White Paper
DRAFT
Committee Report: The Sustainability Institute Initiative at WWU
April 22, 2011
Table of Contents
Executive Summary ......................................................................................................................... 3
Part I: Sustainability in Higher Education ....................................................................................... 6
Characteristics ..................................................................................................................... 7
Significance ........................................................................................................................ 8
Trends ................................................................................................................................. 9
Part II: Sustainability at Western ..................................................................................................... 9
Mission and Strategic Goals ............................................................................................. 10
Campus Operations and Business Practices...................................................................... 11
Curriculum ........................................................................................................................ 13
Programs ........................................................................................................................... 14
Transdisciplinary Initiatives.............................................................................................. 15
Courses.............................................................................................................................. 16
Learning Centers ............................................................................................................... 17
Research ............................................................................................................................ 18
Student Initiatives ............................................................................................................. 18
Regional and Global Partners ........................................................................................... 19
Memberships and Affiliations........................................................................................... 20
Part III: Current Challenges at Western ......................................................................................... 20
Financial............................................................................................................................ 20
Structural ........................................................................................................................... 21
Student Access and Defining Sustainability ..................................................................... 21
Part IV: The Sustainability Initiative at Western ........................................................................... 22
Background ....................................................................................................................... 22
Sustainability Academy .................................................................................................... 23
Sustainability Institute Initiative ....................................................................................... 24
Part V: Rationale for The Sustainability Institute at Western ........................................................ 27
Teaching............................................................................................................................ 27
Sustainability Literacy Course Sequence .......................................................................... 28
Sustainability Internship Program..................................................................................... 28
Sustainability Courses and Research ................................................................................ 29
Community Outreach ........................................................................................................ 30
Maintaining Organizational Frameworks ......................................................................... 31
Fundraising ....................................................................................................................... 32
Part VI: Considerations for Funding .............................................................................................. 31
Part VII: Recommendations ........................................................................................................... 32
List of Figures ................................................................................................................................ 35
List of Appendices ......................................................................................................................... 35
2
Executive Summary
10 Recommendations for Establishing the WWU Institute of Sustainability
The Institute proposal calls for a phased-in approach over the next one or two biennium. The next, or
second phase, proposes establishing a coordinator or director position. In addition, honoraria support is
proposed for faculty involved in the sustainability literacy courses, with a small amount for student
support. Each program/project and initiative was cost estimated separately. The total funding figure for a
fully established Institute was endowment in the amount of $2.5 million or $100,000 annually for the
biennium.
Provost Office
Director,
Sustainability Institute
Initiative
Deans, Colleges
Collaboration
s
Affiliated Faculty
Team Teaching Collaborations
Departmental Faculty
Sustainability
Student Advising Opportunities
Departmental Courses
Literacy I, II, III
GUR
Feeder Courses
Majors and Minors
Research
Interdisciplinarity & Funding
Research
Outreach
Sustainability &
Western Brand
Outreach
Sustainability Practices and Applied Learning Strategies
Figure 1: Current Activities of the Sustainability Institute
For Western to continue its progress toward being recognized for its innovative sustainability efforts, our
recommendation is for the development of the Sustainability Institute at Western that will
comprehensively focus Western’s sustainability efforts in the three common higher education functions of
education, research, and community outreach. The Sustainability Institute seeks to foster the
collaborative, interdisciplinary education of critical thinkers who will lead, inspire, and engage their
communities toward a sustainable world.
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Recommendation One: Interim Director of Institute
Successful models of institutes of sustainability throughout the country build around a senior faculty
member who brings experience and strong expertise to the teaching and scholarship of sustainability.
Such an individual integrates classroom and research strengths with the ability to bridge across
departments and colleges. The work of the director would be to interrelate the broad spectrum of external
constituencies that harbor desires for assistance and educational support for their private and public
enterprises. Support is recommended in the form of a salary and compensation base for the director/senior
professor and course release similar to other departmental chair positions.
Recommendation Two: Sustainability General Education Sequence
For the integrative “interdisciplinarity” of sustainability to be adequately addressed at Western, new
models for course development must be supported and further developed. Currently, the ways in which
new courses and/or programs are initiated makes integrated interdisciplinary course development
difficult. The fact that current curriculum and/or program proposals must be spearheaded from within
individual Departments, is challenging to the inherently interdisciplinary nature of sustainability related
inquiry. The Sustainability Institute advocates for developing new models for course and/or program
initiation to allow for an alternative process that enables integrated.
For example, the successfully piloted sustainability general education sequence that includes
Sustainability Literacy I, II, and III are currently offered as experimental courses through Huxley. The
experiential and integral structure of the course sequence includes the participation of over 30 faculty
from every college and 15 different disciplines. This course sequence lays the groundwork for students to
major or minor in sustainability-related programs. With the addition of 2-3 existing companion courses
to compliment the Sustainability Literacy sequence, an interdisciplinary General Education sequence can
be offered to Western students. Because of the new forms of pedagogical approaches taken in these
courses, we recommend support for a Faculty Sustainability Curriculum Coordinator, for participating
faculty honoraria, and for student teaching assistance.
Recommendation Three: Sustainability Curriculum Development
Over 85 Western faculty representing all colleges at WWU have been conducting classes and/or engaging
in the research of sustainability in their fields for years. Support for faculty engaged in sustainability
curriculum development is recommended in the form of honoraria, fellowships, or release time. Our
vision of sustainability education at Western is to build new models for integrated and active learning by
using the best available practices in student learning and engagement, which demands the redesign of
courses and curricula through a broad sustainability agenda that transcends curricular constraints that
currently isolate content knowledge from broader student-learning goals.
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Recommendation Four: Student Support
We recommend the Institute’s coordination of student research under work study, internships, class
projects, and leadership opportunities to further individual and team student learning in applied
sustainability research.
Recommendation Five: Research Initiatives and Knowledge Creation
The scope of sustainability research at Western is multi-faceted and portrays a commitment to the multidisciplinary collaborative style of problem solving essential to addressing environmental, social, and
economic needs. Within this framework lies the need to further define what and how sustainability
research contributes to the varied disciplines and professions that Western engages. Equally as timely is
the need for Western to collect data regarding the market demand for sustainability education in regards
to graduate employment for students and in relationship to global scholarship for students and faculty.
The Sustainability Institute would serve as a resource for developing and sharing applied research that
informs the practices of faculty and students. Support is recommended to provide grants to faculty for the
development of applied research projects that investigate the critical academic and societal questions
invoked by sustainability practices in higher education
Recommendation Six: Service Learning and Local and Global Partnerships
Because sustainability is more a way of thinking and behaving than a science, there is a need for
innovative and flexible pathways to provide students and faculty opportunities for global study and
collaboration. In addition to the many opportunities available at Western for students to engage in actionlearning locally and globally, there has been an enormous increase in sustainability education programs
offered outside of Western that students are increasingly integrating into their course of study through
study abroad programs or independent learning credits. In addition to student interest in these emerging
programs of study, faculty teaching sustainability-related topics understand the need for global
partnerships that can be facilitated through regional projects facilitated through Western that are aligned
with global initiatives. We recommend the Sustainability Institute as a hub where these partnerships can
be identified, assessed, and integrated among faculty and students.
Recommendation Seven: Public Model of Sustainability Education
We are a sustainability leader in many ways among state universities like us, but we are not as
competitive in our initiatives as private colleges and universities. One of the criteria for a public model of
sustainability education is accessibility, which may require Western to be creative with credits,
enrollment, extended education, and tuition-based programs. We recommend the Sustainability Institute
as a resource for conducting up-to-date research on existing models at other state universities and doing
benefit-analysis for incorporating similar models at Western based on student initiated feedback.
Recommendation Eight: Outreach
As part of their market and branding research two years ago, the Lyric company of Seattle highlighted the
result of their research under five categories. In each of the five, sustainability was a focal point for
Lyrics recommendations. There is a “powerful desire to make a difference and have an impact... in the
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community… (and) for the environment”. “The Western Hook” is sustainability and environmental
stewardship (which is) embedded deeply in the consciousness with opportunities for hands-on student
involvement. The Institute can play a key role in coordinating efforts of making community connections
between service learning opportunities and academic internships and projects and public and private
partners in matters related to sustainable solutions.
Recommendation Nine: Sustainability Recognition and Promotional Development
Although Western has a long tradition of being a leader in environmental education and stewardship,
further recognition and communication of Western Sustainability amidst the larger global conversation on
sustainability education is necessary. The Institute would serve as a clearinghouse of programs and
projects, faculty expertise, and student involvement for articulating how these goals are supported through
sustainability initiatives at Western. The Sustainability Institute would also serve as a boundary-spanning
entity reaching across colleges and out into governments, businesses, non-profits, and institutions to
articulate collaborative efforts and potential partnerships toward reimagining and redesigning higher
education to meet the context of the 21st century.
Recommendation Ten: Capitalize on Funding Opportunities
The broadest need for the development of the Sustainability Institute is to capitalize on the growing
awareness among all sectors of society that in order to meet the great challenges of the 21st century there
needs to be more sustainable thinking and practices. Colleges and universities are uniquely positioned to
bring together a collective of complimentary resources and knowledge particularly suited to solving large
complex issues like sustainability. The colleges and universities that have broadly and deeply embraced
sustainability efforts are succeeding in reputation and fund-raising. They have become the recognized
leaders in the race to infuse the values of sustainability into their institutional culture; they have moved
sustainability from good intentions to realizing the vision of meeting the challenges of this century.
Western’s Institute of Sustainability has the potential to move an already strong operational program and
expand Western’s fundraising efforts to serve a public increasingly looking for answers and the faculty,
students, and institutions that seek to lead the efforts to find the answers.
Part I: Sustainability in Higher Education
With the increasing emphasis on sustainability in modern business culture and changes in personal lives,
it has become clear that the higher education sector represents one of the greatest opportunities to
advance a more sustainable society. To appreciate the impact of this opportunity, consider the scope of
higher education’s annual expenditures in purchasing, employment, enrollment, building construction,
and energy consumption. Higher education is also the incubator for future leaders, as well as a site for
research, innovation, and demonstration for a variety of sustainable practices. Higher education prepares
most of the professionals who lead and influence society. As a public institution, it creates significant
economic, social, and environmental footprints. It also has the unique freedom derived from academic
pursuit, as well as the critical mass and diversity of skills to develop new ideas and to engage in bold
experimentation in sustainable business and living practices. Higher education provides the ideal context
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for conducting critical research and helping develop new ideas and technologies, as well as raise the level
of discourse regarding societal challenges.1
Characteristics
In a 2010 International Residential Training Workshop on Universities & Education for Sustainable
Development held in Greece, the principles and methods for sustainability in higher education were
outlined and included a commitment by faculty, staff, governance, and operations to promote socially
just, economically prosperous, and environmentally benign principles to create what they refer to as a
“whole institute approach” to sustainability. 2 A whole institute approach to sustainability in higher
education generally involves a multi-tiered strategy of Curriculum, Research and Operations.
While there has been a recent increase in popular discourse on sustainability, the 3 pillars of sustainability
shown in Figure 3—economic, social, and environmental—are not a new challenge to higher education.
Figure 3: Sustainability Triad: The Triple Bottom Line
Teaching and research in higher education has been instrumental in advancing sustainability education in
regards to social, economic, and environmental impacts. However, a whole institute approach to
sustainability asks higher education to acknowledge the intricate connections between social, economic,
and environmental systems, and to consider the impact an interconnected approach to curriculum and
research will have on the university’s core business practices. Curriculum and research that address
sustainability is at the nexus of social, economic, and environmental concerns. Therefore, teachers and
1
The Sustainability Movement in Higher Education: An Overview. by James L. Elder with Jean
MacGregor, December, 2008
2
Sustainable Mediterranean, Residential Training Workshop on Universities & Education for Sustainable
Development. Amfissa, Greece 23-28 May 2010.
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researchers committed to sustainability education often find themselves working across increasingly
diverse subject areas to analyze issues, evaluate actions, and implement positive change.
In higher education, such transdisciplinary inquiry is understood as the “sustainability imperative,” which
requires experimental and extended teaching and learning models that explore questions, problems, or
issues too broad to be adequately studied within a single discipline or even a university. The sustainability
imperative aims at a complex understanding of the inherent transdisciplinary nature of knowledge. A
summary of literature on the topic of sustainability in higher education, establishes the following criteria
for sustainability education:
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Regional projects integrated with global initiatives;
Orientation toward systems or integrated thinking;
Commitment to the multi-disciplinary collaborative style of problem solving essential to
addressing environmental, social and economic needs;
Collaboration with businesses, industries, governments, and NGOS worldwide; and
Multi-disciplinary teaching and research at the intersection of environmental, economic, and
social goals.
In addition to the teaching, learning, and development of concepts and tools for sustainability education,
sustainability methods in higher education also requires policy and program implementation to encourage
collaboration between disciplines, with other colleges and universities, and within local and global
communities.
In comparison, the role of operations in advancing sustainability in higher education initiatives are more
easily achieved within existing models of operations within universities and typically involves reducing
overhead and environmental costs through innovations regarding energy usage, waste material,
construction, water consumption and distribution, food distribution, etc.
Significance
At a time when employment opportunities are challenging to find and maintain for graduates, sustainable
innovations in private business, not-for-profit organizations, and governmental organizations have
provided relief through an increase in green jobs that are not dependent on or reproductions of failing
economic models and traditional business practices. Recent reports on business trends also suggest an
increase of jobs in “sustainability” indicates a growing interest in business models that emphasize not
only efficiency, but also inter-communication, collaboration, and environmental consideration.
Graduates with a background in sustainability education are equipped to support the future of urban
growth and community development, rural lands preservation and utilization, and developments in green
business, which are increasingly being sought out as effective ways to integrate social, economic, and
environmental components under the broad banner of sustainability. In fact, seventy-eight percent of
businesses surveyed by the National Environmental Education Foundation said that the value of
environmental and sustainability knowledge as a hiring factor will increase over the next five years with
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the majority of respondents agreeing that “in the future, all jobs will be green jobs.”3 According to Alan
Hardcastle, from the WSU Extension Energy Program, rather than a separate green economy, we have a
“greening economy.”
Following this trend, sixty-six percent of the nearly 16,000 college applicants and parents surveyed by the
Princeton Review last year said they would value having information about a college's commitment to the
environment in making their decision.4 In September 2009 Time reported that 40 percent of consumers
made purchases because they liked the social or political values of the company. By providing guidance
in sustainability at the level of higher education, the university can develop methods for advancing
sustainable development as a means for fostering economic growth.
Higher Education Trends
Currently, more than 665 U.S. colleges and universities in all 50 states, representing a student population
of over 5.6 million, have signed the American College & University Presidents' Climate Commitment,
which is an institutional pledge to integrate climate and sustainability into education and research, and to
pursue climate neutrality in campus operations.5 However, other commitments towards sustainability
education in a college or university are not as easily defined and require students, faculty, and
administration to determine how much they will prioritize university-wide efforts toward sustainable
practices. For some universities, sustainability on campus is a list of disconnected activities and programs
that, while increasing in numbers, have not led to establishing a unified vision of sustainability or a whole
institute approach. For others, such as Arizona State University, the effect of sustainability on higher
education has led to the development of the Global Institute of Sustainability [GIS] as a means of
achieving ASU’s vision for sustainability. The GIS is a hub for ASU’s comprehensive sustainability
effort. According to the GIS’s web site, ASU’s framework for addressing the challenges of sustainability
builds upon four cornerstones spanning disciplines, campuses, and institutional boundaries: Education,
Research, Business Practices, and Global Partnerships and Transformation.
Part II: Sustainability at Western
Western Washington University has a foundational history of sustainability in university operations,
curriculum, student initiatives, etc., as well as a long tradition of being a leader in environmental
education and stewardship through two generations of students, faculty, and staff. As a publicly purposed
university, Western recognizes that higher education is the incubator for the nation’s future leaders and is
the channel by which innovative ideas and practices can be realized for the betterment of society.
3
Companies Cite Growing Interest, March 2009, [http://www.greenbiz.com/news/2009/03/19/companies-citegrowing-interest-need-and-value-environmental-smarts-survey].
4
The Princeton Review Gives 703 Colleges Green Ratings, [http://www.princetonreview.com/green/pressrelease.aspx].
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In January 2009, members of the Faculty Sustainability Academy [FSA] developed A Timeline of
Sustainable Development Initiatives at Western Washington University & Whatcom County [See Figure
2].
Figure 4: Sustainability Timeline at Western Washington University
The timeline tracks the history of sustainability at Western through 26 university and 15 county events
beginning in 1962 with the Institutes for Freshwater Studies and Watershed Studies and including: 1969Huxley College of the Environment; 1972-Department of Engineering Technology, Vehicle Research
Institute; 1979-AS Environmental Center; 1979-The Planet Magazine; 1979-AS Recycle Center; 1983Outback Farm; 1993-Learning, Environment, Action, Discovery (LEAD), Huxley College; 1995Transportation Management Program; 1991-Campus Planning Studio; 1996-Fairhven Organic Gardening
Course & Applied Human Ecology (Sustainable Systems Course); 1998-Custodial Services
Environmental Preferable Practices; 1999-Institutional Campus Master Plan; 2000-Student Recreation
Fee for LEED Certified Recreation Center; 2000-Green Landscaping Practices; 2005-Sustainable Design
Minor; 2005-100% Renewable Energy Fee voted by students; 2005-WWU Sustainability Committee;
2006-Woodring Teaching for a Positive Future; 2006-Office of Sustainability and Coordinator of
Sustainability; 2007-Signing of Western President’s Climate Commitment; 2007-Alternative
Transportation Fee voted by students; 2008-Go For The Green Residence Hall Energy Program; 2008Faculty Sustainability Academy; 2008-Woodring Initiative for Sustainability Education [See Appendix
A].
During the drafting of this paper, it was announced that Western made it into the Princeton Review’s
“Green College” Guide, which means Western is above the 80th percentile according to their assessment
framework. While we did not make it to their “Green Honor Roll” this year, the current progress of the
Sustainability Institute Initiative and the Office of Sustainability places Western in competitive advantage
for next year.
Mission and Strategic Goals
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Western’s mission and strategic goals articulate the important role that higher education holds in creating
a sustainable future and promote Western as a leader for sustainability educational initiatives throughout
Washington State and, in particular, among our peer universities across the nation.
Mission
Western Washington University serves the people of the State of Washington, the nation, and the
world by bringing together individuals of diverse backgrounds and perspectives in an inclusive,
student-centered university that develops the potential of learners and the well being of communities.
The Western Experience described in the university’s mission statement expresses the relevancy of
sustainability to Western as a whole:
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Western promotes scholarly and creative work of significance and applies that scholarship in
regional, national, and global communities.
Western creates opportunities for students to display leadership, civic engagement, social
responsibility, and effective citizenship
Western encourages diversity as a means build an effective learning community that, along with
community partners, involves its members in active learning, scholarly discourse, and reflection.
Western provides a high quality environment that compliments the learning community on a
sustainable and attractive campus intentionally designed to support student learning and
environmental stewardship.
Vision
Western will build a stronger Washington by being an international leader in active learning, critical
thinking, and in societal problem solving.
Strategic Goals
 Build upon Western's strengths to address critical needs in the State of Washington;
 Expand student access to rigorous and engaging baccalaureate and graduate education;
 Foster and promote life-long learning and success in an ever-changing world;
 Apply Western's expertise and collaborative approach to scholarship, creativity, and research in
ways that strengthen communities beyond the campus;
 Serve as a model for institutional effectiveness, innovation, diversity, and sustainability.
Complimentary to Western’s mission, vision, and strategic goals is the universities location in the Pacific
Northwest, and more specifically Whatcom County. Whatcom County has won several national
recognitions for their gold standard of sustainability, including local business practices, food and farming
initiatives, as well as environmental standard awards. Therefore, Western provides a unique forum
through which students can be provided with the opportunity to engage in sustainability education
through local and global community involvement and diversity in academic perspectives, backgrounds,
and interests.
Campus Operations and Business Practices
From Western’s commitment to green energy and waste reduction, Western incorporates sustainability
into many areas of campus operations. Western’s Office of Sustainability is dedicated to furthering
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Western’s strategic goal of campus sustainability.
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The Office of Sustainability [OS]
Further supporting the commitment by Western toward sustainability, the Office of Sustainability was
established in 2006 by Business and Financial Affairs and the WWU Sustainability Committee to
give a home to campus sustainability efforts and house the OS staff. At present the office consists of
the campus Sustainability Coordinator, one part-time classified staff, and ten part-time student
support personnel. The OS coordinates an array of programs and activities that are developed on
Western’s campus and focus on the specific dimensions of campus operations as well as provides
sustainability consultation to University clients, including the Port of Seattle and Brenthaven. The OS
also coordinates an array of programs and activities developed on Western’s campus that focus on the
specific dimensions of campus operations. These programs and activities include:
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Carbon Neutrality – Provides Western with the momentum to become a leader in reducing and
offsetting our carbon emissions in order to fight the threat of global warming.
Energy – Reducing energy consumption, minimizing harmful emissions related to energy
consumption, and increasing energy efficiency.
Buildings and Grounds – Incorporating environmentally friendly components into the
architecture—in compliance with University standards and State law—that will save enough
energy to pay for the building over its lifetime.
Waste and Recycling – Decreasing total waste accumulated in campus buildings and commons
areas while increasing the proportion of waste diverted from landfills.
Food Services – Assisting with local foods procurement, waste reduction, conscientious recycling
practices, pollution management, and efficient use of energy and water within compliance of
local Health Department policy.
Purchasing and Policy – Promoting sustainability begins internally, with localized business
practices and a customized University policy.
Transportation – Reducing the number of petroleum-fueled motor vehicle trips, enhancing
alternative modes of travel, supporting fuel-efficient and alternative fuel vehicles, and promoting
human health.
These programs and activities are intended to incorporate the major components of university
functions and utilities. By setting high standards now Western is in a position to design and
implement effective and efficient sustainability programs for other universities, corporations,
businesses, and local industry.
Supported by the Office of Sustainability, Western has also been nationally recognized for its
sustainability efforts in campus operations and business practices in the following areas:
Parking and Transportation Office
Western’s Alternative Transportation Coordinator and the Parking and Transportation Office efforts
of promoting alternatives to single occupant vehicles has yielded state and national recognition. In
2002, Western was recognized as the State agency/institution with the most effective commute trip
reduction program, and in 2005, the Environmental Protection Agency designated Western as one of
the “Best Workplaces for Commuters” in the country.
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Sustainable Food Systems
In 2008, the Office of Sustainability and Dining Services initiated funding for a student coordinator to
facilitate conversation opportunities regarding sustainable food service on campus and to increase the
purchase of foods produced in Whatcom County. The OS position provides students with a hands-on
learning experience that includes interfacing with students, staff, faculty members, and local food
producers.
WWU Sustainability Report
The OS, in coordination with students in the WWU Campus Planning Studio, produced the
University’s first comprehensive campus sustainability report. This report, presented to the WWU
Board of Trustees in December 2008, outlines both programs and guiding metrics that are furthering
Western’s pursuit of sustainability.
Greenhouse Gas Inventory (GGI)
Completing the first requirement of the President’s Climate Commitment, the GGI provides a
snapshot of Western’s FY 2007 emissions from electricity use, natural gas combustion,
transportation, and other sources. The GGI was used in formulation of the Climate Action Plan for
the University.
Local and Regional Climate Action Plan
The signing of the American College and University President’s Climate Commitment has set
Western on a path to climate neutrality. The OS is actively engaged in conversations with Western’s
Facilities Management and the Board of Trustees, as well as the local Northwest Higher Education
Sustainability Consortium, on a joint “Climate Action Plan” that will provide mutual assistance in
pursuit of climate neutrality throughout the State.
10x12 Campaign
Western has adopted the global 10x12 Campaign as a University-wide, department-focused effort to
reduce utility use on campus and conserve University funds. The campaign promotes sustainability
education, utility monitoring, improved building performance, and monetary incentives to
participants. The 10x12 campaign implements conservation measures to realize a 10% reduction in
pilot building utility consumption by the end of 2012.
Sustainable Investing
In collaboration with the OS, the University’s Endowment Investment Committee sponsored a 2008
forum on “Principles of Sustainable Investing.” The event brought together Western faculty and
administrators with national experts on sustainability and social justice who presented recent research
and models for sustainable design. Subsequently, the committee approved a strong investing policy
for Western’s public funding portfolio.
Curriculum
Complimentary to sustainability initiatives in campus operations and business practices, Western’s
faculty and students have made a strong commitment to the academic study and exploration of
sustainability. On behalf of the Sustainability Academy, Professor Gene Myers of Huxley developed a list
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in 2008 of Western faculty who have some teaching or scholarly interest in some aspect of sustainability.
A faculty-wide survey ascertained that more than 60 faculty members, outside of Huxley College, have
professional interest in sustainability. Subsequent surveys have identified nearly 150 faculty members
across all colleges and disciplines.
Courses and academic programs related to sustainability currently exist in every college at WWU. The
courses and programs focus on issues related either directly or indirectly to sustainability related inquiry,
innovations, and solutions. They are the result of independent interest, generated mostly by individual
faculty members. Unfortunately many of these curricular initiatives work in isolation from other colleges
and departments offering complimentary opportunities for both faculty and students to participate in the
sustainability imperative of framing inquiry across traditional disciplinary constraints.
In 2008, an informal association of Western faculty committed to promoting sustainability learning
throughout the university, formed the Sustainability Academy and began their work of defining,
uncovering, and supporting sustainability education efforts at Western. Below are some highlights of
these curricular efforts at Western, which include programs, initiatives, courses, and learning centers:
Programs
Sustainable Design Minor
The Sustainable Design minor is a collaboration among Engineering Technology, Huxley College,
and Fairhaven College. Students gain complimentary skills in environmental studies, urban planning,
and design in order to pursue sustainable design careers. A multidisciplinary team of students was
awarded a national grant of $40,000 from the Industrial Designers Society of American/Proctor and
Gamble for their proposed water quality project in Greece.
Vehicle Research Institute [VRI]
The VRI, in the College of Science and Technology, offers one of the best total car design
curriculums in the world. The laboratory-oriented program focuses on complete vehicle design and
fabrication. The VRI has produced dozens of innovative, fuel-efficient cars that have won
international awards and have captured the attention of top automobile manufacturers.
Renewable Energy Degree (in development)
Huxley College of the Environment, College of Science and Technology, and the College of Business
and Economics, under the direction of Dean Brad Smith, Dean Arian Norman, and Dean Brian
Burton, are developing a curriculum track that will lead to a major in Renewable Energy. Designed to
meet the needs of a rapidly expanding green energy economy, the program will integrate research and
outreach with a unique interdisciplinary curriculum. The curriculum will include a Bachelor of Arts
degree, a Bachelor of Science degree, and the option to minor in science and technology; or policy,
economics and business. Graduate degrees in renewable energy will also be offered.
Sustainable/Environmental Business Concentration (in development)
The College of Business and Economics, in collaboration with the Huxley College of the
Environment is developing a degree that degree combines three areas of study that gives graduates the
necessary skills to operate in a changing economic and social environment: economics, environmental
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science, and business sustainability. This degree will address the need for persons working in and
with business organizations that can analyze the environmental and social issues from multiple
perspectives, decide on action steps to deal with those issues, and then implement those action steps
successfully.
Environmental and Sustainability Education Specialty Area Endorsement
In 2009, the Washington Professional Educators Standards Board (PESB) approved a new Specialty
Area Endorsement in Environmental and Sustainability Education (ESE) for Washington teachers.
The specialty endorsement in ESE is intended to create new roles and leadership opportunities for
teachers; offer students new opportunities for learning; and encourage interdisciplinary teaching and
learning. Woodring College of Education is currently developing a program leading to the ESE
Specialty Area Endorsement. The ESE Specialty Area Endorsement program will be organized in
eight 3-credit classes offered during two consecutive summers for a total of 24 credits. All courses are
formatted as hybrid (on-line/face to face) during the 6-week summer session.
Master of Professional Studies [MPS] in Sustainable Urban Planning and Environmental Policy (in
development)
Graduates of the MPS in Sustainable Urban Planning program and Environmental Policy can expect
to play pivotal roles in the emerging "green collar" job sector to lead communities towards healthier
and sustainable futures. Designed to develop career urban planners skilled in sustainable urban
planning and environmental policy and knowledgeable about green technologies, this unique program
integrates sustainable thinking and insights into every aspect of you’re the program.
Post Bac Certificate in Sustainable Urban Planning (in development)
Huxley College is exploring the development of a post baccalaureate professional certificate and a
graduate professional studies degree program to provide the necessary professional and leadership
skills to create sustainable futures. Designed to develop career urban planners and environmental
policy professionals, the certificate program integrates sustainable thinking throughout the post-bac
curriculum.
Transdisciplinary Initiatives
The Sustainability Institute Initiative [SII]
SII builds an innovative, collaborative institutional structure for the development of a generation of
interdisciplinary systems thinkers who can lead, inspire, and engage their communities toward
sustainable goals. To accomplish this vision of the Initiative, the Institute will work to dissolve
traditional disciplinary boundaries, generate dialogue between the diverse fields of academic
discourse, and better understand the concepts and importance of sustainability today and in the future.
The Institute will use education, research, and community involvement—the three functions common
to university-level academics—as a foundation for moving beyond the existing dependence on shortterm solutions.
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Courses
Urban Transitions Studio
Urban Transitions Studio is a collaborative partnership between WWU, Bellingham’s Office of
Planning and Community Development, and Sustainable Connections. Beginning in 2010, Western’s
Planning Studio participated in a coordinated service learning curriculum that partnered several
classes with community and institutional partners in order to develop new urban planning concepts to
help Bellingham transition into a more compact, sustainable community. The program is intended to
expand student learning by concentrating planning and sustainable development studies over the
course of an entire year and incorporating multiple dimensions of the planning process to effect
public policy change toward sustainable community development.
Campus Sustainability Planning Studio
Through the Campus Sustainability Planning Studio students work directly with on and off-campus
stakeholders to produce solutions to the sustainability challenges we face such as, energy
conservation, waste reduction, sustainable transportation, local foods, green purchasing, sustainable
building, sustainability media, and more. Products include research on the WWU student bus pass,
local foods procurement, organics waste program expansion, and energy efficiency measures on
multiple campus buildings.
Social, Economic and Environmental Development Studies (SEEDS)
Modeled after the successful program at the University of British Columbia, WWU SEEDS
coordinates applied research opportunities related to sustainability. WWU students earn academic
credit for their work; instructors become more fully involved in the community; and, staff gains
research supporting sustainability in their area of operation. Since 2007, over ten SEEDS projects
have been completed involving many academic programs such as Environmental Education,
Marketing, Exercise Science, Computer Science, and Electronics Engineering.
Writing and Critical Inquiry: English 101
English 101 at Western is a ten-week, composition course generally taken during students' first year
of college. It serves approximately 1600-1800 students annually. Since the 2008-2009 academic year
all sections of English 101 have used the following text: Sustainable Words: Readings in
Consumption and Complexity, Responsibility and Renewal. In addition, 12-15 graduate teaching
assistants are mentored annually using these readings on sustainability.
Summer Institute’s Teaching for a Positive Future
The Summer Institute’s Teaching for a Positive Future provides practical strategies and resources for
integrating sustainability concepts into K-12 curriculum, school operations, and teacher preparation
programs.
Summer and International Study Abroad
There are 13 active faculty led summer abroad programs this year each integrating the 3 pillars of
sustainability into their goals. For example, Professor Nicholas Zaferatos oversees the award winning
International Sustainable Development Studies Planning program on the Greek islands of Kefalonia
(2005-2009), Ithaca (2010-2011), and on the island of Haiti (2010-2011. In addition, there is a
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faculty-led program in Kenya collaborating with local community partners and addressing global
modernization through community development projects. These programs provide correspondence
between cross-cultural experiences and a major-focus in academics, giving students the opportunity to
reflect upon and address cultural, economic, environmental, and social priorities.
Learning Centers
The Outback [OELS]
The student-run Outback Outdoor Experiential Learning Site (OELS) is a joint program of Fairhaven
College and the Associated Students that covers five acres at the south end of campus. Since its
inception almost forty years ago, the OELS has served students pursuing environmental sustainability
and holistic community involvement in an applied, hands-on approach, both formally (through
coursework) and informally through gardening activity. Major sustainability focuses at the OELS
include small-scale, diverse food production in an urban setting and wetlands restoration. In addition
to formal courses and active learning projects, a steady procession of workshops and short courses on
sustainable food production take place during the academic year and are open to students, staff, and
the greater Bellingham community.
Shannon Point Marine Center
Shannon Point Marine Center in Anacortes provides academic programs, research opportunities, and
applied-learning engagement for both undergraduates and Master's students and incorporates state-ofthe-art investigative techniques to analyze data in the field and laboratory. Faculty from the Center
have been researching Northwest waters for the effects of urbanization and manufacturing-related
contamination on marine life for decades.
The Education for Sustainable Development Center (under development)
The Center, to be located in the Woodring College of Education, will address the worldwide need to
integrate sustainability into the education of children in Pre-K to Secondary school. The Center will
accomplish this goal through three types of activities: providing direct professional development
services for Teachers, School Administrators and Teacher Educators by sponsoring classes, seminars,
workshops, conferences, leadership summits and summer institutes; supporting applied research
focusing on best practices in ESD by sponsoring Faculty Research Fellowships, Graduate Student
Assistantships, and Collaborative Inquiry Partnerships; and contributing to the knowledge base in
Education for Sustainable Development by sponsoring international faculty exchanges, visiting
lecture series, and various dissemination projects in print and digital formats. The Center also will
work actively with national and international networks addressing teacher education and ESD.
In summary, Western has a strong history and reputation as a university committed to sustainability in
operations, curriculum, research, applied learning, and community involvement. Retaining and building
upon Western’s preeminence, however, requires increased collaboration; a lessening of barriers and
disciplinary silos that inhibit collaboration; increased coordination of the rapidly growing numbers of
courses, programs, and initiatives; and increased visibility of Western’s many and diverse contributions to
the “sustainability imperative.”
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Research
There are almost 200 academic research grants presently underway at Western with a grant total of $4.7
million dollars. While the faculty in the colleges of Science & Technology and Huxley College of the
Environment produce the bulk of the grant funding, grant-funded projects are applied for and received
across the six colleges and include both academic departments and non-academic departments of the
University.
