Sustainability Faculty Learning Community Xavier University, 2010­2011 Throughout this academic year, the Sustainability FLC has been meeting to discuss common readings and share resources that we have found useful within our disciplines. We have also made trips to Berea College and Oberlin College, schools with strong sustainability initiatives. The initial goal of the FLC was for each participant to design a new course with sustainability as a key theme or to change an existing course to incorporate sustainability themes. A second goal was to share some of our learning with the University community. As we spent time together learning, a third goal emerged: to make some comprehensive suggestions about the role sustainability could and should play at Xavier beyond integrating material and themes into courses. Our intent is to share this document with President Mike Graham as well. Context 1. The American College and Universities’ Presidents’ Climate Commitment In January 2008 President Graham signed the American College and Universities’ President’s Climate Commitment. In so doing, he joined what is now a total of 677 other presidents in committing their institutions to take concrete steps toward the achievement of climate neutrality. 2. Xavier’s Campus Sustainability Plan Last fall, the President’s Cabinet approved the Campus Sustainability Plan that was drafted by a committee over the course of 18 months in a participatory process that involved many people throughout the university community. The Plan articulates visions and goals for Xavier’s energy usage and infrastructure; transportation; academics and student life; purchasing; and community engagement that will help the University achieve climate neutrality by 2030. 3. Catholic and Jesuit Support The leadership of both the Catholic Church and the international Jesuit community have affirmed that caring for the integrity of creation is central to Catholic and Jesuit mission and identity. See, for example: Pope Benedict XVI, “If You Want to Cultivate Peace, Protect Creation,” World Day of Peace Message (1 January 2010); http://www.vatican.va/holy_father/benedict_xvi/messages/peace/documents/hf_ben‐xvi_mes_20091208_xliii‐world‐day‐
peace_en.html Pope John Paul II, “Peace with God the Creator, Peace with all of Creation,” World Day of Peace Message (1 January 1990); http://www.vatican.va/holy_father/john_paul_ii/messages/peace/documents/hf_jp‐ii_mes_19891208_xxiii‐world‐day‐for‐
peace_en.html United State Conference of Catholic Bishops, Renewing the Earth (Washington, D.C.: USCCB, 1991); Society of Jesus, “Challenges to Our Mission Today,” Decree Three of the Official Decrees of General Congregation 35 (2008), sections 31‐36. http://www.sjweb.info/35/ Sustainability FLC report, Xavier University 2010‐11, p. 2 4. Global Climate Change Global climate change and the degradation of global ecosystems are realities that are already adversely changing the conditions of life on earth and the future our students will inherit. See, for example: Intergovernmental Panel on Climate Change, Climate Change 2007: Synthesis Report (Geneva, Switzerland, IPCC, 2007). U.S. Congress Select Committee on Energy Independence and Global Warming, 111th Congress Staff Report, http://globalwarming.house.gov/files/DOCS/SelectCommittee2010FinalReport.pdf 5. Global Energy Crisis Our institution, our families, and our students will face severe economic challenges in the years ahead. Because we have failed as a society to make the transition to renewable energy that should have begun decades ago, we now face escalating economic costs for extracting fossil fuels. 6. Berea College Our two days at Berea College were filled with opportunities to interact with students, faculty and staff, and visit the tangible sustainability elements of the community. Berea requires all students to work on campus to contribute to the cost of their education (its “labor component”). Berea offers both a major (independent design) and a minor in Sustainability and Environmental Studies, with a catalogue of approximately 30 courses, required or related. The campus models its commitment to sustainability through a number of efforts, and we were able to observe a number of these, including the eco‐village living community for married and parenting students, working gardens, beehives, compost, and aquaculture. We learned of the many opportunities for student involvement on the tuition free campus that puts students to work in over 100 different settings, through our breakfast, lunch, and dinner conversations. We recognize that the labor component is an important and distinctive resource in the educational experience at Berea, and that Xavier’s resources might differ but we believe Berea’s experience is still instructive for us. First, our experience at Berea reinforced our conviction that it is essential to provide our students with practical experience and skills in sustainability. We met with students whose chosen labor was in areas related to sustainability, such as the campus greenhouse or craft studios. The students’ confidence and ability to articulate what was important to them was impressive, and they spoke of the skills and knowledge that they possessed, as well as their integration of their practical work, their degree program, and their post‐
