Wheninquiry‐basedlearningisappliedtoproblemsofthelocalcommunity,studentsgainhands‐onexperienceworkingwithprofessionalsandcommunitymembers,andthecommunitybenefitsfromthestudents’helpinsolvingcomplexissuesandassistinginsustainablecommunitydevelopment.Realworldissues–especiallythoseinvolvingenvironmental,economic,andsocialdimensions–areinherentlyinterdisciplinaryortransdisciplinary.43Forexample,DavidOrratOberlinCollege,whoisrecognizedforhistheoriesthatstudentslearnfromeverythingtheydoandeverythingaroundthem,hasdemonstratedthatcampusbuildingscanbeeffective“teachers.”44Highereducationforsustainabilityembracesitsroletomakepositiveornegativehealth,socialandenvironmentalimpactsvisible.Imaginethatonedayallstudentsaretaughtwhereresourcescomefromandwherewastegoes.Ourcurrentecological,healthandsocialfootprintislargelyinvisibletomostofus.TheaverageAmericandoesnotknowthatbuildingsuse40percentofrawmaterialsgloballyand3billiontonsannually,45orthatinasingleyear,136milliontonsofbuilding‐relatedconstructionanddemolitiondebrisisgeneratedintheUnitedStates46,comparedto210milliontonsofmunicipalsolidwastegeneratedinthesameyear.47SustainableBuildingCoreConceptsInadditiontoimpartingthebroaderconceptsdiscussedabove,sustainablebuildingeducationspecificallyprovidesstudentswiththeskillsandknowledgeneededto:

1. Speakthelanguageofsustainablebuilding2. Understandthesystemsbehindasustainablebuiltenvironment3. Makeinformeddecisionsaboutbuildingdesignandoperation

Someproposethatthecentralquestionsthatmustbeaskedtoguidethiseducationare,“Howcanthisbuildingassistinreducinggreenhousegasemissions?Howcanitreducetheuseofcarbonenergy.Andhowcanit/coulditbecomenetzeroenergyconsuming?”48SecondNatureandtheUSGBCsurveyedthehighereducationfieldtoidentifywhatintroductorytopicsarebestinprovidingexposuretosustainablebuildingconcepts.Fromtwoonlinesurveyswith50diverserepresentativesfromhighereducation,thefollowingtopics

23

23

emergedthatmayserveasthebasisforsustainablebuildingeducationforallstudents:49

1. InterconnectednessoftheBuiltandtheNaturalEnvironment2. SystemsThinking(IntegratedDesign)3. BuildinganditsImpactonPublicHealth4. RenewableEnergyandEnergyEfficiency5. SustainableBuildingasaTooltoPursueSocialEquity6. SustainableBuildingasaModelforFinancialSecurityandProfitability7. SustainableBuildingCertificationandRatingSystems8. SustainableBuildingIndustryDrivers

Thesetopicsaredescribedinmoredetail,below:

1. InterconnectednessoftheBuiltandtheNaturalEnvironment:Studentslearnabouttheimpactofthebuiltenvironmentonecosystemsandclimatechangeandhowsustainablebuildingcanminimizethisimpact;or,insomecases,havenoimpact(net‐zeroenergybuilding)orhelptoreversetheimpact(regenerativebuilding).Forexample:WithintheUniversityofVirginia’sBuiltEnvironmentandPublicHealthCourseCurriculum,“NaturalandBuiltEnvironments,”providesstudentswithunderstandingonimportantdimensionsofthenaturalenvironmentandtheimpactofthebuiltenvironmentonitsecosystems.Studentslearnaboutthebuiltenvironment’seffectsonthelargerissuesofclimatechangeaswellaspublicandenvironmentalhealth.TopicssuchasLandUseandTransportation,EnvironmentalImpactAssessments,HealthImpactAssessments,IndoorandOutdoorAirQualityAnalysisaddresstherelationshipthebuiltenvironmentshareswiththenaturalworld.50

2. SystemsThinking:StudentsreceiveanintroductiontotheconceptsoftheIntegrated

DesignProcess(seetextboxonpage9).Theylearntoperceiveabuildingaspartofalargersystem,whichincludestheecosystemsfromwhichthebuildingmaterialsoriginate;thehumancommunitieswhichbenefitorareharmedbythebuildingprocess;andtherelationshipsbetweenthebuildingandland‐use.Teachingfromthisperspectivemakestheenvironmental,social,andeconomicimpactsvisibletothestudent.Forexample:AtYavapaiCollege,theResidentialBuildingTechnologyProgramteachesstudentstodesign,build,aswellasmanageresidentialconstructionresultinginhealthy,durable,energyandresourceefficient,environmentallyresponsivehouses.Studentslearntolookatbuildingsascoherentsystemsbylearningtoincorporateappropriatebuildingmaterials,energysystemsandtechnologies,whilemakingprudentdesignandmaterialselectionsbasedoncurrentappliedbuilding‐scienceprinciplesandsustainable

24

24

buildingdesignpractices.Inaddition,acollaborativerelationshipwithPrescottAreaHabitatforHumanityfurtherinvolvesstudentsintheircommunity,providingamuch‐neededservicetothearearesidentswhileteachingstudentsabouttherolegreenbuildingscouldplayinsustainablecommunitydevelopment.51

3. TheBuiltEnvironmentanditsImpactonPublicHealth:Acriticalpieceofunderstanding

thebuildingsandcommunitiesaspartofalargersystemismakingtheconnectionbetweenhumanhealthandindividualdecisionsmadeatthebuildinglevel.Studentslearnaboutindoorairqualityandhealthimpactsofbuildinguponnearbycommunitiesanduponthecommunitiesfromwherematerialsaresourced.Forexample:TheHarvardUniversityenvironmentalstudiescourse,“SustainableBuildings:Design,Construction,andOperations”examineshowbuildingcomponentsandsystemsaffecthumanperformanceandwell‐being.Thebuiltenvironmentisexploredasacriticaldeterminantofhealth,comfort,andproductivityforoccupants.Thiscoursehighlightslocal,national,andinternationalentitiesadoptinggreen,sustainablecriteriafornewconstructionandrenovations.52

4. RenewableEnergyandEnergyEfficiency:Becauseenergyefficiencyandrenewable

energyarevaluabletoolsinsustainabledesign,studentslearnabouttheenvironmental,social,financialandpoliticalissuesthatcontributetotheadoptionofpracticesthatusethesetoolsinconstructionandrenovation.

Forexample:AgroupofUniversityofNewHampshirestudents'undergraduateresearchprojectonlocalordinancesregulatingresidentialwindsystemsledtoanewstatelawthatsupportstheuseofresidentialwindenergy.Thenewlawprovidesguidelinesforcitiesandtownsregardingwhattodowhensomeonewantstoerectaresidentialwindenergysystem.Itaddressesheightissues,noise,setbacks,andaesthetics,andoutlinesaprocessforinputfromneighborsaffectedbysuchsystems.53

5. SustainableBuildingasaTooltoPursueSocialEquity:Theplanningandbuildingprocess

canbearoutetosocialequitythroughthedecisionsthataremadeaboutwherethematerialsaresourced,andsustainablebuildingandothergreencampusinitiativescanprovidemodelsandinspirationforagreeneconomy.Studentslearnbyhands‐onexperienceandcasestudiesabouthowbuildingdecisionsaretiedtoregionalandlocalcommunitybuilding.Typesofdesignandconstructionalsoimpacthowoccupantswillbeaffectedthroughouttheuseofthebuilding.

Forexample:AttheUniversityofTexasAustin,studentsoftheSustainableDesignandDevelopmentWorkshop(SDDW)participateinidentifyingdesertedandunderutilizedalleysthroughouttheeasternpartoftheCityofAustinwherealleyflats[secondary

25

25

dwellingunits]canbebuilt.54ThesestudentsworkcollaborativelywiththeBlacklandCommunityDevelopmentCorporationandtheGuadalupeNeighborhoodDevelopmentCorporation(GNDC)fortheprototypedesigns.55EventuallythesestudentslearnabouttheS.M.A.R.T.HousingcertificationsystemandtheAustinEnergySustainablebuildingProgramFiveStar.56

6. SustainableBuildingasaModelforFinancialSecurityandProfitability:Studentsinall

disciplinesaretaughtthatsustainablebuildingbringseconomicbenefitsinoperationalsavingsfromreducedenergyandwatercostsinthemediumandlong‐termandotherlesstangiblepaybackssuchasincreasedoccupantperformance.Studentsareexposedtohowthesebenefitsaremeasuredandevaluated.

Forexample:In2002,attheCollegeofCharlestoninSouthCarolina,politicalsciencestudents,environmentalsciencestudentsandfacultymembersfromseveraldepartmentswereinvolvedinaprojectcalled“ImplementingSustainablebuildingTechnology:UtilizingaCollegeofCharlestonHistoricBuildingasaModelfortheCollegeandCharlestonCommunities.”Studentsinvestigatedthemostcost‐effectivesustainablebuildingtechniquesforbuildingsoncampus,thebeforeandaftereffectsoftheimplementationofsustainablebuildingpracticesanditsmultifacetedrelationshipwiththecommunitywellbeingandsustainablecommunitydevelopment.57Theendproductwasanacademicpaperwrittenbypoliticalsciencestudentsthatwaspresentedatthe2003AnnualMeetingoftheAmericanPoliticalScienceAssociation.58

7. SustainableBuildingCertificationandRatingSystems:Duetotheimportantrole

certificationandratingsystemsplayindeterminingwhatmakesabuilding“sustainable”or“green,”studentsareinformedaboutthemostpopularsystemssuchasLEED,GreenGlobes,EnergyStar,andtheNationalAssociationofHomeBuilders(NAHB)certificationprograms.Learningabouttheseprogramshasasecondarybenefitofteachingstudentsaboutwhatbuildingsystemsandmaterialscancomprisea“sustainable”building.Forexample:AgroupofnineSimonFraserUniversitybusinesssustainabilityhonorsstudentscompletedareviewandcomparisonofsustainabilityinitiativesatSFU,theUniversityofBritishColumbia,andtheUniversityofVictoria(BC),wheretheyinvestigatedactivestudentsustainabilitygroups,leadingsustainabilityresearchers,energymanagement,sustainability‐relatedcoursesincludingLEEDcertification,andmaderecommendationstotheadministrationonhowSFUcanimproveitsstanding.59

8. SustainableBuildingIndustryDrivers:Whilenotallstudentswillchooseacareerthatis

closelyassociatedwiththebuildingindustry,abasicintroductiontocareeradvancementandleadershipopportunitieswithinthesustainablebuildingfieldcanhelpsomestudentstoapplytheirnewknowledgeinaverydirectwaytowardsaprofitable

26

26

career.Atcommunitycolleges,thistopicmaybegivenhigherweightbecauseofthenumbersofstudentsattheseschoolstrainingforgreenjobs.Manyoftheprogramsincommunitycollegesaretheresultofapushfromthebusinesscommunityandsomeinvolvethecollegespushingthebusinessestoincorporatesustainablepractices.Forexample:AtDuquesneUniversity,The“GreenBuildingAlliance”consistsofastudentteamthatworkscloselywitharchitects,constructionfirmsandmanufacturersofgreenbuildingmaterials.Indifferentsemestersstudentsfocusonvariousaspectsofgreenbuildingindustry,suchasconductingprimaryresearchtoidentifyinformationgapsinthegreenbuildingsupplychain,anddevelopingsurveyinstrumentstocollectdataongreenbuildingproducts,supplychains,andthedecisionprocessinvolvedinacquiringgreenproductsfornewandretrofitbuildingprojects.Thisprogramhelpsstudentsunderstandthepotentialandopportunitiesthatliewithintheinfrastructureofthegreenbuildingindustry.60

27

27

V.SustainableBuildingEducationTodayTomeetthedemandfromhalfamillionandgrowingbachelor’sdegreeseekingstudents,andcountlessmoreinthecommunitycolleges,therearemanyuniversitiesandcommunitycollegesofferingsustainablebuildingcoursesinhighereducationtoday.Themajordifferencebetweenuniversityandcommunitycollegeofferingsisthatuniversitiesareattemptingtointegratesustainablebuildinglessonsintoanexistingcurriculum,suchasarchitectureorengineering,whereascommunitycollegecourse‐contentbothintegratessustainabilityintoexistingcurriculasuchasarchitecture,engineeringtechnology,HVAC(heating,ventilationandairconditioningtechnicianprograms)andlandscaping/horticulture,andoffersmanyprogramsfocusingonexperientialsustainablebuildingteachingtechniques.Agrowingnumberoftheseprogramsleadtosustainablebuildingcertificatesuponcompletion.

Thefollowingsectionexploresstrategiesthatarebeingpracticedorconsideredbyaselectionofcollegesanduniversitiestoeducatetomorrow’sleadersandexpertsaboutsustainablebuildingprinciplesandpractices.Thislistisnotexhaustive,butratherrepresentativeofthebreadthofcurrentinitiativesatcollegesanduniversities.Thesestrategiesinclude:1. Integratingsustainablebuildingprinciplesintocoursework2. Introducingservicelearningrequirements3. Applyingrealworldproblemsolving4. Connectinghighereducationwithfutureemployers5. Learningfromwhatothersaredoing

InprimaryresearchpublishedbytheNationalWildlifeFederation,asurveyofmorethan715universitiesrevealedthatonly13percentoftheuniversitiesofferedarequiredcoursein“environmentaleducation.”61Ontheotherhand,whileinterdisciplinarycourseswithanenvironmentalfocusareincreasinglypopularincollegesanduniversities,theyremainunder‐utilized.62Theinstitutionsnowpracticingthesesustainablebuildingeducationstrategiesareamongthepioneersintherealmofhighereducationwheretheintegrationofsustainablebuildingconceptsintotheeducationalexperiencerequiresgatheringmomentumandmagnitude.

28

28

PioneeringInstitutionsandInitiativesThefollowingsectionoffersexamplesofhowschoolsareintegratingsustainablebuildingeducationintothecurriculumandco‐curriculum.Theseexamplesincludeservicelearningrequirementsandthedevelopmentofrealworldproblem‐solvingskills.Additionalexamplesoutlinehowsustainablebuildingeducationisgettingaboostfromcollaborationwiththeindustryandfutureemployers.ThissectionalsooffersmodelsfromothercountriesthatcanbemodelsforintegratingsustainablebuildingknowledgeandskillsintotheeducationalexperienceintheUnitedStates.Strategy1:IntegratingSustainableBuildingPrinciplesintoCourseworkSomeofthewaysinwhichhighereducationinstitutionsarecurrentlyeducatingtheirstudentsaboutsustainablebuiltenvironmentsarethroughthefollowing:

• Coursesthatuserealprojectsasteachingtools,• Disciplinespecificcoursessuchascoursesforengineeringstudentsorarchitecture

students,andhowtheseneedtobeinterwoveninordertodesignbuildingsandenvironmentsthatarefocusedonclimatechangemitigation,

• Interdisciplinaryacademiccoursesand‐mostimportantly‐interdisciplinarystudios,• Subjectspecificcoursessuchascoursesonenergyefficiency,and• Distance‐learningprograms.

Oftenahands‐onapproachisimplementedatcollegesanduniversitiestoeducatestudentsaboutreal‐timeonsitefacetsofsustainablebuildingpractice.NovaScotiaCommunityCollegehaslaunchedEnergySustainabilityEngineeringTechnology,anewtwo‐yearprogramwherestudentswillworkwithfacultywhoareenergyexpertstomastertheartofcreatingcustomizedenergysystemsthatincludesolar,wind,biomass,geothermal,tidal,andotheralternativeandrenewablesources.Graduateswillbequalifiedtoauditenergysystemsandrecommendthebestalternativeenergyfornewandexistingcommercialorresidentialproperties.63TheSustainablebuildingConstructionSkillsCertificateprogramattheSantaFeCommunityCollege‐NewMexicoprovidesstudentswithknowledgeandskillsneededforentry‐levelpositionsinthesustainablebuildingconstructionindustry.Theprogramrequiresthestudentstogainemploymentintheconstructionfieldtoapplytheirtraininginthe“hands‐on”practice.64

Manycampussustainablebuildingprojectsactascatalystsforsustainablebuildingeducation.AconstructionmanagementprogramatWakeCommunityCollegeusestheNorthernWakeCampusasalabsettingwherestudentslearnbothconventionalbuildingmethodsandthoseelementsofsustainableconstructionthathaveledtoLEEDcertificationatthecollege.65AtDeAnzaCollege,theKirschCenterwasconceivedandisoperatedbyDeAnzafaculty,staffandstudents,withthephilosophythatthisfacilityis"abuildingthatteachesaboutenergy,

29

29

resourcesandstewardship."Ithousesthecollege’sStatewideEnergyManagementProgram(SEMP)labandclassroom,whichfunctionbothasahightechdemonstrationareaforenergyequipmentandsystemsandasacomputerlab.66Also,atOberlinCollege,theAdamJosephLewisCenterforEnvironmentalStudies,apioneeringsustainablebuilding,wasconceivedas“ademonstrationproject,testingground,educationalvenue,andcatalystfortheemergingfieldofecologicaldesign”toteachstudentsandvisitorsaboutsustainabletechnologiesandsustainablebuildingdesign.67Creatingnewcoursesthatarecross‐referencedacrossdepartmentsandteam‐taughtcanbringaholisticunderstandingofchallenges,principlesandsolutionspertainingtosustainablebuildingpracticeamongstudents.Furthermore,co‐teachingcouldbehelpfulintheprocessofgroomingfacultywhomaybehesitanttoincorporatesustainabilityintheircurriculabecausetheydonothavetrainedbackgroundinthetopic.68AtBrownUniversity,theENVS1400SustainableDesignintheBuiltEnvironmentcourseprovidesstudentswithanin‐depthunderstandingofsustainability,asitrelatestofieldssuchasplanning,engineering,architecture,landscapearchitectureandconstruction.Studentslearntoexamineplanning,designandbuildingproblemsholistically,byconductingeconomicandenvironmentalanalysesincomparisontothelong‐termcostsoftraditionaldevelopmentapproachesandworkininterdisciplinaryteamsonappliedprojects.69AlsoatCornellUniversity,withintheCollaborativeGreenBuildingPracticecourse,inadditiontothetraditionallecturesandguestspeakers,aninteractiveweb‐basedcurriculumfacilitatesinterdisciplinarycommunicationamongstudents,professionalsandcommunitymembersofferingabroaderunderstandingofsustainablebuildingpracticeandinteractionwiththegovernmentauthorities,researchers,buildingprofessionals,andthepublictoinvestigatethebroadercontextofgreendesignandconstruction.70Collaboratingwithotherhighereducationinstitutionsandindustryexpertsisoftenanefficientroutetoteachingstudentsaboutthecurrentdemandsofthebuildingindustry.YorkUniversityhaspartneredwiththeWorldGreenBuildingCounciltodevelopaninternationaleducationprograminsustainablebuildingdesign.Theprogramhasbeenlaunchedwithathree‐weekdesignforsustainabilityinthebuiltenvironmentinteractiveworkshop.Theworkshopwillbringtogether25upper‐levelundergraduatestudentsfromaroundtheworld,“workingtocreateanewlanguageforgreendesign;onethatisopen,inclusiveandglobalinscope,”saidAndrewBowerbank,thecouncil’sexecutivedirector.71TheLosAngelesCommunityCollegeDistrict(LACCD)isaligningacademicprogramsandcourseswiththeemerginggreentechnologyindustriesthathavethehighestpotentialforjobgrowthintheLosAngelesareaandiscreatingstate‐certifiedsustainabledevelopmentcurricula.72Moreandmore,similarexamplesarecroppingupalloverthecountry.Forinstance,inthecollaborationbetweenBostonArchitecturalCollegearchitecturestudentsandTuftsUniversity,engineeringstudentsintheirjointsubmissiontothe2009DOE‐sponsoredSolarDecathlonexhibitontheWashingtonMall.

30

30

Distance‐learningcourseshelpstudentsgetexposedtosustainablebuildingindustryprinciplesandpractices.UMassOnline,theonlinelearningdivisionoftheUniversityofMassachusetts,hasintroducedtheGreenBuildingProfessionalDevelopmentSeriesprogramtoofferon‐linesustainablebuildingcourses.73Also,CaliforniaPolytechnicStateUniversity‐SanLuisObispo,YaleUniversityandtheUniversityofSouthFloridaaredevelopingacyber‐basedlearningtooltoenableengineeringstudentstoself‐regulatetheirdevelopmentinkeyareasthatunderlietheabilitytodesignforsustainability.Thetooleducatesstudentsinnotonlythescientificconcepts,butenablesthemtoseehowthey,intheirchosenprofession,cancontributetothesolution.74TheBostonArchitecturalCollegeoffers4sustainablecertificateprogramsand31distancelearningcoursesinsustainabledesign.75HarvardUniversityhasdevelopedapopulardistancecourseonsustainablebuildingdesignandconstructionthatshareslessonslearnedfromitsmorethan56campussustainablebuildingprojects.76OaklandCommunityCollegeoffersanonlinecertificateinRenewableEnergiesandSustainabilitythatincludescourseson:sustainableproductsandprocesses;sustainablebuildingdesign;energyefficiency,auditingandenergymanagement;marketingandsalesforsustainablebuildingcomponents;andavarietyofrenewableenergiescourses.77TheConsortiumforEducationinRenewableEnergyTechnologyalsooffersaRenewableEnergiesCertificatethatincludesacourseinSustainableDesignandoffersthesecoursesforremotestudents,andasprofessionaldevelopmentand/orpassthroughcoursestocollegeswantingtostarttheirownprograms.78[Therearemanyothermethodsthatcouldhelpinstitutionsingratesustainablebuildingprinciplesintothecoursework,suchascraftingoverarching,semesterandyear‐longthemesthatimpactalldisciplines,bringingexpertstocampus,andcelebratinginstitutionaleffortsintheseareas.Alsohostingconferencesandinstitutionalretreatsaroundsustainabilitytopicsandexploringtheroleofthebuiltenvironmentcouldprovideplatformforfurtherintegrationoftheseprinciplesintothecurricula.Anextensive,butnotexhaustive,listofcollegesanduniversitieseducatingtheirstudentsaboutsustainablebuildingisincludedintheAppendixofthisreport.]Strategy2:IntroducingServiceLearningRequirementsCommonlypracticedbyschools,universities,andcommunityorganizationsnationwide,servicelearningisahighlyeffectiveeducationalstrategythathaspositiveimpactsonboththeproviderandrecipientoftheservice.Infact,“Communitymembers,students,andeducatorseverywherearediscoveringthatservice‐learningoffersallitsparticipantsachancetotakepartintheactiveeducationofitsyouthwhilesimultaneouslyaddressingtheconcerns,needs,andhopesoftheircommunity.”79

Communityandresidentialprojectsteachstudentsthebenefitsofsustainablebuildingsforsustainabledevelopmentandprovideopportunitiestoworkwithsustainablebuildingindustry

31

31

experts.Additionally,academiccoursesimbeddedwithservicelearningcomponentshavethepotentialtodisseminateawarenessandteachpracticalskillsrequiredforbuildingandmanagingsustainablebuiltenvironments.ArguablytheoldestprogramofServiceLearninghasbeenpracticedattheBostonArchitecturalCenter,whichsincenearitsinceptionin1890adoptedasoneofitstenetsthatallgraduateshave3yearsofprofessionalpracticebeforetheymaygraduate.AnarchitectureclassatTheUniversityofKansas(KU)recentlydesignedandbuiltasustainablebuildingandtransportedittoGreensburg,Kansas,communitythatwasdestroyedbyatornadolastspring.KUexpectsthebuildingtoachieveLEEDcertification.80EcoMOD,theresearchanddesign/build/evaluateprojectattheUniversityofVirginiaSchoolofArchitecture,aimstocreateaseriesofecological,modularandaffordablehouseprototypes,whileworkinginpartnershipwiththeUVASchoolofEngineeringandAppliedScienceandcommunityhousingagenciestoexploremethodsforbringingsustainablehousingtolow‐incomeresidents.81

TheInstitutefortheBuiltEnvironment(IBE)attheColoradoStateUniversity,originallyestablishedbyfacultyintheCollegeofAppliedHumanSciences,bringstogetherprofessionalsandstudentsfromtherelatedfieldsofdesignandconstructiontosolveproblemsthroughresearchrelatedtothebuiltenvironment.IBE’s“UnitedWayHousingServicesDayCenter”projectprovidedgreendesignandconstructionconsultingservicesforthebuildingofaLEEDSilvercertifiedresourcecenter,“TheHousingServicesDayCenter,”acommunityinitiativetoaddresshomelessnessandpovertyinLarimerCounty.82Strategy3:ApplyingRealWorldProblemSolving“Inquiry‐basedandExperientialLearningisaprocessthroughwhichstudentsdiscoverknowledgethroughdirectexperience,takingplaceinsideoroutsidetheclassroom,onthecampusorinthelargercommunity.Thisapproachisagoodfitforeducationforsustainabilitybecauseitprovidestheopportunityforstudentstodevelopproblemsolvingandsystemsthinkingskillsthatcanbeappliedtointerdisciplinaryissues.”83Atcollegesanduniversities,studentcompetitions,experientiallearningopportunitiessuchasinternships,study‐abroadandresearchprograms,collaborativeprojectswiththe‘out‐of‐the‐classroom’component,realprojectsonthecampusesaswellasstudent‐ledinitiativesareplatformsthatofferreal‐worldunderstandingofthesustainablebuildingtechniquesandtools.AtGreenMountainCollege,studentsenrolledintheIntroductiontoEcologicalDesignandEconomicscoursewereengagedinasemester‐long,in‐classprojecttodesignaprototypegreencampusbuildingforGreenMountainCollege.Inthisproject,theyappliedbasicecologicaldesignprinciplessuchasenergyperformance,sustainablematerials,heatingoptions,andspatialdesigntoabuildingthatcouldserveasaresidencehallfortheCollege,andpresentedtheirfinaldesigntotheCollege'sadministration.84

