Meal Satisfaction and Sustainability for Psychology part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities

Home Energy Audit/Retrofits part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities
Home energy audit/retrofits allow students to apply thermodynamic principles to planning and executing a retrofit to make an existing home more energy efficient.

Common Resource Experiment: Simulating Tragedy of the Commons in a Classroom part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities
An in-class activity intended to introduce students to the Tragedy of the Commons, its causes and potential solutions.

Global Sustainability part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Courses
An interdisciplinary overview of global sustainability politics, policies, issues, movements, ideas, challenges, and solutions, with emphasis on student awareness, understanding, and integration of diverse themes ...

International Environmental Politics and Policy part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Courses
This course covers five arenas crucial to understanding the nature and dynamics of international environmental issues and political processes: (1) international political orders; (2) international environmental ...

Where does your energy come from? Analyzing your energy bill part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities
Students use utility bills to determine the cost and sources of energy in their households.

Education for Sustainability part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:2010 Sustainability Workshop:Essays
How can I be a better teacher? How can I make my community and the world a better place through my work? Perhaps I am hopelessly idealistic but I believe that all of my colleagues in education share the goals embodied in these two questions. At one level they are simple questions, reflecting desires to do good work and to make a difference. But anyone who has spent much time in the classroom knows that the answers are rarely simple and the work involved in answering these questions is never complete.

Understanding and Analyzing an Environmental Controversy part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities
Students will write a paper that analyzes a particular controversy that is related to the environment or issues of sustainability. In so doing, they will discover the role discourse plays in resolving, or failing to resolve, the different goals of competing interests.

Looking Back at History part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities
Students research an organism/commodity in the colonial period of American history, and write a first-person narrative/autobiography of its history as European settlers reshaped the environment (mental and physical) of North America.

Geology and Sustainability part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:2010 Sustainability Workshop:Essays
I think most geologists would say that sustainability is at the root of our discipline, though we certainly didn't invent the word or define the concept. Geology considers the earth as an open system of gases, liquids and solids, distributed from the outer limits of the atmosphere to the earth's center. We know that within this system are many interacting subsystems that involve the transfer of energy and materials from one area – and state – to another. Resources – minerals, fuels, water, soils and others – all exist within the earth system that geologists study. Geologists study how these resources are created, how they are altered, and how they move from place to place. Just tracing the routes of water on the globe, for instance, involves the atmosphere, the earth's land surface (sometimes called "the critical zone"), the oceans, the ice caps, and the crust and mantle of the solid earth. Humans alter many of the transfer processes and at the same time they alter the amounts of resources in storage. It may be true, as the physicists say, that matter can neither be created or destroyed, but matter can certainly be changed from an un-usable state to a usable one (think mining and smelting) or from a usable state to an un-usable one (think gasoline and carbon dioxide).