Learning Resources

Abstract: Can organizations that purport to advance learning themselves learn relative to the global ecological trends? We take great pride in equipping our students to do well-paying work in an unsustainable economy—the rough equivalent of preparing them for duty on the Titanic. There is, however, a general acknowledgment of the larger global environmental trends but without as yet much effort to adjust institutional behavior accordingly. Although there is no single formula, organizational learning requires mastery at seven levels. This article discusses those seven levels.

Abstract: This article examines environmental assessments as a decision-making tool, distinguishing broad-based, targeted, and goal-oriented efforts as the three types most commonly practiced on campuses. The authors discuss benefits and problems associated with these approaches and conclude that the goal-oriented approach is most likely to be successful. They make a case for action to reduce institutional impacts on climate change as a compelling and goal-oriented direction for comprehensive planning, implementation, and evaluation of campus stewardship efforts. Tufts University’s commitment to emission reductions in the Kyoto Protocol is discussed, and impacts on curriculum, operations, and university decision making are explored.

Abstract: This list of print and electronic resources is designed to act as a springboard to assist practitioners in finding information to start implementing sustainability efforts on their campuses.

Abstract: Campus energy consumption causes the largest environmental impacts. College and university planners, architects, and facilities managers are uniquely positioned to play a critical role promoting campus environmental responsibility by addressing the need for campus energy sustainability. Both demand- and supply-side strategies are required. On the demand side, an aggressive campus energy conservation program can reduce campus energy consumption by 30 percent or more. Addressing the supply side of the energy equation means shifting to clean, renewable, non-carbon-based energy resources and technologies. Developing campus energy policies, coping with the computer explosion, avoiding the pitfalls of electric deregulation, buying green power, and implementing green building design are all parts of the solution.

Abstract: Green buildings offer many compelling advantages over their conventional counterparts—increased educational performance, lower energy costs, and lower environmental impact, to name a few—so green buildings should be easier to develop. Unfortunately, that isn’t always the case. Several strategies are important to avoid a protracted process. Develop a set of clear environmental performance goals (buildings as pedagogical tools, climate-neutral operations, maximized human performance), use Leadership in Energy and Environmental Design (LEED™) as a gauge of performance, and use the project to reform the campus building process. All of these steps need to involve a range of participants—students, faculty, administration, and facilities staff—to achieve the best results.

Abstract: Drawing on recent survey data from the National Wildlife Federation and other publications, this article explains what an environmental management system is and identifies its components; examines how environmental management systems have been applied and adapted to higher education settings; reports on trends in implementation; and illustrates how the environmental management system can help in planning green campuses. It addresses such issues as environmental policy, training, compliance, performance evaluation, staffing, and assessment within the higher education context.

Abstract: In its practice of analyzing trends, the Society for College and University Planning has polled its higher education constituency to identify the pressing issues facing their institutions. In recent years, the topic of sustainability has been an area of interest among planners of all types. Further, it is an area that can and should affect the entire higher education community, from students to faculty to administrators. To help you better understand this important topic, the SCUP Sustainability Task Force and the Planning for Higher Education editorial staff bring you this special issue.

Abstract: A four-step process that has awakened The Pennsylvania State University to its ecological impact and is moving it toward sustainable resource-use policies is presented as a general model for ecological reform in universities. The first step was to frame the problem by conducting a high-profile ecological assessment of the institution using sustainability indicators. This created both the justification and the momentum necessary to persuade the university to adopt an ecological mission (step 2). Next, a detailed ecological and economic analysis of a university facility was made (step 3) to establish concrete socio-techno solutions that could then be extrapolated (step 4) to form specific sustainable policies for the entire university.