32

32

Studentsarealsolearningfromengagementinprojectsrelatedtothebuiltenvironment,outsideoftheactualdesignandconstructionprocess.AgroupofUniversityofCalifornia‐SanDiegoundergraduatestudentsdesigned,built,anddeployedanetworkoffiveweather‐monitoringstationsasakeysteptowardhelpingtheuniversityuseoceanbreezestocoolbuildings,identifythesunniestrooftopstoexpanditssolar‐electricsystem,andusewatermoreefficientlyinirrigationandinotherways.85UniversityofNewHampshire(UNH)studentsenrolledinahorticulturetechnologyclassprojecttoinstallnativelandscapingaroundauniversitybuilding.Thisholisticlearningexperienceofferedthestudentsopportunitiestomanageastaffofvolunteers,workwithvendors,andsolicitdonationsfromnearbynurseries.86AtUnityCollege,campusgreenbuildingsserveasteachersthroughinterpretationandexhibits.“Interpretationmeansthatthecampusshouldservethebroadesteducationfunctionincallingattentiontoitssustainabilityefforts,”saysMitchellThomashow,PresidentofUnityCollege.“Arevisitorstothecollegeadequatelyinformedaboutthecampussustainabilityinitiatives?Doesthecampushaveinterestingandevocativesignagethatperformsateachingfunction?”87AtCarnegieMellonUniversity,a7000squarefoot“livinglaboratory”forinnovationsinbuildingcomponentsandintegratedsystems–TheIntelligentWorkplace‐isusedforsustainabilityresearch,teachinganddesigncharrettes,andisatestbedfordemonstration.88VivianLoftnesssuggests,“everyacademicinstitutionshouldhavealivinglaboratorysuitedtotheirclimate,withintentionsofongoingtestingandinnovationwiththeengagementofthemultipledisciplinesthatarekeytosustainability.”Strategy4:ConnectinghighereducationwithfutureemployersAnotherstrategythatcouldbecomeacatalystfortheintegrationofsustainablebuildinglessonsintotheeducationalexperienceistoconnecthighereducationinstitutionswiththefutureemployersthatdemandsustainablebuildingexpertiseinthegraduateshired.Asdescribedearlierinthispaper,highereducationisresponsibleforprovidinggraduateswiththeknowledgeandskillstosucceedintheworkforce.Employersalsohaveamajorstakeinthisissuebecausethequalityoftheirfutureemployees’educationdeterminessuccessinagreeneconomy.Communitycollegesprovideoutstandingmodelsofsuccessfullyapplyingthisstrategicapproach.Manycommunitycollegeschoosetostartwiththelow‐difficulty‐high‐impactchangestobasiccoursesandprograms,withtheoverallaimofstreamliningthestudents’skillsetstoalignwiththecurrentindustrydemands.“Theopportunityforgrowthandreturnoninvestmentinjobcategoriesbeginningwithmanuallaborjobs,especiallyinthebuildingindustry,issignificant,”explainsRustyStephens,PresidentofWilsonCommunityCollegeinWilson,NC.“Forexample,thevastmajorityofbuildingsinthecurrentinventoryofourbuiltenvironmentarehighlyinefficient.Traditionalbusinesses…needtoupgradetheskillsetsof

33

33

theiremployeesand/orbeabletohiresubcontractorswithnewsustainablebuildingskillsets.”89

Connectingcollegesanduniversitieswithemployerswhodemandgraduateswithknowledgeofsustainablebuildingandothersustainabilitypracticeswillrequiretheseinstitutionstoincorporatethelessonsofsustainablebuildingandsustainabilityintotheircurriculaand,asimportantly,providetheirstudents,faculty,administratorsaswellasvisitorswithanexperientialrealityoftheseconceptsthroughmonitoring,visualpresentationsofenergyconsumptiondata,andothermeans.Highereducationinstitutionswillneedtodevelopinnovativeprogramstoexposestudentstosustainablebuildingandothersustainabilitytopicstoenablethemtofindtheirnicheinthecompetitivejobmarket.Followingareafewexamplesoftheprogramsthatconnecthighereducationinstitutionswithemployers:

• TheGreenAcademyWorkforceInitiativeisworkingtounderstandlocalemployers’greenworkforceneedsinAlameda&ContraCostaCounty,California,andtogetworkforcetrainingprovidersandeducationalinstitutionstoaligntheirgreentechnologytrainingprograms,resources,andcurriculumtomeetemployers’demands.ParticipatinghighereducationinstitutionsincludeUniversityofCalifornia‐Berkeley,CaliforniaStateUniversity–EastBay,MerrittCommunityCollege,andthePeraltaCommunityCollegeSystem.90

• TheNewEnergyWorkforceInitiativeisaconsortiumofcommunitycollegesworking

togetherwiththelocalworkforceboardstorespondtotheindustries’currentandemergingnewenergyworkforceneeds.Theirprojectsinclude“launchingcoordinatedcoursesinphotovoltaicandenergymanagement,expandingofferingsinrenewableenergy,andproviding“Train‐the‐Trainer”coursesforinstructorsatotherschools.”91

• TheOregonBuiltEnvironment&SustainableTechnologiesCenter(BEST)ispartnering

withtheOregonStateUniversity(OSU)andPortlandStateUniversity(PSU)toestablishtheOregonBESTGreenBuildingResearchLaboratoryatPSUinordertoofferOregon’ssustainablebuildingbusinessesaccesstoadvancedresearchtools,expertiseandwell‐trainedemployees.92

• ThePennsylvaniaGreenGrowthPartnershipbringstogetherindustry,university,

economicinvestmentgroupsandnon‐profitpartnerstodevelopthestate’spositioninthesustainablebuildingmarketplace.HighereducationpartnersincludePhiladelphiaUniversity,CarnegieMellonUniversity,VillanovaUniversity,PennsylvaniaStateUniversity,andTempleUniversity.93

34

34

• TheUniversityofOregonenablesstudentstoaccessfutureemployersbyofferingopportunitieswheregreenbuildingcasestudiesareintegratedintocourseworkintwoways.Indesignstudios,studentsseekprecedentsinbuildingtype,aesthetics,form,materials,andrecentlyasiconsofbuildingperformance.Thesecondmeanschallengesstudentstoconductabuildingperformancecasestudyaspartofarequiredclassand/oranadvancedtechnologyelective.Often,casestudyinvestigationsaresetupwithfirmsandstudentsworkwithpractitionerstoexaminedrawings,intentionsandpresentoutcomesattheendoftheterm.Casestudiesareoftenwrittenupastechnicalpapers,presentedatnationalconferences(AIA,ASES,Greenbuild,ARCC,PLEA,SBSE)andplacedonstudents’resumes,whichareoftenpickedupbyprospectiveemployersandseenasbenefittothefirm.

Strategy5:LearningfromWhatOthersareDoingExploringthecreativeinitiativesundertakeninvariouscountriesaroundtheworldcanhelpinformstrategiesfortheintegrationofsustainablebuildinglessonsintotheeducationalexperienceintheUnitedStates.Someofthemorenotableexamplesofsustainablebuildingeducationinothercountriesaredescribedbelow:TheLeadershipNetworksforClimateChangeattheUniversityofTasmaniagrewoutofapilotinitiativetocreatecross‐disciplinaryteachingnetworks.Inthetrailyear,professorsfromdisciplinesasdiverseasgeology,zoology,business,education,andmarineconservationworkedcollaborativelytoengagemorethan1500studentsinrelatingclimatechangeconceptstotheirfieldofstudy.Thisefforthasnowgrowntoencompassfouruniversities,spreadoutthroughoutAustralia:UniversityofTasmania,UniversityofWollongong,UniversityofNewSouthWales,andMurdochUniversity.Despitedifferenceinorganizationandaudiencesserved,leadersfromtheseinstitutionsareworkingtowardthecommongoalofutilizingreal‐worldproblemsolvingopportunitiestoteachaboutthecomplextopicsofclimatechange.Keystothesuccessofthisinitiativeincludethenetworkintegrator,anon‐campus,paidstaffmemberdedicatedtokeepingthenetworkconnectedandprogressingtowardstheirgoal.Additionally,thenetworkintegratorischargedwithengagingnewfacultymemberstoparticipateinfutureyearsoftheprogram.TheSustainableDesignResearchCentreatKingstonUniversity,LondonservesasthehubforthesustainabledesignresearchfortheFacultyofArt,Design&Architecture.TheCentrepromotescollaborationbetweenfacultyatthecollegeonadiverserangeoftopicsincludingtheuseandspecificationofrecycledmaterials,sustainablebuildingdesign,designingforsocialimpact,indoorairqualityanditsimpactonthehealthofbuildingoccupants,andsustainablelandscapearchitecture.TheCentrealsoinvitesparticipationfromprospectivePhD,MAResearchandMADesignforDevelopmentstudentsinterestedinthefieldofsustainabledesign.94

35

35

ChineseandEuropeanuniversitiesareparticipatinginanetworkforpracticalandintellectualknowledgeandtrainingexchangeinthefieldofsustainablebuildingdesignandconstruction.TheprojectwillestablishtheSino‐EuropeanCentreofBuildingandConstruction;awebcentralresourceforinformationandcommunicationthatwouldincludeadatabaseofappropriatetools,casestudyexamplesandteachingmaterialinthefieldofsustainablebuildingdesignandconstruction;anddevelopalongtermSino‐Europeancollaborative,amongotheractivities.ParticipantsinthisprojectincludeAalborgUniversity,Denmark;CambridgeUniversity,UK;ChongqingUniversity,Chongqing,China;andTechnicalUniversityofLisbon,Lisbon,Portugal.95TheIndianGreenBuildingCouncil(IGBC)reportedintheJanuary2009GreenHabitatNewsletterthatithadsignedaMemorandumofUnderstandingwiththeCentreforEnvironmentalPlanning&TechnologyinAhmedabad,India"tofacilitategreaterindustry&institutioninteraction,whichwouldhelpinresearchandtraininginareasofsustainablebuildings.”Suchproactivestepstobuildcamaraderiebetweennon‐profitorganizationsthatfocusonsustainablebuildingpracticeandhighereducationinstitutionscouldpromulgateawarenessandunderstandingofsustainablebuildingintheeducationalexperience.96

Insomecountries,metricsarebeingdevelopedtoaidintheintroductionofsustainablebuildingconceptsintothecurriculum.TheDEEDS(DesignEducation&Sustainability)teachingandlearningresourcewasdevelopedinresponsetotheproblemthatdesignforsustainabilitywaslingeringontheouterboundariesofdesigneducationandpractice.TheInternationalCentreforInnovationandSustainability(ICIS)inDenmarktooktheleadandsuccessfullyappliedforagrantfromtheEuropeanCommissiontosetuptheDEEDSproject.DEEDSderivedSCALESteachingandlearningthemes"thatneedtobeaddressedwhenconsideringhowdesigncanpositivelyimpactsustainability.”97EngagingstudentsintheprocessofdevelopingresourcesmaybeinstructiveintheUnitedStates.Forexample,intheFacultyofArtDesignandArchitectureattheKingstonUniversityinLondon,AnneChick,DirectoroftheSustainableDesignResearchCentre,developedtheEntrepreneurshipforEveryoneStudentTextResourcebook,targetedforstudentswithoutstrongbusinesstheorybackgrounds.98AtSBO5,the2005WorldSustainableBuildingConferenceinTokyo,hostedbytheUniversityofTokyo,theorganizerstooktheinitiativetocallfordraftsfromthestudents.Followingthis,theStudentSessionpublishedthe"SustainableBuildingDesignBook"thatcontainstheworkofJapanesearchitectsselectedbystudentorganizers,aswellasdesignandresearchprojectsundertakenbyseveralinternationalstudents.99Theseexperiencesofschoolsinothercountriessuggestthattoassimilateandadvancesustainablebuildingknowledgeintheeducationalexperienceatcollegesanduniversities,thehighereducationinstitutionsintheUnitedStatescan:

36

36

1. Promotecooperationwithotherhighereducationinstitutionsthatleadstoknowledgesharing,

2. Supportthedevelopmentandimprovementofmetricstogaugetheeffectivenessofeducationalprogramsthatincorporatelessonsofsustainablebuildingandsustainabledesignintothecurricula,

3. Developacademicresourcessuchastextbooks,websites,libraries,etc.thatpulltogetherideasandinformationforincorporatingsustainablebuildinglessonsintotheprofessionaltraininganddecisionmaking,and

4. Advancecollaborationbetweendifferentacademicandadministrativedepartmentstocreateinnovativeinterdisciplinaryprograms.

CaseStudiesofSustainableBuildingEducationforAllStudentsThissectionofthepaperhighlightseffortsafewcollegesanduniversitiesarecurrentlyundertakingtoeducatealltheirstudentsaboutbasicsustainablebuildingconcepts.Attheseinstitutionstheselearningopportunitiesaremadeavailabletostudentsfromadiversityofmajors,notonlytostudentsthatareenrolledinbuilding/constructionrelatedtracks.Anotheraspecttonotehereisthattheseinstitutionseducatetheirstudentsbyofferinganinterdisciplinary(integratingthedisciplines)andmulti‐disciplinary(bringingmanydisciplinesaroundthetable)learningenvironmentandreal‐worldproblemsolvingprojects.Whatisdistinctaboutthesethreeinstitutionsisthewaysinwhichtheyapproachsustainablebuildingeducation.Oneinstitutionprovideshands‐ontrainingbyhavingstudentsconstructanactualbuilding.Anotherinstitutionlooksatitscampusgreenbuildingasalaboratoryandon‐goinglearningplatform.And,thethirdinstitutiondelvesintosustainablebuildingeducationwithinitslargerframeworkofsystemsthinkingapproach.UnityCollege,Maine

TheBarnProject:AHands‐OnExperienceUnityCollegewasestablishedin1965andislocatedon225woodedacresoffarmlandinthevillageofUnity,Maine.Unityisaprivate,liberalartscollegethatoffers22majors,13minorsand10certificationprograms.100UnityhasbeenasignatoryoftheAmericanCollegeandUniversityPresidents’ClimateCommitment(ACUPCC)since2007,andUnity’spresident,MitchellThomashowservesontheACUPCCSteeringCommittee.101UnityCollege’sEnvironmentalStewardshipCurriculumisaprimarycomponentoftheUnityeducationalexperience.Requiredinallbaccalaureatedegreeprograms,thecurriculumisdesignedtoteachimportantacademicskills,knowledge,anddispositionsthroughinterdisciplinaryandtraditionalcoursesthatstresstheconnectionsandinter‐relatednessofthe