graduation goals. As we talked to students and faculty, we realized that an integral part of their education and their confidence about the future came from the work experiences they had had while on campus. Second, our visit to Berea challenged us with a different vision of university education. Richard Olson, Director of the Sustainability and Environmental Studies (SENS) Program at Berea College, believes that, “the next 20 years are going to be totally different Sustainability FLC report, Xavier University 2010‐11, p. 3 from the previous two decades.” In this context, he has radically re‐imagined the traditional paradigm of a liberal arts college education. His program is designed to educate students about the challenges of the coming decades, including peak oil, climate change, ecosystem collapse, economic contraction, and population growth. Most importantly, the majority of his coursework then teaches students “how ecological design, appropriate technologies, alternative energy, local economies, regional food systems, and resilient households and communities can form the foundation of a sustainable society.” His program emphasizes that “communities offer greater resources than individual households and greater flexibility than national governments in addressing these challenges," and accordingly, engagement with the community is the locus of much coursework. Another fundamental premise is that nature, rather than technology alone, offers solutions to the challenges above. Finally, there is a fair amount of emphasis on buildings and particularly homes as they are the biggest users of energy in our current system. His program equips students with a practical education for the uncertain and daunting future that we face. As we witnessed, it also equips them with a profound sense that they can be part of the solution. We think that both these skills and the confidence and hope that come with them can and should be a part of Xavier’s education. 7. Environmental Studies and Environment Science at Xavier Xavier has had a 16‐credit hour Environmental Studies minor for over a decade. The minor has a mix of both science and non‐science courses and is designed for science majors and non‐majors alike. Students are required to take an introductory environmentally related intro‐science course, an ecology course, and a resource economics course. The remaining two courses are non‐science electives that can be fulfilled by taking courses from a number of departments. Starting this past Fall semester (2010) the Biology Department began to offer an Environmental Science major. This major which came about after more than two years of planning, complements the Biology and the more chemistry focused Natural Science majors that the department also offers. The Natural Science major is co‐directed with the Chemistry Department. Historically the Biology and Natural Science majors have attracted large numbers of pre‐meds as well as other pre‐health professionals. It is our hope that the Environmental Science program will do the same for the environmental fields. In its first year we have approximately five majors but this has been with no advertisement or recruitment. We expect this major to grow substantially in the coming years. Sustainability FLC report, Xavier University 2010‐11, p. 4 Our Conclusions 1. Because sustainability is a dimension of all sectors of university life, as evident in the Campus Sustainability Plan, and because of the severity of the crises we are facing, we believe sustainability should be a primary lens through which we make university decisions and educate our students. If we are to realize our university’s commitment to sustainability, it cannot be simply one more competing agenda item on a long list of university needs. Rather, it must inform all university decisions and shape university culture. 2. With regard to academic life, which was the primary focus of our FLC, we believe it is critical to support not only the new environmental sciences major and proposed sustainability studies programs but also programs like this faculty learning community that allow faculty to think about their disciplines through the lens of sustainability. In this way, the broadest number of students will be exposed to ideas and practices that are essential to a successful future that will look very different from our present and recent past. Please see Appendix I for the courses that this FLC has generated. The fruitfulness of our interdisciplinary conversation leads us to the conclusion that we need to cultivate creative academic courses, ones that are both cross‐disciplinary and experiential. Cross­disciplinary courses: Collaboration between the sciences, economics and business, political science, education, and the humanities will be essential in facing our ecological and economic challenges. Experiential courses: The Campus Sustainability Plan and the ideas and plans of many within the university already lay out hundreds of goals and activities campus‐wide that can be readily integrated into a variety of courses on campus, such as eliminating the use of bottled water on campus, preparing signage that educates about the energy‐savings measures of the new buildings, working toward a University ecovillage, etc. Thus, through courses that already exist we can provide our students with applicable, local, and immediate opportunities to make a difference within our own community and to be messengers of hope. Creating such opportunities for more of our students is in alignment with our mission and work as a university. As a Catholic, Jesuit institution in an urban setting, Xavier is particularly positioned to influence the lives of students, faculty, staff and the community at large. We can start by recognizing the signal challenges of our time and making sure that our programs and personnel are able to offer our students the ideas and tools they need to address them. As more faculty, staff and students become involved in these efforts, more wide‐ranging and substantial ideas and projects will follow, such as a campus farm, crafts workshop, ecovillage, or other innovations that might be an exciting part of Xavier’s future. Sustainability FLC report, Xavier University 2010‐11, p. 5 In light of these conclusions, we suggest the following priority actions. Incorporating Sustainability at Xavier 1. Sustainability Coordinator
We applaud the university’s recent decision to hire a new sustainability coordinator. As the hiring committee articulates the official duties of this position, we would like to offer a few suggestions: 1) this position should help to house a Sustainability Major (see below). 2) this position needs to have a significant relationship to the academic side of the house. 3) this position should have ongoing institutional support that matches the extent of the work on campus, including physical space. 2. The Experiential Component In order for sustainability efforts to succeed at Xavier, student participation is critical. Beyond learning in the classroom, Xavier students are in need of “hands‐on” experiences to connect learned classroom concepts with real‐world applications. These opportunities will provide valuable skills to Xavier students and will improve their ability to obtain careers in the future. Overall, these experiences will increase the likelihood of our students incorporating sustainable practices in their own lives, in the Xavier community and beyond. Experience in sustainability can be incorporated into many existing academic programs and student positions. 1. Existing or new courses could add an experiential component, which might take the form of observation, field work, internships, and/or a capstone project. Please see Appendix II for a list of possible projects recommended by the Sustainability Committee. Perhaps this is the topic for a future Faculty Learning Community. 2. Sustainability Internships: With our President’s support, the Sustainability Committee has had two sustainability student interns for the 2010‐2011 school year. (A third held the position but was ineligible for the financial award that comes with it.) These positions have been critical to the development and initial implementation of the campus‐
wide sustainability plan. Each student leads various sustainability programs on campus. In addition, these positions have generated student interest in sustainability matters on campus. Not only has the existence of the sustainability internship program improved the overall success of current campus efforts, it has also provided these students with “hands‐
on” experiences in various disciplines associated with sustainability and allowed students to interact with diverse groups of people from XU and beyond. One way to increase student involvement in sustainability would be to increase the number of student interns from two to three or four. 3. Summer Service Program: The Center for Faith and Justice at Xavier University offers a Summer Service Program in which students are provided service internships at local Cincinnati organizations. As stated by the Center for Faith and Justice, “…this provides the opportunity for students to engage in social service in the Cincinnati area and nurture relationships with the broader community.” Local organizations apply for one to two internship positions and provide a fee of $325 dollars per internship; all other student costs (room and board, salary) are covered by XU. Although we are aware that a few local Sustainability FLC report, Xavier University 2010‐11, p. 6 environmental organizations have participated in the past, we would recommend that one or two additional positions focus on some aspect of sustainability in the local community. We also think that a summer service sustainability internship at Xavier could promote our campus’ efforts and help to link those with the local community. 4. Community­Engaged Fellows – Xavier University offers four‐year scholarships awarded annually to incoming freshmen; these prestigious awards are given to students based on previous leadership activities, community involvement and academic achievement. As stated by the university, these fellows once at Xavier are to be “involved in a host of diverse, hands‐on community opportunities throughout the Cincinnati region drawing upon principles of social justice, community building and public policy.” In the future, we recommend a Community‐Engaged Fellow position to be based on sustainability efforts. 3. Commitment to Growing Food Xavier should commit itself to programs and facilities that produce food and educate students about the production of food. Food is the most intimate and regular connection humans have with the earth and one that most readily serves to bring people together within the larger sustainability umbrella. Thus, it is a natural and profound way to get students, faculty and staff engaged in these efforts. These programs may include an expansion of the NEXUS Community Garden, the construction of a greenhouse, and the development of a farm. For the purposes of this discussion, we are focusing on one example of how this could work: an educational greenhouse. 1. This greenhouse facility would provide a location for XU students to learn how plants are grown in indoor (and outdoor), urban settings throughout the entire year. A majority of the time students are on campus at XU, weather conditions do not allow for outdoor, plant‐related activities. This greenhouse would provide an indoor facility that could support yearlong experiential learning. 2. This greenhouse facility could provide additional space for the on‐campus, NEXUS community garden. Currently this outdoor community garden has ~30 small plots and can only produce from May to October each year. This facility could allow for continued crop production for the XU, Norwood, and Evanston communities. This would also provide for these communities to learn about plant production in both outdoor and indoor settings. 3. This greenhouse facility would provide a location for XU students to conduct year‐round research. Currently at XU, all biology and environmental students are required to conduct a research project during their senior year. The greenhouse would provide an ideal setting for both basic and applied research activities throughout the year. This would also provide students who are interested in plant or agricultural science with hands‐on opportunities previously unavailable at XU. 4. This greenhouse facility would provide an educational opportunity where local community schools and organizations can come to learn about plants, greenhouse systems and sustainability. This greenhouse facility could act as model in which local schools or organizations may implement similar activities on their own property. Sustainability FLC report, Xavier University 2010‐11, p. 7 5. Ideally the development of this greenhouse facility would incorporate additional sustainable practices (such as water management through rain barrels, recycling the compost, etc.). Again, making this facility more sustainable would again provide the campus and local communities with an educational example of these practices in action. 6. This greenhouse facility would provide a location for XU student internship opportunities in sustainability. This facility, and educational programs, within could be maintained and lead by XU students. Students would gain hand‐on experience in greenhouse management, plant production, education, research activities, social and community engagement and more. 4. Sustainability Major With all of these pieces in place, we believe that Xavier will be in a position to offer a major in Sustainability. While the environmental science major is a great step in producing more environmental professionals and encouraging interest in this important field, it is also limited because it is, at its heart, a science major. This excludes some students who are interested in environmental issues but may not be interested in becoming a science major. Because environmental issues are highly interdisciplinary it makes sense that some individuals may want an environmental major that is less science‐centric. For this reason a number of us are interested in exploring the possibilities of an environmental major that would be accessible to the non‐science student. Other institutions have gone about this through either the creation of an Environmental Studies major or a Sustainability major. Both of these majors emphasize the social sciences looking at how we interact with the environment socially, politically and economically. While there is much overlap in how these two majors are defined, sustainability majors often look not only at environmental sustainability but also at economic and social sustainability at the local, regional, and global level. In addition to course work, Sustainability Majors would have a heavy experiential component. Sustainability FLC report, Xavier University 2010‐11, p. 8 Appendix I Course Projects BIOL 120, Life: Ecology and People Brent Blair Ecology and People is an environmental science course for non‐science majors that covers many of the sticky environmental issues that are commonly talked about today. Due to my interests in disenfranchised populations within the US and throughout the world this has led my course to develop an underlying, though often implicit, theme of connecting environmental degradation to the lives of the disenfranchised. As my FLC project I have been working on how to make this implicit theme more explicit without losing science content that still must be covered. BIOL 260 and BIOL 261, Introduction to Environmental Science Mollie McIntosh In this introductory course students will study the science of the natural environment and how human activities alter the natural environmental at both local and global scales. Woven throughout this course, students will be introduced to concepts of sustainability and scientific solutions for current and future environmental problems that humanity will encounter. In this course students will gain hands‐on experience in environmental science and sustainability topics through (1) field and lab‐based experimentation and analysis; (2) discussion/debates on past, current and future environmental issues, both in Cincinnati and beyond; (3) examination of past, current and future solutions to these environmental issues, including the use of sustainable solutions; and (4) exposure to local individuals and organizations that deal with environmental problems and provide current solutions to these problems in the Cincinnati area (through guest lectures and field trips). COMM 264, Persuasion Thomas Wagner Persuasion covers the concept of an attitude, how to influence people to change attitudes using message strategies, motivational appeals, and compliance gaining strategies. In recent years, some researchers have applied persuasion techniques to the context of environmentalism. There are numerous contexts where persuasion occurs and the context focus of this course is sustainability. Several assignments, readings, and discussions challenge students to discern arguments and develop persuasive messages on sustainability issues. ECON 320, Natural Resource Economics Nancy Bertaux The course focuses on economic analysis of managing the environment and allocating natural resources. Environmental effects of economic growth are considered. Historical roots and ethical consequences of existing problems and policies, and a variety of policy approaches to current environmental issues, are explored. Student projects which involve exposure to local environmental problems and policies will be encouraged, and may involve “mini‐service learning” placements. Sustainability FLC report, Xavier University 2010‐11, p. 9 EDEL 100, Introduction to Education Mary Lisa Vertuca Introduction to Education is a required course for the Bachelor of Science in Early or Middle Childhood. An introduction to the profession, the course is foundational, philosophical, and cultural in content. Students participate in weekly field experience in an urban setting and are expected to write about the experience in focused reflection papers. This spring semester, for the first time, the students in one section of the course have been asked to look at their knowledge and experience through a sustainability lens. The primary focus is on the meaning of the term “sense of place” and its impact on the child’s potential for love of nature and social imagination. HIST 123 and HIST 124, African History I and II Kathleen Smythe These two courses are a yearlong history sequence that serve as a core curriculum requirement. I am writing a book to use in these courses titled, “Understanding Africa: A Continent’s Past and Our Future.” It is organized around a number of historical and cultural themes (such as heterarchy, or horizontal organization, and matriliny, or mother‐
centered descent systems) that allow me to highlight the ways in which African societies have constructed sustainable economic, social, and political systems that have enabled Africans to withstand many ecological and economic changes over thousands of years. HIST 133, European History I Rachel Chrastil This course, which contributes to the History core requirement, concerns European History from ancient Greece to the Reformation. The new version incorporates the book Pan’s Travail: Environmental Problems of the Ancient Greeks and Romans by J. Donald Hughes. This book will allow fruitful discussions on the use of energy, the raising of food, the erosion of soil, and regard for nature in ancient societies. MGMT 339, Sustainable Nation, Business, and Lifestyle Mina Lee The objects of MGMT 339 are three‐fold. First, it is to introduce the concept of the economically, socially, and environmentally sustainable nation. Second, this course attempts to teach the recent development of sustainable business, based on utilitarian perspective. Third, this course attempts to educate students on how to live a disciplined and frugal life, when it is necessary. The third goal is not just to teach financial information, but also to teach a sustainable life style. Sustainability FLC report, Xavier University 2010‐11, p. 10 MGMT 621, Corporate Citizenship and Sustainability Rebecca Luce This is an MBA elective course. The course objectives include: •
To gain an understanding of the domain of corporate responsibilities and opportunities related to the triple bottom line: economic justice, social responsibility and environmental sustainability. •
To be able to make connections between triple bottom line initiatives and business interests by making the “business case” for corporate citizenship and sustainability. •
To prepare a program proposal for a local company in the area of social responsibility, environmental sustainability, “green” product or service development, emerging/subsistence market opportunity or social entrepreneurship venture. THEO 2XX, “Give Us This Day Our Daily Bread”: Theology, Food, and Agriculture Elizabeth Groppe This course begins with an analysis of the ecological crisis with particular attention to its agricultural dimensions. We will then examine the Jewish and Christian traditions with a focus on two questions: 1) What elements of these traditions can be retrieved and strenghtened in the service of a viable future? 2) Are there elements of these traditions that may have contributed to our state of crisis and need to be reconstructed? The course will include community‐engaged learning. Sustainability FLC report, Xavier University 2010‐11, p. 11 Appendix II Sustainability Projects for Faculty, Students, and Classes Faculty might ask how they can get involved. The following is a list of potential projects that a class or group of students might work on during the course of a semester or year. 1. Recyclemania in January‐March (Stacy Decker) 2. Starting an orchard on campus (Molly Robertshaw, Dave Lococo, Elizabeth Groppe) 3. Getting rid of bottled water on campus (Kathleen Smythe) 4. Signage for the features of our new buildings (Dave Lococo) 5. Urban Farm (Elizabeth Groppe, Bob Sheeran) 6. Bike co‐op (Josh Arthur, Taylor Mauro, Doug Olberding) 7. Zipcar (SGA President) 8. Green move out (Stacy Decker, Lori Lambert) 9. Monitoring of energy and water (Mark Hanlon) 10. University investments (Peter Bycio, Kathleen Smythe, Taylor Mauro) 11. Replacing drink vending machines with “eco‐wells” (Tom Barlow, Kathleen Smythe) 12. Make a list of Sustainable Classes (Kathleen Smythe) 13.Put “Sustainable Dorm living” and “Sustainable Apartment living” on our website and Res Life and Commuter services websites (Molly Robertshaw, Kathleen Smythe, Lisa Brown) 14. Make a fun promotional video (perhaps instructing how to compost or recycle) (Blis deVault, Tina Meagher) 15. Figure out how to dispose of chemicals in the art department in an eco‐friendly way (Suzanne Chouteau, Steve Owen) 16. Get a farmer’s market on campus (Dave Lococo, Kathleen Smythe) 17. Work with Chartwells to get more local food (Ed Devoid) 18. Get a to‐go box program for GSC (Ed Devoid) Sustainability FLC report, Xavier University 2010‐11, p. 12 19. Campus‐wide composting (Mark Hanlon, Dick Menke) 20. Carpet recycling at the end of the year (Stacy Decker) 21. Sustainable Move‐In (Stacy Decker) 22. Get eco‐representatives in res halls (Lori Lambert) 23. Finding initiatives already in place at the university that align with sustainability and label them as such. (Kathleen Smythe) 24. Help develop ways for donors to give money directly to sustainability efforts on campus (Cheryl McElroy) 25. Develop a local, sustainability‐focused Alternative Breaks trip (Dave Johnson) 26. Create a promotional campaign on ride‐sharing (Doug Olberding, Liz Johnson) 27. Create a non‐daily parking pass to incentivize alternative transporation (Doug Olberding) 28. Develop bike route maps for commuters within five miles of Xavier (Doug Olberding) 29. Create an educational campaign on the personal health benefits of and safety precautions for using alternative transportation (Doug Olberding) Sustainability FLC report, Xavier University 2010‐11, p. 13 Appendix III Suggestions for Further Reading Articles on Attitude Change Bator, R., & Cialdini, R. (2000). The Application of Persuasion Theory to the Development of Effective Proenvironmental Public Service Announcements. Journal of Social Issues, 56(3), 527‐541. Cialdini, R. (2003). Creating an Ethical Environment. Leader to Leader, 2003(28), 6‐10. Göckeritz, S., Schultz, P., Rendón, T., Cialdini, R., Goldstein, N., & Griskevicius, V. (2010). Descriptive normative beliefs and conservation behavior: The moderating roles of personal involvement and injunctive normative beliefs. European Journal of Social Psychology, 40(3), 514‐523. Goldstein, N., Cialdini, R., & Griskevicius, V. (2008). A Room with a Viewpoint: Using Social Norms to Motivate Environmental Conservation in Hotels. Journal of Consumer Research, 35(3), 472‐482. Cialdini, R. (2003) Crafting normative messages to protect the environment. Current Directions in Psychological Science 12 (4), p105‐109. Economics Textbooks Tom Tietenberg & Lynne Lewis, Environmental & Natural Resource Economics, 8th ed. (Addison Wesley, 2008), ISBN 978‐0321485717 Herman E. Daly, Ecological Economics: Principles and Applications, 2nd ed. (Island Press, 2010) ISBN 978‐1597266819 J. M. Harris, Environmental and Natural Resource Economics: A Contemporary Approach, (Houghton Mifflin Company, 2006) Eban S. Goodstein, Economics and the Environment, 6th ed., (Wiley, 2010) ISBN 978‐
0470561096 Sustainability FLC report, Xavier University 2010‐11, p. 14 Economics Topical Books Herman E. Daly, Beyond Growth: The Economics of Sustainable Development (Beacon Press, 1997) ISBN 978‐0807047095 Robert N. Stavins, Economics of the Environment: Selected Readings, 5th ed. (Norton, 2005), ISBN 978‐0393927016 Jeffrey Sachs, Common Wealth: Economics for a Crowded Planet (New York: Penguin Press, 2009) ISBN: 13 978014311487 Bill McKibben, Deep Economy: The Wealth of Communities and the Durable Future (New York: Henry Holt, 2007) ISBN: 9781851685967 Paul Hawken, Natural Capitalism: Creating the Next Industrial Revolution (Little Brown, 1999) Paul Hawken, The Ecology of Commerce: A Declaration of Sustainability (Revised Edition) (Harper, 2010), ISBN 978‐0061252792 Vandana Shiva, Earth Democracy: Justice, Sustainability, and Peace (South End Press, 2005), ISBN 978‐0896087453 Lester Brown , Plan B 3.0 — Mobilizing to Save Civilization (New York: W W Norton, 2008) ISBN 978 0 393 33087 8 Peter Maass, Crude World (Vintage Books, 2010) Paul Greenberg, Four Fish: The Future of the Last Wild Food (Penguin Press HC, 2010) Vandana Shiva, Soil Not Oil: Environmental Justice in an Age of Climate Crisis (South End Press, 2008), ISBN 978‐0896087828 Michael Pollan, In Defense of Food: An Eater's Manifesto (New York: Penguin Press, 2008) James Gustave Speth, The Bridge at the Edge of the World: Capitalism, the Environment, and Crossing from Crisis to Sustainability (2008, M.E.Sharpe) William McDonough and Michael Braungart, Cradle to Cradle: Remaking the Way We Make Things (2002, North Point Press) ISBN 978‐0865475878 Jennifer Clapp & Peter Dauvergne, Paths to a Green World: The Political Economy of the Global Environment, (MIT Press, 2005), ISBN‐13 978‐0262532716 Sustainability FLC report, Xavier University 2010‐11, p. 15 Development, Poverty and Self­sufficiency Rob Hopkins, The Transition Handbook: From Oil Dependency to Local Resilience (White River Junction, VT: Chelsea Green Publishing, 2008) Gilbert Rist, The History of Development: From Western Origins to Global Faith (London: Zed, 2008) Jeremy Seabrook, The ‘No‐Nonsense’ Guide to Poverty (London: New Internationalist Publications, 2003) Sharon Astyk, Depletion and Abundance: Life on the New Home Front (Gabriola Island, BC: New Society Publishers, 2008) Education Last Child in the Woods by Richard Louv, 2006, Aloquin Books of Chapel Hill. Smart by Nature: Schooling for Sustainability, 2009, Michael Stone/Center for Ecoliteracy Watershed Media Ecological Literacy: Educating Our Children for a Sustainable World, 2005, Michael Stone and Zenobia Barlow, Bioneers Series, Sierra