Sustainability Science part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Courses
This course is conceived within the dual challenge of the need to understand how societal dynamics and environmental dynamics interact over time AND how they help induce or inhibit sustainability of social ...

Alternative Education Perspectives: Sustainability as a key issue part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Courses
Alternative perspectives in education is an introductory course focusing on public and private educational institutions in the US and also Africa. The central question for this course, while engaging in a ...

1908 Conservation Conference part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities
In groups, students research environmental activists of the early 20th century, and write and deliver a first-person speech expressing that person's concerns to the 1908 Conservation Conference.

Global Economic Inequalities: Microcredit Lending part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities
Making actual microcredit loans to individual potential borrowers, in the context of an introductory international politics course.

Bridging the Gap part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:2010 Sustainability Workshop:Essays
Global Sustainability is an area of strength at Central College, and it is therefore infused throughout the various areas of the college. The administration of the college has visibly supported sustainability by signing the Talloires Agreement and the President's Climate Commitment. This dedication to sustainability also extends to our facilities planning, with three LEED-certified projects having been completed since 2003. Central College is in an especially active stage of curricular development for sustainability-related topics. We have a strong and vibrant program in Environmental Studies, offering both a major and minor. Having unanimously passed the Global Sustainability core requirement as part of recent curricular revisions, the number of courses with a focus on sustainability is increasing each semester. To encourage this growth, the college recently hosted the "Prairie Project", a three-day interdisciplinary workshop on sustainability curriculum development and the resources available to faculty members.

Teaching Sustainability in the Humanities classroom? part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:2010 Sustainability Workshop:Essays
As the daughter of a French government official specializing in environmental issues, I grew up repeatedly hearing about "le développement durable" (French for sustainability) and our individual responsibility as stewards of this world. This childhood influence followed me to this day and I still recycle, use a reusable mug for my tea and spend far too much time and money finding the ultimate shower head that doesn't drain our water supplies while still providing a "spa-like experience". In a word, I really believe in sustainability. That is, at least in my personal life.

Sustainability at Ripon - Economics part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:2010 Sustainability Workshop:Essays
While in general sustainability seems to be becoming more and more popular as a topic these days, one thing that needs to be understood is what kind of sustainability we are talking about. There is no secret that the definition itself varies among people and among institutions. Some prefer to focus on small issues – like switching to local-grown food and going "trayless" in the commons, some decide to "go bigger" and replace grass on athletic fields with artificial turf made of recycled tires or turn to alternative energy sources for different campus needs. Regardless of which particular actions we are talking about, the end goal seems to be the same for all – minimizing the environmental impact of human activity.

Sustainability and Latin American Literature: Initial Thoughts part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:2010 Sustainability Workshop:Essays
I have very little experience or expertise related to sustainability, so this essay serves more as an outline of some initial thoughts on what I hope and plan to do, rather than a description of what I have already done. As a teacher of Spanish language and Latin American literature (mainly related to the legacies of authoritarianism), I haven't had much opportunity to incorporate sustainability into my teaching (aside from the lone chapter dedicated to "el medio ambiente" (the environment) in our current language textbook). However, teaching the "Corn" section of Michael Pollan's The Omnivore's Dilemma started me thinking about how I might incorporate issues of sustainability into an upper level Latin American literature seminar. Many Luther students combine a Spanish major or minor with areas of study in the sciences or environmental studies, and I hope my participation in this workshop will help me develop a strong course offering that will help students think about issues of sustainability from a literary and cultural perspective.

Sustainability in the Art Building part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:2010 Sustainability Workshop:Essays
Artists are the makers of things. We create these for ourselves or in reaction to exterior forces ranging from such things as economic necessity of the artist to political ideology to fashion. Teaching artists create not only things, but also create the intentional environment in which students can understand what visual art is, what it ought to be and how individuals can participate in it. The myth of the ' lone artist in the garret' encourages society to think of artists as having little interest in sustainability other than in a personal means of survival. However, sustainability is increasingly finding, and in many cases re-establishing, a place in studio, workshop and classroom. Teaching artists are finding that topics of and work with sustainability is 'invading' our space in higher education.

Remembering the Model T part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities