Learning Resources

Abstract: Greening the Ivory Tower and Degrees That Matter provide an enlightening case study of Tufts University’s sustainability initiatives over the past 17 years. While Greening the Ivory Tower could be aptly titled Lessons Learned from the Field, its sequel, Degrees That Matter, could be renamed More Lessons Learned. As companion pieces, these works offer comprehensive and accessible information for creating a campus environmental sustainability program that addresses waste reduction, energy efficiency, transportation reform, and purchasing practices.

Abstract: Campus chapels once bespoke a school’s curriculum, defined the student body, contributed to ambiance, and served as a recruitment tool for parents looking to religion to influence their children’s character. As schools strayed from their religious roots, encountered pressing program needs, and faced funding concerns, many of these rarely used buildings fell into disrepair. In the last few years, efforts to preserve an institution’s heritage, maximize space, and address spirituality have led schools to consider restoring and reusing campus chapels. This article focuses on keeping the chapel’s original design intent while capitalizing on its strengths to upgrade the building and supplement its usage.

Abstract: This article provides a survey of innovative approaches to campus transportation in the United States. The high costs of parking expansion have propelled many institutions toward a transportation demand management strategy, using parking pricing, transit passes for students and employees, and investment in bicycle infrastructure to shift many trips from single-occupant automobiles to other modes of travel. These institutions have experienced multiple benefits, including lower transportation costs, lower environmental impacts, and improved community relations.

Abstract: Sustainable management of college and university campuses enhances learning and exposes students to the challenges and opportunities they will face upon graduation. There are many technologies and measures that can lead colleges and universities toward a more sustainable path. Taken together, the contributions in this issue of the journal clearly demonstrate that it is possible for colleges and universities to meet the needs of their current and future generations of students. But the question remains whether they will be able to meet those needs and do so in a manner that does not prevent others, outside their institutions, from meeting their future needs. This is really about institutional change, and without a shift in personal and institutional values these options will not become the default practice instead of the optional alternative. Moving higher education onto a sustainable trajectory requires that administrators, trustees and staff, faculty, and students participate in a transparent process of setting goals and implementing them. Planners have the opportunity to become the true visionaries of higher education who help faculty and administrators combine teaching, research, and campus management into a higher level of learning for our students as our example leads society toward a sustainable future.

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: 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: Statistics demonstrate that our present land use and consumption patterns present the challenge of meeting contemporary needs without compromising the ability of future generations to meet their needs. Higher education has a special obligation to answer this challenge because it plays a role in producing the leaders, policy makers, and citizens of the world, and it uses a large share of resources to do so. To meet this challenge, sustainable practices and paradigms must permeate colleges and universities, from curricula to physical plant to leadership and institutional policies. This overview of the articles in this theme issue discusses methods for incorporating sustainability into higher education across a wide array of institutional realms.

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: Asserts that planning is a tool, not a replacement for sound campus management. Using three case studies, two at Tufts University and one at Dean College, the author provides commentary on the usefulness of formal participatory planning in effecting change. In one instance, formal participatory planning was used, in the second it was avoided, and in the third, it was partially employed. Concludes with a reflection on the lessons that may be drawn from each of these examples.

Abstract: Book review of Truth and Consequences: Colleges and Universitites Meet Public Crises, by Jerrold Footlick. ACE/Oryx Press, 1997. 192 pages. ISBN 0-89774-970-7. Pull quotes: "The press is not likely to change how it operates, so universities need to learn how to deal with the media more skillfully."