37

37

variousdisciplinesthatcompriseenvironmentalstudies.Togetherwiththeprofessionaldegreerequirements,thesecoursesprepareUnitygraduatesforleadershiprolesinenvironmentalissues,onlevelsrangingfromlocaltoglobal.102TheEnvironmentalCitizencourseisoneoftheinterdisciplinarycorecoursesofferedtoallstudents.Thiscoursegivesstudentstheopportunityto“worktogetherwithclassmates,faculty,andcommunitymemberstoidentifyapressingenvironmentalconcern,investigatetheissue,imaginewaystohelp,andthenhelp.”103Forthiscourse,theinstructorsdecidetheareasoffocusforthecourseanddesignsyllabitohelpachievetheprogramgoals.TeachingtheConceptsofSustainableBuildingTheUnityCollegeBarnprojectstartedaspartofthisEnvironmentalCitizencourse.104Withinthiscourse,studentsbuildabarnfortheinstitutionorthecommunity.Aninitialclassof20students105workedwithProfessorMickWomerlseytostartthisproject,andalthoughthebarnwasnotcompletedwithinthe2008fallsemester,thestudentsgainedhands‐onexperienceingreenbuilding.106ThestudentsinthisclasswerealsoabletolearnaboutsustainableagricultureprinciplesbyworkingonotherfarmsinMaine.107Studentscontinuedtheworkinthefall2009offeringofthecourse.108Thecontextofthecourseteachesinterdependencebetweenecosystemsandresources,aswellasrelationshipsbetweenthebuiltandthenaturalenvironment.Thecontentoftheprogramreflectsinterdisciplinarythinkingasstudentsaredrawnfromdifferentmajorsandworktogethertofindsolutionstoasharedconcern.Lastly,theprocessofeducationincludesclassroomworkmixedwiththeexperienceofworkingonanactualprojecttobenefittherestofthecollegecommunity.Studentsinthe2008classhelpedtobuildabarnfortheMaineOrganicFarmersandGardenersAssociation(MOFGA)andthe2009classhasbeeninvolvedinworkfortheUnityCollegebarn.109Studentsintheprogramreusedthematerialsfromabarnthatpreviouslyoccupiedthesite.110WhatdoStudentsLearn?Ratherthanlookingatsustainablebuildingconceptsinisolation,theprogramintendstomakesstudentsawareoftherelationshipsbetweenthebuiltandthenaturalenvironment.Thiseducationalexperiencehasprovedcrucialinteachingstudentsaboutholisticsystemsthinkingandtheinterconnectednessofsystemssuchasthebuildinginfrastructureandagriculture,aswellascommunitydevelopment.Students’reflectionsontheprogramblogin2008indicatethattheyexploredwhatittrulymeanttobeenvironmentalcitizensandcreatedadesiretoseemorecourseslikethebarnbuildingclassatUnityCollege.111ThestudentsalsohadtheopportunitytoexploregreenbuildingsasatooltopursuesocialequityastheyhelpedMOFGAtoexpanditsreachandprovidemoreorganicfoodtothelocalcommunity.Theprogramalsoconsideredthetriplebottomlinebyprovidingasolutionthatencourageslocalfoodgrowing,andprovidesUnity

38

38

Collegestudentswiththeopportunitytolearnhowtogrowtheirownfoodaswellasbuildgreen.DukeUniversity,NorthCarolinaTheDukeSmartHomeProgram:TheBuildingasTeacherDukeUniversitywasfoundedin1924andislocatedinDurham,NorthCarolina.Dukeisaprivateresearchuniversityandconsistsof10schoolsthatofferdegreesinLaw,Medicine,Engineering,Business,andPublicPolicy,amongotheracademicareas.112DukehasbeenasignatoryoftheAmericanCollegeandUniversityPresidents’ClimateCommitmentsince2007,andPresidentRichardH.Brodheadisspearheadingtheuniversity’ssustainabilityefforts.113TheDukeSmartHomeProgramfocusesonengagingundergraduatestudentsinaresearch‐basedapproachtosmartliving,sponsoredbythePrattSchoolofEngineering.TheDukeSmartHomeprogramcomplementsaformalcurriculumwithreal‐worldproblemsolvingasstudents“Actuallyliveinthehousewhiledevelopingthesystemsinandaroundit.”114Theprogramencouragesstudentsfromvariousdisciplinestoexploresmartwaystousetechnologyinthehomeandencompassesa6,000sq.ft.residentialdormandresearchlaboratorycalledthe“TheHomeDepotSmartHome,”aLEED®Platinumcertifiedbuilding.115TheHomeDepotSmartHomestartedasanindependentstudycoursetopicdesignedbyaseniorelectricalandcomputerengineeringmajor,grewintoa20‐studentdesignproject,andnowfunctionsasacompletestudentprogramatDukeUniversity.116Oneofthecoursesofferedwithinthisprogramisa100leveldesigncourseintheengineeringdepartmentthatisopentostudentsofalldisciplines.TeachingtheConceptsofSustainableBuildingThisprogramservesasatestbedforsolutionsthatcouldbeimplementedinhomesinthelargercommunity.Studentsliveandlearninanenvironmentthatadherestohighstandardsofenvironmentalsustainability.Thisacademicprogramisanexampleofhowsustainablebuildingscanfunctionaslivinglaboratoriesteachingstudentsabouttheholisticissuesaroundsustainabilityandgreenlifestyles.TheSmartHomebuildingfeaturesagreenroof,arainwaterirrigationsystem,photovoltaicpanelsaswellaspowermonitoringsystemsthatarecurrentlyintestingphase.117TheSmartHomeProgramisagoodexampleofhowtheprincipleofIntegrativeDesignteachesstudentstotakeaninterdisciplinaryapproachtothemanagementanddesignofbuildingfeatures.ThisprogramhasofferedopportunitiestostudentteamstoconductresearchprojectsthatallowthemtoexploresystemsandtechnologiesthathelptoimprovetheefficiencyandoperationsoftheSmartHome.118Forexample,withinthisprogram,studentshaveconductedresearchinto

39

39

theLEEDcertificationsystem,watercatchmentandpurification/rainharvestingsystems,aswellasgeothermalpumps.119Thisprogramalsofostersstrongrelationshipswithindustrythroughcollaborativeprojects,toursandinterviews,guestlecturesandinternships.Thisprogramalsointendstoofferpracticaldesignexperience,projectmanagementandcommunicationsexperience,exposuretocross‐disciplinaryteamwork,andunderstandingoftheintellectualpropertyawarenessaswellasrelationshipswithcorporationsandcommunities.120WhatdoStudentsLearn?Theprogramencouragesstudentsfromdifferentacademicdisciplinestoformteamsandexploresmartwaystousetechnologyinthehomeoranybuildingtomakeitmoresustainable.Theemphasison'smart'isaboutfindingthebesttechnologicalsolutionforaparticularproblem,notjustfindingahightechsolutionorthelatestgadgetonthemarket.Thisapproachnaturallyleadsstudentstoidentify'gaps'inthemarketplace‐‐problemsthatjustaren'tbeingaddressedthroughcommerciallyavailabletechnology.Thesegapsthenbecomethebasisforexploration.121Thiscoursedemonstratestheinterconnectednessofthebuiltandnaturalenvironmentthroughitsdesignandfeatures.Studentsalsolearnhowtostrategizeandplanforbuildingrelatedprojectssincetheyareinvolvedinthedecision‐makingprocessespertainingtotheSmartHome.Theprojectalsoservesasamodelforfinancialsecurityandprofitabilitybecausestudentsarecontinuallyworkingtowardmakingthehomesmarterthanbeforewhilereducingthecostsassociatedwithenergysystemsthroughincreasedefficiencylevels.Thestudentsalsolearnaboutthegreenbuildingcertificationprocess,andinformationonhowthecreditswereachievedispubliclyavailableontheprogramwebsite.Inalltheaboveways,theprogramhelpsproduceawarestudentsandeducatedcitizenswhoaregoingtoformtomorrow’sworkforceaswellasbepreparedtomakeeducateddecisionsasconsumersandoccupantsofbuildings.GeorgiaInstituteofTechnology,GeorgiaBrookByersInstituteforSustainableSystems:AnInterdisciplinaryApproachTheGeorgiaInstituteofTechnologywasfoundedastheGeorgiaSchoolofTechnologyin1885andwasrenamedGeorgiaInstituteofTechnologyin1948toreflectagrowingfocusonadvancedtechnologicalandscientificresearch.122GeorgiaTechoffersseveralundergraduateandgraduatedegreesintheCollegesofArchitecture,Engineering,Sciences,Computing,Management,andtheIvanAllenCollegeofLiberalArts.123GeorgiaTechhasbeenasignatoryoftheAmericanCollegeandUniversityPresidents’ClimateCommitmentsinceApril

40

40

2007,124andhasagoal“thateverystudentwilltakeatleastonecourseinsustainability”125with“morethan260coursesspanningeverycollege.”126TheBrookByersInstituteforSustainableSystems(ISS),whichdevelopedfromtheInstituteforSustainableTechnologyDevelopment(ISTD),127wasfoundedinorder“tocatalyzeaunifyingandintegratingeffortininterdisciplinaryresearchandeducationonenvironmentalandeconomicsustainability.”Amajoraspectofitsmissioniseducationandoutreachgearedtowardstudentsandfaculty.The"shadow"curriculumofGeorgiaTechfoundinthestudentdormitories,studentclubs,etc.,iswherestudentsfurtherdeveloplifelongpatterns,values,andchoices.128Theinstitutedevelopsprogramswheregreenlivingandsustainabilitybecomeanintegralpartoftheresidentialcollegestructureandtheacademicdepartments,includinginformationalsessionson"green"resourceuse,recyclingcompetitions,energyconservationworkshops,andorientationsessionsfornewstudentsandstaffmembers.GeorgiaTech'straditioninsustainabilityisaninterdisciplinary,systems‐basedapproachthatfocusesonahierarchyofintegratedtechnological,scientific,andmanagementsystems,whichinteractincomplexways.Takinginspirationfromsuchtradition,theInstituteforSustainableSystemsisorganizedaroundthefollowingintersectingprograms:SustainableEnergySystems,ClimateandEnvironmentalStewardship,SustainableEnterpriseandSustainableUrbanSystems.129Thecontentoflearningattheinstitutealsoreflectsinterdisciplinarysystemsthinkingasexplainedbyitsemphasison,“Systemscience,systemengineering,andsystemmanagement[that]seekstogaininsightsintothewholebyunderstandingthelinkagesandinteractionsbetweentheelementsthatcomprisethesystem.”130Theprogramalsodrawsontheexpertiseofdifferentresearchcentersandinstitutesacrossthecampus,inadditiontoprovidinginformationtostudentsonhowtolearnaboutsustainabilityintheirprogramsofstudy.131TheinstitutepullstogetherGeorgiaTech’sworkinseveralofitsotherresearchcentersandinstitutes,includingtheCenterforBiologicallyInspiredDesign(CBID),theCenterforQualityGrowthandRegionalDevelopment(CQGRD),theInstituteforLeadershipandEntrepreneurship,aswellasStrategicEnergyInstitute(SEI)andSustainableDesignandManufacturing(SDM),underoneroof.132GeorgiaTechstrivestooperateasafullyintegratedcommunitythatmodelseconomic,socialandecologicalsustainability.AsasignatorytotheACUPCC,theinstitutionhaspledgedtoestablishapolicyongreeningallnewcampusconstruction..133TeachingtheConceptsofSustainableBuildingTheprogramstressesanddemonstratesthatunderstandingtheinterdependenceofthenaturalandthebuiltenvironment,aswellasenvironmentalvaluesandethics,shouldbecentraltoalltracksofhighereducation.Theprocessofeducationalsocomplementsformalcurriculumwith

41

41

active,experiential,inquiry‐basedlearningandreal‐worldproblemsolvingonthecampusandinthelargercommunity.Theprogramisbasedon“fiveinterrelatedstrategicpillars:research,education,economicdevelopmentandentrepreneurshipandpartnershipsandinnovativepolicies,andgreencampusdevelopment.”134