Club Books The Nature Literacy Series from Orion Society, Great Barrington, MA Titles of note: Beyond Ecophobia, David Sobel Place‐Based Education:Connecting Classrooms and Communities, David Sobel Into the Field: A Guide to Locally Focused Teaching, Clare Walker Leslie, John Tallmadge, and Tom Wessels Stories in the Land collection Web based Education resources. Many link to other sites, especially Earth Child Institute. Educators for Social Responsibility http://esrnational.org/ Center for Ecoliteracy http://www.ecoliteracy.org/ Earth Child Institute (for teachers and students) http://www.earthchildinstitute.org/ Orion Magazine http://www.orionmagazine.org/ Yes!Magazine http://www.yesmagazine.org/ Natural Learning Initiative http://www.naturalearning.org/ Project Wild http://www.projectwild.org Sustainability FLC report, Xavier University 2010‐11, p. 16 Business Perspective Books Cramer, A. & Karabell, Z. 2010. Sustainable Excellence. Rodale Inc. Elkington, J.1998. Cannibals with Forks. Capstone Publishers. Epstein, Marc J. 2008. Making Sustainability Work. Greenleaf Publishing Ltd Esty, D.C. & Winston, A.S. 2006, 2009. Green to Gold. John Wiley & Sons Friedman, T.L. 2008. Hot, Flat and Crowded. Farrar, Straus & Giroux Hawken, P., Lovins, A. & Lovins, L.H. 1999. Natural Capitalism. Little, Brown. McDonough, W. & Braungart, M. 2002. Cradle to Cradle. Northpoint Press. Senge,P., Smith, B., Kruschwitz, N., Laur, J. & Schley, S. 2008, 2010. The Necessary Revolution. The Crown Publishing Group. Articles Berns, Townend, Khayat, Balagopal, Reeves, Hopkins & Kruschwitz. 2009. Sustainability and Competitive Advantage. MIT Sloan Management Review, Fall Bilgin, M. 2009. The PEARL Model: Gaining Competitive Advantage Through Sustainable Development. Journal of Business Ethics, vol. 85. Nidumolu, Prahalad & Rangaswami, Why Sustainability is Now the Key Driver of Innovation, Harvard Business Review, Sept. 2009 Porter & Kramer. 2011. Creating Shared Value. Harvard Business Review, Jan.‐Feb. Senge, Lichtenstein, Kaeufer, Bradbury & Carroll. 2007. Collaborating for Systemic Change. MIT Sloan Management Review, Winter. Senge & Carstedt, Innovating our Way to the Next Industrial Revolution, MIT Sloan Management Review, Winter 2001 Unruh & Ettenson, Winning in the Green Frenzy, Harvard Business Review, Nov. 2010 Sustainability FLC report, Xavier University 2010‐11, p. 17 Theology and General Cribb, Julian. The Coming Famine: The Global Food Crisis and What We Can Do To Avoid It. Berkeley, Calif.: University of California Press, 2010. Diamond, Jared. Collapse: How Societies Choose To Fail or Succeed. New York: Penguin, 2005. Foltz, Richard C. Worldviews, Religion, and the Environment: A Global Anthology. Belmont, Calif.: Wadsworth/Thompson, 2003. Greer, John Michael. The Long Descent: A User’s Guide to the End of the Industrial Age. Gabriola Island, Canada: New Society Publishers, 2008. Hessel, Dieter T. and Rosemary Radford Ruether, eds. Christianity and Ecology. Cambridge, Mass.: Harvard University Center for the Study of World Religions, 2000. Howard, James. The Long Emergency: Surviving the Converging Catastrophes of the Twenty­
First Century. New York: Atlanic Monthly, 2005. Kolbert, Elizabeth. Field Notes from a Catastrophe New York: Bloomsbury, 2006. Miller, Richard, ed. God, Creation, and Climate Change. Maryknoll, N.Y.: Orbis, 2010. Orr, David. Earth in Mind: On Education, Environment, and the Human Prospect. Washington, D.C.: Island Press, 2004. Pearce, Fred. With Speed and Violence: Why Scientists Fear Tipping Points in Climate Change. Boston, Mass.: Beacon, 2007. Roberts, Paul. The End of Food. Boston: Houghton Mifflin, 2008. Sustainability FLC report, Xavier University 2010‐11, p. 18 Student Book Selections Abraham, Spencer. (2010) Lights Out! Ten myths about (and real solutions to) America’s energy crisis. Brown, L. R. (2011). World on the edge: How to prevent environmental and economic collapse. w. w. norton and company Fritsch, A., Gallimore, P. (2007). Healing Appalachia:Sustainable living through appropriate technology. The University Press of Kentucky. Johnson, G. P. (2008). Put Your Life on a Diet: Lessons Learned from Living in 140 Square Feet. Layton, UT: Gibbs Smith. Lovelock, J. (2006). The revenge of Gaia. London: Penguin Melville, G. (2008) Greasy rider. New York: Workman Publishing. McDonough W. & Braungart, M. (2002). Cradle to Cradle. New York: North Point Press. Louv, R. (2006). Last Child in the Woods. Aloquin Books of Chapel Hill. Flannery, T. (2006). The Weather Makers. Atlantic Monthly Press. Ward, Barbara, and Strong, Maurice, ed. (1973). Who Speaks for Earth?, W. W. Norton and Co. Weber, E. P. (2003). Bringing Society Back In: Grassroots Ecosystem Management, Accountability, and Sustainable Communities. MIT Press