Global Higher Education for Sustainability Toolkit Resource Center www'ulsf'orgtoolkit

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Global Higher Education for Sustainability
Toolkit / Resource Center(www.ulsf.org/toolkit)

• Global Higher Education for
• Sustainability Partnership (GHESP)

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Initiated by GHESP, which includes

• Association of University Leaders for a
  Sustainable Future (ULSF)
• COPERNICUS-CAMPUS
• International Association of Universities (IAU)
• UNESCO
• Other special collaborators and consultation
  hosts
• United Nations University / Institute of Advanced
  Studies (Japan)
• Monterrey Institute of Technology (Mexico)
• Rhodes University (South Africa)
• Florida Gulf Coast University (USA)
• Sierra Youth Coalition (Canada)

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Purpose The purpose of the online Toolkit is
to provide regionally relevant resources and
tools to individuals and institutions worldwide
who are striving to make education for
sustainability a major focus of higher education
curricula, research, physical operations, and
service and outreach to local, regional, and
global communities.
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Need

• Implementation of the Talloires, Copernicus, and
  Kyoto Declarations, signed by over 1200
  universities worldwide
• Expressed need for tools and resources from
  educators and practitioners worldwide

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Anticipated Users

• Administration
• Alumni
• Boards and Trustees
• Chancellors/Presidents
• External Stakeholders
• Faculty
• Funders
• Staff
• Students

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The Toolkit is being developed in the context of
theUnited Nations Decade of Education for
Sustainable Development2005-2014
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Timeline/Actions

• 2003-2004 International Consultation Process
  needs assessments in different regions of the
  world
• 2005-2008 Development and launch of the online
  Toolkit with ongoing feedback from regional
  teams, editorial board, etc.
• Ongoing Link with Regional Centers of
  Excellence on ESD (UNU-IAS)

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Envisioning Education for Sustainability

• Overview
• The Earth Charter a global framework on
  sustainable development
• Key dimensions of change for sustainability
  e.g., lifestyle choices economic models /
  consumption and production practices community
  and organizational priorities policy frameworks
• The Decade of Education for Sustainable
  Development (2005-2014)
• Higher Education and ESD

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Policy, Planning, Administration

• Overview
• Policies
• - Employee policies
• - Environmental policies
• - Hiring, tenure and promotion
• - Mission Statements
• Planning
• - Financial planning
• - Master planning
• - Strategic planning
• Administrative Offices
• - Chief Executive
• - Academic Affairs
• - Administrative Affairs
• - Etc.

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Policy, Planning, Administration -
continued

• Special Topics
• - Accounting for Sustainability
• - Faculty and Staff Development Programs
• - Faculty, Staff, and Student Orientation
  Programs
• - Sustainability Committees / Task Forces
• - Sustainability Declarations
• - Sustainability Director/Coordinator positions

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Policy, Planning, Administration (Mission
Statements)

• Illinois Wesleyan University, Bloomington,
  Illinoins, U.S.
• Independent Four-year Coed Enrollment 2,021
  suburban
• Excerpt from Mission Statement
• "A liberal education at Illinois Wesleyan fosters
  creativity, critical thinking,
• effective communication, strength of character
  and a spirit of inquiry it deepens
• the specialized knowledge of a discipline with a
  comprehensive world view. It
• affords the greatest possibilities for realizing
  individual potential while preparing
• students for democratic citizenship and life in a
  global society... The University
• through its policies, programs and practices is
  committed to diversity, social
• justice and environmental sustainability."
• http//www.iwu.edu//aboutiwu/mission.html

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Curriculum / Teaching

• Overview
• Disciplinary Curricula
• - Art History
• - Astronomy
• - Chemistry
• - Etc.
• Professional Curricula
• - Accountancy (Statistics)
• - Architecture and Urban Planning
• - Agriculture
• - Business Administration
• - Etc.

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Curriculum / Teaching continued

• General Education
• - Quantitative and language composition skills
• - Interdisciplinary learning and breadth of
  knowledge
• Teaching Approaches
• - Experiential Learning- Interdisciplinary
  Learning- Lecture Format- Service Learning
• Special Topics
• - Faculty and Student Exchange Programs
• - Interdisciplinary Studies
• - Linking Curriculum to Sustainable Communities
• - Linking Curriculum to Sustainable Operations
• - Sustainability Studies/Programs (BA, MA, PhD)
• - Teacher Education
• - Teaching Tools

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Curriculum / Teaching continued (Teacher
Education)

• UNESCOs Teaching and Learning for a Sustainable
  Future - first four modules on rationale for ESD
  Multimedia teacher education programme containing
  25 professional development modules for teachers,
  teacher educators and student teachers, and
  reflects an interdisciplinary approach to
  developing knowledge and skills for building a
  sustainable world.
• http//www.unesco.org/education/tlsf/
• Education for Sustainable Development Toolkit -
  http//www.esdtoolkit.org/default.htm

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Physical Operations / Infrastructure

• Overview
• Operational Areas
• - Air/Climate Initiatives
• - Buildings/Design
• - Energy
• - Environmental Management Systems
• - Food
• - Hazardous Substances
• - Landscaping
• - Purchasing/Procurement
• - Recycling/Solid Waste
• - Transportation
• - Water

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Physical Operations / Infrastructure -
continued

• Special Topics
• - Campus "Greening" Strategy
• - Campus as a living laboratory
• - Financial models
• - Policies

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Physical Operations / Infrastructure contd
(Environmental Management Systems)

• A Step-by-Step to Establishing a Sustainability
  Management System
• The United Kingdom's Department for Environment,
  Food and Rural Affairs
• (Defra) was created in June 2001. Defra's
  Sustainable Development Education
• Panel developed a 10-step guide to establishing a
  sustainability management
• system
• Step 1 Gaining Commitment
• Step 2 Conducting an Initial Review
• Step 3 Setting Objectives and Targets
• Step 4 Establishing Responsibilities
• Step 5 Training
• Step 6 Developing a Manual
• Step 7 Developing a Management Programme
• Step 8 Conducting an Audit
• Step 9 Reporting
• Step 10 Going for Certification/Registration
• www.defra.gov.uk/environment/sustainable/educpanel
  /furthering/03.htm

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Physical Operations / Infrastructure contd
(Financial Models)

• Green Campus Loan Fund
• Through substantial contributions from the
  Offices of the President and
• Provost, the Harvard Green Campus Initiative
  (HGCI) has established
• the Green Campus Loan Fund (GCLF), a 3,000,000
  interest-free
• revolving loan fund that was created to finance
  environmentally and
• economically beneficial projects throughout
  Harvard University.
• This program enables HGCI to help interested
  partners identify,
• develop, finance, and earn recognition for GCLF
  projects through the following
• avenues
• Providing project conception and development
  support
• Awarding interest-free financing to approved
  projects
• Facilitating communication between networks of
  empowered individuals concerned with reducing
  Harvard's environmental impact
• Publicizing project successes and recognizing the
  work of individuals dedicated to improving campus
  sustainability
• www.greencampus.harvard.edu/programs/GCLF.shtml

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We welcome your involvement.www.ulsf.org/toolkit