Sustainablebuildingprinciplesaregivenconsiderableimportancewithintheseprogrampillars.Intheresearchpillar,oneofthemajorthrustsisSustainableUrbanSystemswheretheprogramisanexplorationofa,“Systemsdynamicsapproachtointegrationanddesignofregionaltransportation,energy,andwatersystemswiththebuiltenvironment.”Aspartoftheeducationpillaris,“InterdisciplinaryGraduateEducationandResearchTraining[with]newprogramsbeingdevelopedinEcosystemEngineering,HarnessingtheSun,andBiologicallyInspiredDesign.”Inaddition,theprogramalsosupportsGeorgiaTech’sleadershipindevelopingandsustainingagreencampus.135Astheprogramincorporatesallaspectsofsustainablesystemsdevelopment,sustainablebuildingisacomponentoftheinstitute’sworkasitrelatestoSustainableEnergySystems,throughenergyefficiencyandconsumption,andSustainableUrbanSystems,throughsustainable,“Designofregionaltransportation,energy,andwatersystemswiththebuiltenvironment.”136JohnCrittenden,theDirectoroftheinstitute,emphasizes,“ImprovingthedesignoftheurbaninfrastructureisoneofthethreeareasinwhichISScanhavethegreatestimpact.”137WhatdoStudentsLearn?Asindicatedabove,theprogramisteachingthestudentsabouttheinterconnectednessofthebuiltandthenaturalenvironment;systemsthinkingasitrelatestothedesignprocess;theenvironmental,social,financialandpoliticalissuesaroundrenewableenergyandnaturalresources;theimpactofbuildingsonpublichealth;andtheuseofgreenbuildingsasatooltopursuesocialequity.Asampleofsustainabilitycoursestaughtin2009includescoursesinArchitecturesuchasARCH3231:EnvironmentalSystemsIthatexamines,“Humanphysiology,theoccupationofspace,andprinciplesofsustainability,micro‐climate,energyconsumption,thermalloading,passivesolarstrategies,daylighting,optics,andacoustics”andinBuildingConstruction,BC4710:GreenConstruction,whichfocuses,“Onthemeans,methods,strategies,andtechnologiestoimprovetheenergyefficiencyandperformanceofbuildings,andtoreducetheenvironmentalimpactofbuildings.Coursesteachingaboutsustainablebuildingarenotrestrictedtothebuildingfocusedtracks,butarealsoofferedtootherstudents,suchasthosewhoarestudyingPublicPolicy.Forexample,PUBP6320:SustainableSystems,isa,“Historicalintroductiontosustainabledevelopment”thatexaminestopicssuchas“theethical,economic,ecological,andtechnologicaldimensionsofsustainability,”“sustainabledevelopmentindevelopinganddevelopedcountries”and“sustainablecommunities,newurbanism,regenerativetechnologies.”138

42

42

TheworkoftheinstituteunderscoresthelargerworkofGeorgiaTech’sOfficeofEnvironmentalStewardship,whichhopesforGeorgiaTech“students,faculty,andstafftoliveandworkinasustainableenvironmentandcarrythatexperience,wayoflife,andwayofthinkingwiththemastheyventureintotheworld.”139

OpportunitiesTherearemanyopportunitiesforpartnershipsthatcanleverageindividualeffortsandforfundingtoadvancetheworkinhighereducationtoprovidesustainablebuildingeducationtoitsstudents.Studentsalsocanbecomecivicallyengagedthroughcurricularandco‐curricularactivitiestohelppasslegislationthatwillremovemarketbarriersandcreateappropriateregulationstobuildastronggreenandsustainableeconomy.FederalPolicyInitiativesFederalgovernmentprogramsaimedatdevelopingeducationresourcesforthenewgreeneconomyarejusttakingoff.SecretaryofLaborHildaL.Solis,SecretaryofHousingandUrbanDevelopmentShaunDonovan,SecretaryofEnergyStevenChu,andSecretaryofEducationArneDuncanannouncedonMay27,2009ajointpartnershipcommitted“Todevelopingnewpolicies,proposalsandideastohelpAmerica'smiddleclass,”140whichincludesnewgreeneducationinitiatives.ThroughanadditionaleffortbySolis,DuncanandChu,trainingprogramsandcareerpathwaysforstudentsfromhighschooltopostsecondaryeducationwillbeamainfocus.141TheNationalScienceFoundationisanothersourceforfederalfundingforinnovativecurriculumprograms,suchasforintegrativegraduateeducationandresearchtraineeshipprograms(IGERT).AccordingtoNSF’sWebsite,itsannualbudgetof$6.06billionprovidesfundingfor“Approximately20percentofallfederallysupportedbasicresearchconductedbyAmerica'scollegesanduniversities.”142ThefundingsectionofNSF’sWebsite143providesinformationongrantstosupportsustainablebuildingeducationprograms.TheCampaignforEnvironmentalLiteracyorganizesandmobilizestheenvironmentaleducationandsustainabilityinthehighereducationcommunityinordertosecurefederalsupportandencouragementforeducationandtrainingforsustainability.On‐goingcampaigns,inpartnershipwithSecondNature,includetheUniversitySustainabilityProgram,authorizedaspartoftheHigherEducationOpportunityActof2008(HR4137),andtheEducationforaGreenEconomicRecoveryAct(EAGER),notyetintroduced.Anexpectedcatalystforcollegesanduniversitiestodevelopandimplementmoreprogramsandpracticesmodelingsustainability,theUniversitySustainabilityProgramwouldsupportbetween25and200projectsathighereducationinstitutionsandassociationseachyear.144EAGERwouldallocate$1‐4billionperyearofcarbonemissionspermitauctionproceedstoclimatechangeeducation.

43

43

CollaborativeOpportunitiesAlthoughstillanemergingconceptwithinthehighereducationsphere,someorganizationsandassociationsworkingtoimproveeducationforclimateneutralityandsustainabilityareintegratingafocusonsustainablebuildingeducationintheirinitiatives.Thegroupsandindividuals–interviewedforthisreport–arepotentialpartnersforeffortstoprovidesustainablebuildingeducationtoallstudents:TheAssociationfortheAdvancementofSustainabilityinHigherEducation(AASHE)(www.aashe.org)isanassociationofcollegesanduniversitiesthatareworkingtocreateasustainablefuture.Itsmissionistoempowerhighereducationtoleadthesustainabilitytransformation.Theyachievethisbyprovidingresources,professionaldevelopment,anannualconference,andanetworkofsupporttoenableinstitutionsofhighereducationtomodelandadvancesustainabilityineverythingtheydo,fromgovernanceandoperationstoeducationandresearch.AASHEisinvolvedinvariousactivitiestofurthereducationforsustainabilityoncollegeanduniversitycampuses.ExamplesofsuchactivitiesincludeTraintheTrainerworkshops,organizedtwiceayear.Attendeesoftheseworkshopreturntotheirrespectiveinstitutionsanddevelopworkshopsonhowtoinfusesustainabilityintothecurriculum.Additionally,theAASHEResourceCenter,anonlineresourcelibrary,offersaccesstocurricularmaterials,maintainingalistofsustainabilityorientedarchitecture,engineeringandothersustainablebuildingprograms.In2010,AASHEisbringingthehighereducationsustainabilitycommunitytogethertodevelopnationalstrategiesforaddressingcurriculumissuesandhowtomovefromthousandsofparticipatingfacultytohundredsofthousands.AASHEwillbeworkingwithavarietyofpartnerstofacethechallengeoftransformingthehighereducationcurriculumtoincludemoreknowledge,skills,andvaluesgroundedinprinciplesofsustainabilityandtochangethepedagogytoreflecttheproblem‐posing/problem‐solvinggoalsofsustainabilityeducation.PaulRowland,theexecutivedirectorofAASHE,feelsthatgreenbuildingprinciplesneedtobeaddressedinthecontextofthemoreholisticsustainabilityissues.Sincestudentsofdifferentmajorstakedifferentcoursework,itisimportanttosystematicallyquestionthecorecurriculum,thenon‐formaleducation,studentbehaviorsoutsidetheclassroom,andpotentialsforintroducingmandatoryorrequiredsustainabilityeducation.ThenationalstrategiesthatcomeoutofAASHE’scurriculumdiscussioncouldprovecrucialinpromotingthemissionofthispaper.GeoffreyChase,DeanofDivisionofUndergraduateStudiesatSanDiegoUniversityandChairoftheAASHEBoard,commentedonintegratingsustainabilityintotheeducationalexperience,“Pressurearoundinfusingsustainabilityintocollegeanduniversitycurriculaseemstobegainingmomentum.Whenaskedabouthisthoughtsaroundbasicsustainablebuilding

44

44

educationforallstudents,hesuggested,“Questionsthestudentsaskaboutthebuildingaremoreimportantthatwhattheycouldsayaboutthebuildingfeatures.”Itiscriticallyimportanttounderstandhowstudentsareconnectedtobuildingsasthiscoulddevelopstudentawareness,andprovideaguideintoteachingthemaboutsystemsthinking.

USGBCStudents(http://www.usgbc.org/students)isthecollegeanduniversitystudentengagementprogramoftheU.S.GreenBuildingCouncil.Theprogramwascreatedtohelprecruit,equip,andconnectthenextgenerationofleaderstothegreenbuildingmovementandsustainabledesignindustry.USGBCStudentsareinvolvedinpeereducation,advocatingforsustainabilityoncampus,engagingwiththelatestinnovationsingreenbuilding,andparticipatingincommunityservice‐learninginitiatives.

Thisprogramwaslaunchedinthespringof2009withparticipationfrom52schoolsacrossthecountry.Byempoweringthenextgenerationofleaderstotransformtheircampuses,communitiesandcareers,USGBCStudentsengagestwooverlappinggroupsofstudents:thoseinbuildingsciences,suchasarchitecture,engineering,constructionmanagementandinteriordesign,aswellasmotivatedchangeagentswithapassionforsustainabilityissues,representingacross‐sectionofdisciplines.

“USGBCStudentstakesanintegratedapproachtoinvitestakeholdersfromacrossthecampustoengageinthedialogueaboutsustainabilityandtotakeaction.Ourstudentleadersareinitiatingconversationswithfacultyandadministrationabouthowtobetterintegratesustainabilityintocurriculum.”Ontheotherhand,thebroadercommunityofUSGBCStudents,representingbusiness,healthcare,andthehumanities,amongothermajors,arehelpingtoeducatetheirpeersonsustainabilityandthebenefitsofgreenbuilding.“Studentsarelearningaboutsustainabilitythroughserviceandexperience,”accordingtoAnderson.“WeareexcitedthatUSGBCStudentsarefindingwaystoleaveapositiveimpactontheircampusandcommunityandwelcomeotherstojoinusintheprocess.”USGBCEmergingProfessionals(http://www.usgbc.org/DisplayPage.aspx?CMSPageID=116)arestudentsandyoungprofessionalswiththevisionanddedicationtobethefutureleadersofthesustainablebuildingmovement.EGBgroupsaroundthecountryofferyoungpeopletheopportunitytogetinvolvedinsustainablebuildinglocally,gainaccesstoUSGBCresources,andparticipateinlocalevents.TheEmergingGreenBuildersprogramhasbeenrecentlyrefocusedandrebrandedasthe“USGBCEmergingProfessionals”byUSGBC,broadeningitsreachtoallyoungprofessionalsatcollegesanduniversitieswhoareinterestedindevelopingcareersinsustainabilityandsustainablebuildingindustry.Participantsadvocateforsustainabilitywheretheywork,makingsuretheirfirmsunderstandthevalue.TheyalsogetinvolvedinorganizationssuchasDesignersAccord(http://www.designersaccord.org/),wheretheyagreeasprofessionalstoasktheir

45

45

clientsaboutsustainablebuilding.Sincethisprogramfocusesonprofessionaldevelopment,leadershipdevelopmentandnetworking,thisgroupcouldbecomeaneffectivepartnerinpromotingthemissionofthispaperaccordingtoBrandonAnderson,themanageroftheStudentandYoungProfessionalsProgramsattheUSGBC.TheNationalCouncilforScienceandtheEnvironment(http://ncseonline.org)isanot‐for‐profitorganizationdedicatedtoimprovingthescientificbasisforenvironmentaldecision‐making.DavidBlockstein,thedirectorofeducationandseniorscientistwiththeNationalCouncilforScienceandtheEnvironment,suggeststhatdetailedknowledgemightnotbealwaysparticularlyrelevantforallstudents;thereshouldbecontextuallearningthatstudentscouldapplyintheirlives.AccordingtoBlockstein,

“Moststudentsandrecentcollegegraduatesarelivingandworkingindwellingsthattheydon’town,thereforetheemphasisreallyneedstobeonaspectsthattheyactuallyhavesomecontroloverintheirlivesandnotthetechnologiesthatarelikelytochangebythetimetheyareactuallyinapositiontoaffectbuildingconstructionandmanagement.Whattheeffort[educationalstrategy]reallyneedstodoislookathowtousescholarlyactivities,integratethisintoclasses;forexample,todevelopreallygoodproblem‐setsthatcanbeusedinphysicsclasses,tousebuildingandenergyissuestoteachfundamentalprinciplesofphysics,statisticsandmathematics.”

Healsoexplainedthattheexampleseducatorsarecurrentlyusingareveryesoteric.Blocksteinassertsthereisaneedtodeveloppracticalexamplesthatillustratebroaderprincipleswithinthecoredisciplines.Leveragingexistingcourses,especiallyincorescience,technology,engineeringandmathematicscoursesprovidesastrategytopursuewhileteachingsustainablebuildingprinciplestoallstudents.

Whenaskedaboutthesynergiesbetweentheeffortsofhisorganizationandthegoalofthispaper,hedescribedaprojecttocreateaClimateAdaptationandMitigationE‐Learning(CAMEL)community,commencinginOctober2009.TheNationalCouncilforScienceandtheEnvironment(NCSE)hasbeenawardedathree‐yeargrantof$1,666,820bytheNationalScienceFoundation(DUE‐0950396)tocreateanationwidecyber‐enabledlearningcommunityforsolutionstoclimatechange.CAMELwillengageexpertsinscience,policyanddecision‐making,education,andassessmentintheproductionofavirtualtoolboxofcurricularresourcesdesignedforteachingclimatechangecauses,consequences,andsolutions.Thisprojectwillcreatetheinfrastructureandcommunityforeducatorstodevelopmaterialstoteachstudentsaboutclimatechange,andevenmoreimportantly,forstudentstounderstandoptionsandopportunitiesformitigatingandadaptingtoclimatechange.Overthe3‐yeartimeframe,issuesandconceptsrelatedtosustainablebuildingwouldbeoneofthemajorareas

46

46

thatthisprojectwillcover.AnopportunityforpartnershipliesinusingtheframeworkthattheNationalAcademyofSciences(NAS)willestablishthoughthise‐learningcommunity.Furthermore,partnerorganizationscancollaborativelydevelopthecontenttobeincludedinE‐learningmaterial.Theseeffortswillhelpdisseminatematerialamongfacultyandstudents,withafeedbackloopsuppliedbyevaluationsofhoweffectivethismaterialisinlearningandteachingaboutsustainablebuildingandsustainability.TheCAMELproject’sfocusonmatchingtopicalcontentwithproveneducationaltechniques,allowsNAStocollaboratewiththosewhoarenotonlyexpertsonthecontent/subjectmatter,butarealsoknowledgeableabouthowtodesigncoursesandcasestudies.MoreinformationonCAMELcanbefoundattheCouncilofEnvironmentalDeansandDirectors’website(http://www.ncseonline.org/CEDD/cms.cfm?id=2348).ProjectKaleidoscope(PKAL)focusesonbuildingleadershipattheinstitutionalandnationallevelstoensurethatAmericanundergraduateshaveaccesstorobustlearningexperiencesinscience,technology,engineeringandmathematics(STEM)fields.Onecomponentofthisprojectfocusesonthedevelopmentofsciencebuildingsandsciencelabsatcollegesanduniversitiesthatareconducivetoandsupportiveofsustainabilityeducationandgreenprinciples.

ThePKALFacilitiesPlanningResourcepresentsaportfolioofmaterialsandinformationabout21stCenturyFacilitiesforUndergraduateSTEMLearning.Thisresourcehighlightspeopleandtheprocessinthisfield,providingvaluableinformationonhowtodeterminetheprojectscope,visionandcontext.Thisprojectexploreswaystodesigncurriculumwhileemployingandintegratinglessonslearnedduringtheplanninganddesignofagreenandsustainablecampusbuilding,andthereforepresentssignificantsynergiesbetweenthegoalsofthispaperandPKAL.TheDisciplinaryAssociationsNetworkforSustainability(DANS)(http://www2.aashe.org/dans)providesfacultyandstaffdevelopmenttosupportthecreationofsustainabilityfocusedcurriculaandintegrationoncollegecampuses.“Wearemorethangladtocollaborate,sowecanbemoreeffectiveaboutfacultydevelopmentandbringittothesystemiclevelwhereitneedstobe,”saidDebraRowe,founderandfacilitatorforDANS.Facultyoftengetexcitedaboutthevalueofsustainabilityeducationwhenprovidedwithqualityprofessionaldevelopmentopportunitiesthroughtheirdisciplinesandontheircampuses.Professionaldevelopmentcanhelpfacultycreateclassroomlearningactivitiesthatcombinesustainabilityconceptswithacademicdisciplinaryconceptsquiteeasily.Facultyshouldbegiventhebasicbackgroundinformationonsustainabilityaswellasanopportunitytoexploretheuniqueandimportantcontributionstheirdisciplinecanmaketoasustainablefuture.Sustainabilityeducationgrowswhenfacultymembersaregivenasupportsystemwheretheycansharetheirquestionsandconcerns.SaysRowe,“Oneshotfacultydevelopment

47

47

doesnotcreateanongoingcultureofengagementinsustainabilityeducation,andthatiswhatisneeded.”TheAmericanInstituteofArchitects(http://www.aia.org/index.htm)hasbeentheleadingprofessionalmembershipassociationforlicensedarchitects,emergingprofessionals,andalliedpartnerssince1857.Withnearly300stateandlocalchapters,theAIAservesasthevoiceofthearchitectureprofession.Theycarryouttheirgoalsthroughadvocacy,information,andcommunitybuilding.“Partofwhatisgoingtohappenwithsustainablebuildingsisthattheconsumerswillalsobecomeoperators.Sustainablebuildingsaregoingtorelyonpeoplebecomingsmartabouthowtousethem.”AIAhasbeenworkingwiththeNationalArchitecturalAccreditingBoard(NAAB)andtheSocietyofBuildingScienceEducatorstoimplementsustainablebuildingrequirementsandtodevelopCarbonNeutralcurriculumforarchitecturalschools.Manybelievethroughregulation,NAABcanbecomelessinvolvedwithprescribingdetailedstudentperformancecriteriaandfocusmoreontheoverallperformanceofthesearchitectureschoolsindevelopingcurriculaforcarbonneutral/zeronetenergycharacteristicsthatformanintegralpartofexcellently‐designedarchitectureandenvironments.Equallyimportant,accordingtoHenrySiegel,amemberoftheNationalAdvisoryGroupfortheAIA’sCommitteeontheEnvironment,isteachingcollaborationwithotherprofessionalstoimplementanintegratedapproachtoprojectplanning,design,constructionandpost‐occupancyissues.AssistingthisworkaretheArchitecture2030goalsofAIAandtheEdMazriainitiative(http://www.architecture2030.org/),whicharehelpingtransformthearchitectureprofessionintoamoreclimateresponsivepractice.SecondNatureandtheU.S.GreenBuildingCouncil,astheauthorsofthispaper,arealsopotentialcollaboratorsinanyinitiativetoeducateallstudentsaboutsustainablebuilding.InformationabouttheseorganizationsandtheirprogramsareincludedintheAppendix.

48

48

VI.Recommendations

Inwritingthispaper,SecondNatureandUSGBChavecometogethertoinspireactionathighereducationinstitutionsthroughoutthecountry.Clearly,thereisanurgentanddecisiveneedforcollegesanduniversitiestoeducateallstudentsaboutthebasicconceptsofsustainablebuilding,advancingeducationforsustainability.Highereducationplaysauniqueandcriticalroleinoursociety.Aseducatorsoftheemergingworkforce,theseinstitutionscanensuregraduateshavetheskillsandknowledgetosucceedasprofessionals.Astrainingcentersandcommunityfocalpoints,theseinstitutionssupportadaptationandencouragegrowthinoureconomy.Asresearchcenters,theseinstitutionspromoteinnovationthatwillleadtowidespreadhealthandwell‐being,efficiencyandconservation,andprosperity,forall.

Howhighereducationinstitutionscouldaddressthisdireneedandstarteducatingstudentsabouttheimportanceofsustainabilityvis‐à‐vissustainablebuildingsissuccinctlydescribedintheformofflow‐chartsintheRecommendationssectionofthepaper.Thesechartoutapproachesandstrategiesthatcouldenablehighereducationinstitutionsintranslatingthelearningprinciplesintoteachingpractices.Thesearehands‐on,solution‐basedmethodologiesthatunderscoretheopportunitiesarisingfromcross‐disciplinarylearning,potentialthatisembeddedintheunifiedengagementofstaff,faculty,administrationandstudents,aswellasvalueofleveragingwhatisalreadyavailable,intermsofeducationalresources,expertiseandpedagogies.Whetheryoucurrentlyworkorstudyataninstitutionthat:

• Doesnotyetteachcoursesinsustainabilityorsustainablebuilding;• Teachessustainabilitycourses,butdonotfocusonsustainabilitybuildingconcepts;• Orteachessustainablebuildingcourses,butonlytostudentsofspecifictracks

Thereisapathforyoutofollow,togrowyourpersonalpractice,andmakecertainallstudentsareintroducedtotheseconcepts.Thecampusisalivinglaboratory,filledwithopportunityforstudentengagement.Weinviteyoutoimaginethepossibilitiesandtakethenextsteptoensurethatcurrentandfuturegenerationswillbehealthy,andwillhavestrong,secure,thrivingcommunitiesandeconomicopportunitiesforall.

49

49

ReferenceList1Cortese,Anthony.2009.MobilizingHigherEducationforaHealthy,JustandSustainableSociety.PresentedattheNewEnglandBoardofHigherEducationLeadershipForum,May4,inBoston,MA.2IntergovernmentalPanelonClimateChange(IPCC).2007.ClimateChange2007:Impacts,AdaptationandVulnerability.CambridgeUniversityPress,NewYork,NY.3EnvironmentalInformationAdministration.2008.EIAAnnualEnergyOutlook.RetrievedJune20,2009,fromhttp://www.eia.doe.gov/oiaf/aeo/.4Architecture2030.2009.TheBuildingSector:AHistoricOpportunity.RetrievedSeptember20,2009,fromhttp://www.architecture2030.org/current_situation/hist_opportunity.html.5McGrawHillConstruction.2007.GreenOutlook:TrendsDrivingChangeReport.RetrievedSeptember20,2009,fromhttp://construction.com/market_research/reports/GreenOutlook.asp.6GovernmentServicesAdministration.2008.Assessinggreenbuildingperformance:Apostoccupancyevaluationof12GSAbuildings.Washington,DC:GSAPublicBuildingsService,OfficeofAppliedScience.7Fisk,William.2000.Healthandproductivitygainsfrombetterindoorenvironmentsandtheirrelationshipwithbuildingenergyefficiency.AnnualReviewofEnergyandtheEnvironment:25,p.537‐66.8NAHBResearchCenter.1997.ResidentialConstructionWaste:FromDisposaltoManagement.UpperMarlboro,MD:PeterYost.9Cortese,Anthony.2009.MobilizingHigherEducationforaHealthy,JustandSustainableSociety.PresentedattheNewEnglandBoardofHigherEducationLeadershipForum,May4,inBoston,MA.10U.S.GreenBuildingCouncil.2009.LEEDReferenceGuideforGreenBuildingOperationsandMaintenance.Washington,D.C.:U.S.GreenBuildingCouncil.11U.S.GreenBuildingCouncil.2009.LEEDReferenceGuideforGreenBuildingOperationsandMaintenance.Washington,D.C.:U.S.GreenBuildingCouncil.12U.S.GreenBuildingCouncil.2009.GreenBuildingandLEEDCoreConceptsGuide.Washington,D.C.:U.S.GreenBuildingCouncil.13MiddleburyCollege.LocalGreenWood.RetrievedSeptember20,2009,fromhttp://www.middlebury.edu/sustainability/design/wood.14DepartmentofCommerce.2008.AnnualValueofConstructionPutinPlace.RetrievedSeptember20,2009,fromhttp://www.census.gov/const/C30/pr200812.pdf.15McGraw‐HillConstruction.2009.GreenOutlook:TrendsDrivingChangeReport.RetrievedSeptember20,2009,fromhttp://construction.com/market_research/reports/GreenOutlook.asp.16McGraw‐HillConstruction.2007.ConstructionEducationGreenBuildingSmartMarketReport.RetrievedSeptember20,2009,fromhttp://construction.ecnext.com/coms2/summary_0249‐229622_ITM_analytics.17Architecture2030.AboutUs.RetrievedApril28,2010fromhttp://www.architecture2030.org/about.php.18TheAmericanInstituteofArchitectureStudents.2002.TheRedesignofStudioCulture:AReportoftheAIASStudioCultureTaskForce.Washington,D.C.:TheAmericanInstituteofArchitectureStudents.19Solis,Hilda.2009.GreenJobsandaNewFoundation.RetrievedJune22,2009,fromTheWhiteHouseBlog:http://www.whitehouse.gov/blog/2009/05/27/green‐jobs‐and‐a‐new‐foundation.20U.S.Government.TheAmericanRecoveryandReinvestmentActof2009.RetrievedMay29,2009fromwww.recovery.gov.21GreenforAll.AboutUs.RetrievedApril19,2010,fromhttp://www.greenforall.org/about‐us/.22GreenEnergyEducationActof2009,H.R.Rep.No.957,111thCong.,1stSess.(2009).RetrievedJune10,2009,fromOpenCongressWebsite:http://www.opencongress.org/bill/111‐h957/show.23GreenForAll.TheGreenJobsAct.RetrievedJune5,2009,fromhttp://www.greenforall.org/what‐we‐do/working‐with‐washington/the‐green‐jobs‐act.24Pollin,Robert,JamesHeintz,andHeidiGarrett‐Peltier.2009.TheEconomicBenefitsofInvestinginCleanEnergy,p.18‐19.Washington,D.C.:CenterforAmericanProgress&PoliticalEconomyResearchInstitute.RetrievedJune10,2009,fromhttp://www.americanprogress.org/issues/2009/06/pdf/peri_report.pdf.25U.S.GreenBuildingCouncil.2009.USGBCUpdateonTheBuildingPerformanceInitiative.Washington,D.C.:U.S.GreenBuildingCouncil.26Gardner,Jean.Whatwillbethemostsignificantchallengefacingarchitectureandsocietyin2020?Blogcomments,2020:ConsideringtheWorldandtheFutureArchitect.RetrievedApril1,2010,fromhttp://2020architect.org/2020/?p=493.27Cortese,Anthony.2009.MobilizingHigherEducationforaHealthy,JustandSustainableSociety.PresentedattheNewEnglandBoardofHigherEducationLeadershipForum,May4,inBoston,MA.

50

50

28AmericanCollege&UniversityPresidents’ClimateCommitment.ACUPCCReportingSystem.RetrievedJune20,2009,fromhttp://acupcc.aashe.org/.29Sherman,DanielJ.2008.Sustainability:What’stheBigIdea?AStrategyforTransformingtheHigherEducationCurriculum.Sustainability:TheJournalofRecord,1(3),p.188.30Hattan,Amy,AnthonyCortese,andMichelleDyer.2009.EducationforClimateNeutralityandSustainability:GuidanceforACUPCCInstitutions.Boston,MA:SecondNature.RetrievedJune10,2009,fromhttp://www.secondnature.org/documents/EducationforClimateNeutralitySustainability_2009.4.30final_000.pdf.31FromU.S.GreenBuildingCouncilCollectedResearch.2009.CollectedfromArchitectureAccreditationBoard,AmericanSocietyofLandscapeArchitects,AmericanPlanningAssociation,AmericanSocietyforEngineeringEducation,&AmericanSocietyofInteriorDesign.32FromU.S.GreenBuildingCouncilCollectedResearch.2009.CollectedfromArchitectureAccreditationBoard,AmericanSocietyofLandscapeArchitects,AmericanPlanningAssociation,AmericanSocietyforEngineeringEducation,&AmericanSocietyofInteriorDesign.33Feldbaum,MindyandHollyStates.2009.GoingGreen:Thevitalroleofcommunitycollegesinbuildingasustainablefutureandgreenworkforce.NationalCouncilforWorkforceEducationandtheAcademyforEducationalDevelopment,p.15.34U.S.CensusBureau.2005.StatisticalAbstractoftheUnitedStates,2001‐2004.SeeTable219(http://www.census.gov/prod/2004pubs/03statab/educ.pdf).RetrievedJune10,2009,fromU.S.CensusBureau“FactsforFeatures”pressreleasepage:http://www.census.gov/Press‐Release/www/releases/archives/facts_for_features_special_editions/002263.html.35U.S.GreenBuildingCouncil.2009.ExecutiveSummaryofEducator’sSummit.FromGreenBuild2008,Boston,MA.36U.S.GreenBuildingCouncil.2009.ExecutiveSummaryofEducator’sSummit.FromGreenBuild2008,Boston,MA.37Hattan,Amy,AnthonyCortese,andMichelleDyer.2009.EducationforClimateNeutralityandSustainability:GuidanceforACUPCCInstitutions.Boston,MA:SecondNature.Retrievedfromhttp://www.secondnature.org/documents/EducationforClimateNeutralitySustainability_2009.4.30final_000.pdf.38Huckle,John.2004.CriticalRealism:APhilosophicalFrameworkforHigherEducationforSustainability.HigherEducationandtheChallengeofSustainability.TheNetherlands:KluwerAcademicPublishers.39DisciplinaryAssociationsNetworkforSustainability.2008.ResourcesofInterestfortheDisciplinaryAssociationsNetworkforSustainability.RetrievedMarch31,2010,fromhttp://www2.aashe.org/dans/resources.php.40Daigneau,William.2007.MegatrendsandMyths:HigherEducationFacilitiesManagement(appendixinExploringtheCurrentTrendsandFutureOutlookforFacilityManagementProfessionals).Houston,TX:InternationalFacilitiesManagementAssociation.RetrievedSeptember10,2009,fromhttp://www.ifma.org/tools/research/forecast_rpts/2007.pdf.41InternationalTown&GownAssociation.2009.AboutUs.RetrievedSeptember10,2009,fromhttp://town‐gown.net/about.42Thomashow,Mitchell.2009.TheNineElementsofaSustainableCampus.RetrievedJanuary30,2010,fromhttp://www.unity.edu/AboutUnity/PresidentWelcome/Ideas.aspx.43Timpson,William.M.,BrianDunbar,GailmarieKimmel,BrettBruyere,PeterNewman,andHillaryMizia.2006.147PracticalTipsforTeachingSustainability:ConnectingtheEnvironment,theEconomy,andSociety.Madison,WI:AtwoodPublishing.44Meadows,Donnella.1997.ABuildingCanBeTeacher.TheGlobalCitizen.RetrievedSeptember14,2009,fromhttp://www.pcdf.org/meadows/building.htm.45Lenssen,NicholasandDavidM.Roodman.1995.ABuildingRevolution:HowEcologyandHealthConcernsareTransformingConstruction.WorldwatchInstitute(WorldwatchPaper124).RetrievedSeptember10,2009,fromhttp://www.worldwatch.org/node/866.46U.S.EnvironmentalProtectionAgency.1997.U.S.EPACharacterizationofBuilding‐RelatedConstructionandDemolitionDebrisintheUnitedStates(ReportNo.EPA530‐R‐98‐010).WashingtonD.C.:U.S.EnvironmentalProtectionAgency.47U.S.EnvironmentalProtectionAgency.1997.CharacterizationofMunicipalSolidWasteintheUnitedStates(ReportNo.EPA530/R‐98‐007).WashingtonD.C.:U.S.EnvironmentalProtectionAgency.48Papesch,Peter.2009.ATentativeCarbonNeutral/ZeroNetEnergy(CN/ZED)CurriculumOutline.Unpublished.49AdvancingSustainablebuilding:TeachingtheConceptsofSustainablebuildingtoAllStudents.2009.AsurveyconductedbySecondNatureandtheU.S.GreenBuildingCouncil.50UniversityofVirginia.BuiltEnvironment+PublicHealth:CourseCurriculum.RetrievedFebruary7,2010,fromhttp://faculty.virginia.edu/nbotchwey/Unit2_NaturalAndBuiltEnvironments.html.51YavapaiCollege.CollegeHouseProjects.RetrievedFebruary7,2010fromhttps://www.yc.edu/content/academics/areasofstudy/departments/RBT/06_07College%20House.htm.52SustainabilityatHarvard.EnvironmentalStudiesE‐119‐SustainableBuildings:Design,Construction,andOperations.HarvardUniversity.RetrievedFebruary4,2010,fromhttp://green.harvard.edu/node/195.

51

51

53UniversityofNewHampshire.2008.UNHStudentResearchProjectLeadstoNewWindEnergyLaw.RetrievedSeptember10,2009,fromhttp://www.unh.edu/news/cj_nr/2008/July/lw23law.cfm.54TheAlleyFlatInitiative.2009.History.RetrievedSeptember8,2009,fromhttp://thealleyflatinitiative.org/history.html.55TheAlleyFlatInitiative.2009.History.RetrievedSeptember8,2009,fromhttp://thealleyflatinitiative.org/history.html.56TheAlleyFlatInitiative.2009.Prototypes.RetrievedSeptember8,2009,fromhttp://thealleyflatinitiative.org/prototypes.html.57CollegeofCharleston:CampusSustainability.ImplementingSustainablebuildingTechnology:UtilizingaCollegeofCharlestonHistoricBuildingasaModelfortheCollegeandCharlestonCommunities.Charleston,SC:CollegeofCharleston.RetrievedAugust21,2009,fromhttp://spinner.cofc.edu/sustainability/greenbuilding.htm.58Halfacre,AngelaC.,KatherineA.Owens,KatherineS.Zimmerman,andZacharyH.Hart.2003.Faculty‐StudentServiceLearning,ResearchTeamsandPoliticalScienceConcepts:TheCaseofaHistoricGreen‐BuildingProjectonaCollegeCampus.Preparedfordeliveryatthe2003AnnualMeetingoftheAmericanPoliticalScienceAssociation,August2003.Charleston,SC:AllAcademicResearch.RetrievedAugust15,2009,fromhttp://www.allacademic.com/meta/p_mla_apa_research_citation/0/6/3/9/2/pages63928/p63928‐1.php.59SimonFraserUniversity.SFULagsinSustainabilityInitiatives.RetrievedFebruary7,2010,fromhttp://www.sfu.ca/sfunews/news/story_06250916.shtml.60DuquesneUniversitySchoolofBusiness.MBASustainabilityProgramStudentProjects.RetrievedFebruary7,2010,fromhttp://mba.sustainability.duq.edu/program/student‐projects.asp.61NationalWildlifeFederation.2008.CampusEnvironment2008:ANationalReportCardonSustainabilityinHigherEducation(2nded).Reston,VA:NationalWildlifeFederation(NWF),August21.RetrievedSeptember10,2009,fromhttp://www.nwf.org/Global‐Warming/Campus‐Solutions/Resources/Reports/Campus‐Report‐Card.aspx.62U.S.GlobalChangeResearchInformationOffice.1994.EducationforSustainability:AnAgendaforAction.Washington,D.C.:U.S.GovernmentPrintingOffice.RetrievedJuly9,2009,fromhttp://www.gcrio.org/edu/pcsd/index.htm.63CompiledbyWebster,AndreaandJulianDautremont‐Smith.2009.NovaScotiaCCLaunchesSustainabilityEngineeringTechPrgm.AASHE2008Digest,p.45.Lexington,KY:AssociationfortheAdvancementofSustainabilityinHigherEducation(AASHE).RetrievedJuly14,2009,fromhttp://www.aashe.org/files/documents/AASHEdigest2008.pdf.64SanteFeCommunityCollege,SchoolofBusinessandAppliedTechnologies.SustainableBuildingConstructionSystems/SkillsProgram.RetrievedJuly16,2009,fromhttp://www.sfccnm.edu/programs/green_building_systems.65Hattan,Amy,AnthonyCortese,andMichelleDyer.2009.EducationforClimateNeutralityandSustainability:GuidanceforACUPCCInstitution,p.26.Boston,MA:SecondNature.RetrievedJuly14,2009,fromhttp://www.secondnature.org/documents/EducationforClimateNeutralitySustainability_2009.4.30final_000.pdf.66DeAnzaCollege.2009.KirschCenterforEnvironmentalStudies:ABuildingthatTeaches.RetrievedJuly29,2009,fromhttp://www.deanza.edu/kirschcenter/.67DeAnzaCollege.2009.KirschCenterforEnvironmentalStudies:ABuildingthatTeaches.RetrievedJuly29,2009,fromhttp://www.deanza.edu/kirschcenter/.68Hattan,Amy,AnthonyCortese,andMichelleDyer.2009.EducationforClimateNeutralityandSustainability:GuidanceforACUPCCInstitutions,p.18.Boston,MA:SecondNature.RetrievedJuly14,2009,fromhttp://www.secondnature.org/documents/EducationforClimateNeutralitySustainability_2009.4.30final_000.pdf.69BrownUniversity.2008.SustainableDesignintheBuiltEnvironment.Providence,RI:AcourseofferedbytheEnvironmentalStudiesDepartment,BrownUniversity.RetrievedJuly13,2009,fromhttps://selfservice.brown.edu/ss/bwckctlg.p_disp_course_detail?cat_term_in=200810&subj_code_in=ENVS&crse_numb_in=1400.70U.S.GreenBuildingCouncil.2008.CornellUniversity:CollaborativeSustainablebuildingPractice.College&UniversityCurriculumPrograms,U.S.GreenBuildingCouncil.RetrievedJuly17,2009,fromhttp://www.usgbc.org/DisplayPage.aspx?CMSPageID=1889.71CompiledbyWebster,AndreaandJulianDautremont‐Smith.July20,2009.YorkUPartnersforEducationPrograminSustainablebuildingDesign.AASHEBulletin.Lexington,KY:AssociationfortheAdvancementofSustainabilityinHigherEducation.RetrievedJuly20,2009,fromhttp://www2.aashe.org/archives/2009/0720.php#272Hattan,Amy,AnthonyCortese,andMichelleDyer.2009.EducationforClimateNeutralityandSustainability:GuidanceforACUPCCInstitution,p.20.Boston,MA:SecondNature.RetrievedJuly13,2009,fromhttp://www.secondnature.org/documents/EducationforClimateNeutralitySustainability_2009.4.30final_000.pdf.73UMassOnline.2009.SustainableBuildingProfessionalDevelopmentSeries.UniversityofMassachusetts.RetrievedJuly17,2009,fromhttp://www.umassonline.net/degrees/Online‐Green‐Building‐Professional‐Development‐Series.cfm.

52

52

74Hattan,Amy,AnthonyCortese,andMichelleDyer.2009.EducationforClimateNeutralityandSustainability:GuidanceforACUPCCInstitutions,p.29.Boston,MA:SecondNature.RetrievedJuly14,2009fromhttp://www.secondnature.org/documents/EducationforClimateNeutralitySustainability_2009.4.30final_000.pdf.75BostonArchitecturalCollegeSustainableDesignCourseSchedule.RetrievedJanuary21,2020,fromhttp://www.the‐bac.edu/x2235.xml.76HarvardUniversityExtensionSchool.SustainableBuildings:Design,ConstructionandOperations.RetrievedJanuary21,2010,fromhttp://www.extension.harvard.edu/courses/12989.jsp.77OaklandCommunityCollege.RenewableEnergiesandSustainableLiving.RetrievedMarch31,2010,fromwww.oaklandcc.edu/est.78ConsortiumforEducationinRenewableEnergyTechnology.MissionStatement.RetrievedMarch31,2010,fromwww.ceret.us.79TheNationalService‐LearningClearinghouse.WhatisService‐learning?.RetrievedJuly25,2009,fromhttp://www.servicelearning.org/what‐service‐learning.80TheUniversityofKansas.2008.Mediaadvisory:KUarchitectureclasstotransportnewbuildingtoGreensburg.RetrievedJuly14,2009,fromhttp://www.news.ku.edu/2008/march/14/greensburg.shtml.81U.S.GreenBuildingCouncil.2008.UniversityofVirginia,EcoMOD.College&UniversityCurriculumandPrograms.U.S.GreenBuildingCouncil.RetrievedJuly17,2009,fromhttp://www.usgbc.org/DisplayPage.aspx?CMSPageID=1889.82InstitutefortheBuiltEnvironment.Sustainablebuildings.RetrievedOctober19,2009,fromhttp://www.ibe.colostate.edu/projects/buildings.htm.83Hattan,Amy,AnthonyCortese,andMichelleDyer.2009.EducationforClimateNeutralityandSustainability:GuidanceforACUPCCInstitution,p.25.Boston,MA:SecondNature.RetrievedJuly14,2009,fromhttp://www.secondnature.org/documents/EducationforClimateNeutralitySustainability_2009.4.30final_000.pdf.84GreenMountainCollege.2005.ECO3025IntroductionToEcologicalDesignandEconomics.Spring’05ServiceLearningCourses.RetrievedJuly23,2009,fromhttp://www.greenmtn.edu/service_learning/courses_sp05.asp.85CompiledbyWebster,AndreaandJulianDautremont‐Smith.2009.UCSanDiegoStudentsHelpUniversityCoolBuildings.AASHE2008Digest,p.38.Lexington,KY:AssociationfortheAdvancementofSustainabilityinHigherEducation(AASHE).RetrievedJuly14,2009,fromhttp://www.aashe.org/files/documents/AASHEdigest2008.pdf.86Hattan,Amy,AnthonyCortese,andMichelleDyer.2009.EducationforClimateNeutralityandSustainability:GuidanceforACUPCCInstitution.Boston,MA:SecondNature.RetrievedJuly14,2009,fromhttp://www.secondnature.org/documents/EducationforClimateNeutralitySustainability_2009.4.30final_000.pdf.87Thomashow,Mitchell.2009.WhitePaper:TheSustainableCampusasaLearningLab,p.19.RetrievedFebruary11,2010,fromhttp://www.climateneutralcampus.com.88CarnegieMellonUniversity.IntelligentWorkplace.RetrievedFebruary11,2010,fromhttp://www.cmu.edu/homepage/innovation/2007/spring/intelligent‐workplace.shtml.89Khan,Fatima.2006.NorthCarolinaCommunityCollegesPrepareForAGreenEconomy.CarolinaBusinessOnline.RetrievedJuly21,2009,fromhttp://www.carolinabusiness.net/index.php?articles=125.90OaklandPartnership.2007.GreenAcademyWorkforceInitiative.RetrievedJuly20,2009,fromhttp://www.oaklandchamber.org/GreenAcademy/index.htm.91Holdaway,Xarissa.2009.GreenJobsTrainingatCommunityColleges.TheDailyRevolution,May11.RetrievedJuly8,2009,fromhttp://dailyrevolution.com/?p=312.92Universitiescreatesustainablebuildingresearchprograms.2009.PortlandBusinessJournal,March12.RetrievedJuly8,2009,fromhttp://www.bizjournals.com/portland/stories/2009/03/09/daily36.html.93PennsylvaniaGreenGrowthPartnership(PAGGP).Philadelphia,PA.RetrievedJuly8,2009,fromhttp://www.paggp.org/.94KingstonUniversityLondon,FacultyofArt,Design&Architecture.TheSustainableDesignResearchCenter(SDRC).RetrievedJuly15,2009,fromhttp://fada.kingston.ac.uk/research/sdr/sdr.php.95AalborgUniversity.CentreofSino‐EuropeanSustainableBuildingDesign&Construction.RetrievedJuly15,2009,fromhttp://vbn.aau.dk/research/centre_of_sino_european_sustainable_building_design_construction%282176879%29/.96IndianGreenBuildingCouncil.2009.MemorandumofUnderstandingsignedbetweenIGBCandCentreforEnvironmentalPlanning&Technology(CEPT).GreenHabitat,January.Ahmedabad,India:IndianGreenBuildingCouncil.RetrievedJuly14,2009,fromhttp://www.igbc.in:9080/site/mmbase/attachments/170574/Green_Habitat_January_2009.pdf.97Blincoe,Karen,AlastairFaud‐Luke,JoachimSpangenberg,MichaelThompson,DagHolmgren,KarinJaschke,TomAinsworth,BougmilaJung,andKarolinaTylka.2008.Deeds,ANewTeaching&LearningResource.ChangingtheChangeInternationalConference,July10‐12.Torino,Italy.RetrievedJuly15,2009,fromhttp://www.changingthechange.org/abstracts/abs118.pdf.

53

53

98KingstonUniversityLondon,FacultyofArt,Design&Architecture.ResearchProjects‐GreenEntrepreneurshipUndergraduateResource.RetrievedJuly15,2009,fromhttp://fada.kingston.ac.uk/research/sdr/projects/sdr_projects_green.php.99UniversityofTokyo.2005.SustainableBuildingDesignBook.SBO5StudentSession,September22‐29.Tokyo,Japan.RetrievedJuly15,2009,fromhttp://www.sb05ss.iis.u‐tokyo.ac.jp/programme/prog_E/DesignBook_E.htm.100UnityCollege.AtAGlance.RetrievedJanuary12,2010,fromhttp://www.unity.edu/AboutUnity/AtAGlance/AtAGlance.aspx.101UnityCollege.Sustainability.RetrievedJanuary12,2010,fromhttp://www.unity.edu/Sustainability/Sustainability.aspx.102UnityCollege.TheEnvironmentalStewardshipCurriculum.RetrievedJanuary12,2010,fromhttp://www.unity.edu/Academic/DistinctivePrograms/TheCoreCirriculum/TheCoreCirriculum.aspx.103UnityCollege.IC2213TheEnvironmentalCitizen:Topics.2009‐2010Catalog.RetrievedJanuary12,2010,fromhttp://www.unity.edu/uploadedFiles/wwwunityedu/Academic/SupportServices/Registrar/0910Catalog.pdf#page=75.104Womerlsey,Mick.2009.AndThey’reOff.BuildABarnforUnityCollege.RetrievedJanuary12,2010,fromhttp://buildaucbarn.blogspot.com/2009/08/and‐theyre‐off.html.105Womerlsey,Mick.2008.CourseListComplete.BuildABarnforUnityCollege.RetrievedJanuary12,2010,fromhttp://buildaucbarn.blogspot.com/2008/04/course‐list‐complete.html.106Bell,NillsandKayla.2008.BuildABarnforUnityCollege.RetrievedJanuary12,2010,fromhttp://buildaucbarn.blogspot.com/2008/11/greeting‐yall‐i‐realize‐this‐blog‐is.htmlandhttp://buildaucbarn.blogspot.com/2008/12/although‐i‐was‐anticipating‐experience.html.107Balcom,Erin.2008.MyReflection.BuildABarnforUnityCollege.RetrievedJanuary12,2010,fromhttp://buildaucbarn.blogspot.com/2008/12/my‐reflection.html.108Womerlsey,Mick.2009.AndThey’reOff.BuildABarnforUnityCollege.RetrievedJanuary12,2010,fromhttp://buildaucbarn.blogspot.com/2009/08/and‐theyre‐off.html.109Womerlsey,Mick.2009.BuildABarnforUnityCollege.RetrievedJanuary13,2010,fromhttp://buildaucbarn.blogspot.com/2008/09/some‐shots‐of‐our‐workday‐at‐mofga‐last.html.110Womerlsey,Mick.2010.BuildABarnforUnityCollege.RetrievedJanuary12,2010,fromhttp://buildaucbarn.blogspot.com/.111Bell,NillsandKayla.2008.BuildABarnforUnityCollege.RetrievedJanuary12,2010,fromhttp://buildaucbarn.blogspot.com/2008/11/greeting‐yall‐i‐realize‐this‐blog‐is.htmlandhttp://buildaucbarn.blogspot.com/2008/12/although‐i‐was‐anticipating‐experience.html.112DukeUniversity.ResourcesforMedia:QuickFactsaboutDuke.RetrievedJanuary12,2010,fromhttp://www.dukenews.duke.edu/resources/quickfacts.html.113OfficeofNews&Communications.2007.DukeSignsClimateCommitment.RetrievedJanuary12,2010,fromhttp://news.duke.edu/2007/07/climate.html.114DukeSmartHomeProgram.HistoryoftheHomeDepotSmartHome.RetrievedJanuary12,2010,fromhttp://www.smarthome.duke.edu/home/history.php.115DukeSmartHomeProgram.OurProgram.RetrievedJanuary12,2010,fromhttp://www.smarthome.duke.edu/program/about.php.116DukeSmartHomeProgram.HistoryoftheHomeDepotSmartHome.RetrievedJanuary12,2010,fromhttp://www.smarthome.duke.edu/home/history.php.117DukeSmartHomeProgram.LEED.RetrievedJanuary12,2010,fromhttp://www.smarthome.duke.edu/home/leed.php.118DukeSmartHomeProgram.LeadershipinEnergyandEnvironmentalDesign.RetrievedJanuary13,2010,fromhttp://www.smarthome.duke.edu/projects/leed.php.119DukeSmartHomeProgram.ActiveProjects.RetrievedJanuary12,2010,fromhttp://www.smarthome.duke.edu/program/projects.php.120DukeSmartHomeProgram.OurProgram.RetrievedJanuary12,2010,fromhttp://www.smarthome.duke.edu/program/about.php.121DukeSmartHomeProgram.OurProgram.RetrievedFebruary3,2010,fromhttp://www.smarthome.duke.edu/program/about.php.122GeorgiaTech.HistoryandTraditions.RetrievedJanuary1,2010,fromhttp://www.gatech.edu/about/history.html.123GeorgiaTech.AboutGeorgiaTech.RetrievedJanuary27,2010,fromhttp://www.gatech.edu/about/.124SecondNature.GeorgiaInstituteofTechnology.SecondNatureSalesforceReport.RetrievedJanuary27,2010.125AssociationfortheAdvancementofSustainabilityinHigherEducation.GeorgiaTech2008CampusLeadershipAwardApplication.RetrievedJanuary27,2010,fromhttp://www.aashe.org/resources/profiles/cat4_94.php.126AssociationfortheAdvancementofSustainabilityinHigherEducation.GeorgiaTech2008CampusLeadershipAwardApplication.RetrievedJanuary27,2010,fromhttp://www.aashe.org/resources/profiles/cat4_94.php.

54

54

127GeorgiaTech.BrookByersInstituteforSustainableSystems.RetrievedJanuary27,2010,fromhttp://www.sustainable.gatech.edu/concept_assets.php.128GeorgiaTech.BrookByersInstituteforSustainableSystems.RetrievedJanuary27,2010,fromhttp://www.sustainable.gatech.edu/concept_embody.php.129GeorgiaTech.BrookByersInstituteforSustainableSystems.RetrievedFebruary4,2010,fromhttp://www.sustainable.gatech.edu/concept_paper.php.130GeorgiaTech.BrookByersInstituteforSustainableSystems.RetrievedJanuary27,2010,fromhttp://www.sustainable.gatech.edu/concept_framework.php.131GeorgiaTech.BrookByersInstituteforSustainableSystems.RetrievedJanuary27,2010,fromhttp://www.sustainable.gatech.edu/academics.php.132GeorgiaTech.BrookByersInstituteforSustainableSystems.RetrievedJanuary27,2010,fromhttp://www.sustainable.gatech.edu/research_centers.php.133AmericanCollegeandUniversityPresidents’ClimateCommitmentReportingSystem.ImplementationProfileforGeorgiaTech.RetrievedJanuary27,2010,fromhttp://acupcc.aashe.org/report.php?id=1032.134GeorgiaTech.BrookByersInstituteforSustainableSystems.RetrievedJanuary27,2010,fromhttp://www.sustainable.gatech.edu/concept_embody.php.135GeorgiaTech.BrookByersInstituteforSustainableSystems.RetrievedJanuary27,2010,fromhttp://www.sustainable.gatech.edu/concept_embody.php.136GeorgiaTech.BrookByersInstituteforSustainableSystems.RetrievedJanuary27,2010,fromhttp://www.sustainable.gatech.edu/concept_embody.php.137GeorgiaTech.BrookByersInstituteforSustainableSystems.RetrievedJanuary27,2010,fromhttp://www.sustainable.gatech.edu/letter.php.138GeorgiaTech.SustainabilityatGeorgiaTechOfficeforEnvironmentalStewardship.RetrievedJanuary27,2010,fromhttp://www.stewardship.gatech.edu/images/courses.pdf.139GeorgiaTech.SustainabilityatGeorgiaTechOfficeforEnvironmentalStewardship.RetrievedJanuary27,2010,fromhttp://www.stewardship.gatech.edu/about.php.140U.S.DepartmentofEducation.2009.Middle‐ClassTaskForceAnnouncesAgencyPartnershipstoBuildaStrongMiddleClassthroughaGreenEconomy.RetrievedSeptember15,2009,fromhttp://www.ed.gov/news/pressreleases/2009/05/05272009.html.141U.S.DepartmentofEducation.2009.Middle‐ClassTaskForceAnnouncesAgencyPartnershipstoBuildaStrongMiddleClassthroughaGreenEconomy.RetrievedSeptember15,2009,fromhttp://www.ed.gov/news/pressreleases/2009/05/05272009.html.142NationalScienceFoundation.AbouttheNationalScienceFoundation.NationalScienceFoundation.RetrievedSeptember15,2009,fromhttp://www.nsf.gov/about/.143NationalScienceFoundation.FindFunding.NationalScienceFoundation.RetrievedSeptember15,2009,fromhttp://www.nsf.gov/funding/.144CampaignforEnvironmentalLiteracy.TheUniversitySustainabilityProgram.Manchester,MA:TheCampaignforEnvironmentalLiteracy.RetrievedOctober14,2009,fromhttp://www.fundee.org/campaigns/usp/.FrontPagePhotoCredits:AmericanCollegeandUniversityPresidents’ClimateCommitment,www.presidentsclimatecommitment.org.