The Office of Research and Sponsored Programs supports all public grant recipients and publishes a
listing of current grants at Western received by each division, department, and individual. The grants are
not aggregated or indicated by research description or by funding source. For this reason, it is difficult to
determine the research activity of Western’s faculty in the combined areas of social, economic, and
environmental factors related to sustainability.
With the assistance of members of the Faculty Sustainability Academy, the Sustainability Institute
Initiative has been able to assess the current grants at Western and apply the definition of Sustainability
(and environmental science) Research developed by Academy members to develop an aggregated listing
of sustainability-related research among faculty members, departments, and colleges. The assessment has
resulted in an identification of 43 current grant projects that meet the definition totaling nearly 30 percent
of all current grants and contracts at Western.
Student Initiatives
Each Associated Student [AS] club is student-initiated and sustained. Therefore, they are a good
representation of student interests at Western. Of the 2010-2011 active student clubs, nearly 1/5 are
directly formed around sustainability initiatives while close to 25 percent deal with sustainability issues
through the course of their overall work. The membership and activities of the AS clubs are inherently
interdisciplinary. Such coalitions have been instrumental to the promotion and success of the globally
recognized student-led initiatives advancing sustainability at Western.
Green Energy Initiative
Led by students enrolled in an entrepreneurial management course in the College of Business and
Economics, Western students took an active leadership role in the Green Energy movement by
passing the Green Energy Initiative in 2004. Beginning in 2005, Western has been obtaining 100
percent of its electricity from renewable resources and the university is now ranked eighth on the U.S.
Environmental Protection Agency’s list of the nation’s top 10 green energy purchasers in higher
education.
Green Energy Fee
As part of the Green Energy Fee, which received an overwhelming student vote in-favor in 2010,
Western students have initiated an educational fund to support student research projects in
sustainability by promoting renewable energy research, energy conservation, and community
involvement with food production and purchasing. The Office of Sustainability and the student Green
Fee Advisor is currently managing the program. In addition, faculty serving on the Sustainability
Academy provide expertise and advising for the various projects.
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The Resident Resource Awareness [ResRAP]
ResRAP promotes leadership in energy and material conservation in campus residence halls through
elected sustainability representatives, known as EcoReps. In 2009, the ResRAP coordinator and
EcoReps saved the University over $17,000 in electrical energy costs. EcoReps educate and promote
sustainable choices to their fellow residents and create opportunities for positive impacts in their hall
and local communities.
Western Student Transportation Program [WST]
The AS, in conjunction with the Division of Business and Financial Affairs, developed the WST after
a successful student vote for the transportation fee in April 2007. The program’s goal is to enable
students to live a full college experience without owning a personal vehicle.
Earth Week
Earth Week is an annual festival celebrating Western’s commitment to sustainability while providing
fun and educational opportunities for students to collaborate on environmental solutions. For the past
couple of years the students have expanded the celebration to encompass a week of activities that
include speakers, workshops, films, outreach, and faculty participation on various topics related to
sustainability.
Regional and Global Partnerships
Complimentary to the growing sustainability initiatives on Western’s campus through operations,
curriculum, research, and student initiatives are the local and global partnerships created and sustained
through sustainability efforts at Western.
Energy Resources Scarcity/Peak Oil Task Force The City of Bellingham and Whatcom County formed a community taskforce in 2008 to examine
energy-related vulnerabilities for local economics, social and environmental infrastructure, and to
recommend strategies to ensure individual community resiliency. Professor Gigi Berardi, faculty at
Huxley College and Director of the Energy/Resiliency Institute, and Dr. Hart Hodges, faculty at
College of Business & Economics and Director of the Economic and Business Research Center, were
selected as members of the Bellingham and Whatcom County community task force.
Sustainable Connections
Sustainable Connections is a network of community-focused businesses, farms, organizations, and
individuals committed to sustainable business practices, local purchasing, and economic and cultural
diversity. Western is a charter member of the group and provides educational and professional support
for many of its initiatives.
Memberships and Affiliations
Western is a member of the following sustainability-related professional national associations and
organizations:
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American Council on Renewable Energy (ACORE)
Association for the Advancement of Sustainability in Higher Education (AASHE)
Environmental Protection Agency’s Green Power Partnership
Society of College and University Planning (SCUP)
The Conference Board Committee on Corporate Citizenship and Sustainability
United Nations Academic Impact Partnership Program (UNAI) (in process)
As a member of the these organizations Western is poised to integrate faculty and students into a variety
of sustainability programs that directly address concerns and solutions for local, regional, and global
settings.
Part III: Current Challenges for Sustainability Education at Western
Growth and development opportunities in green business practices are emerging through the integration
of social, economic, and environmental components, converging under the broad banner of sustainability.
However, sustainability initiatives are strategic only when they integrate with the greater vision and
purpose of an organization—a whole-institute approach. Despite the many diverse and important projects
related to sustainability at Western, many of the sustainability programs, research, and curricula are not
articulated in relationship to one another and are seen as parts rather than parts of a whole institutional
approach to sustainability education. Frank Rhodes, former president of Cornell University, suggests that
the concept of sustainability offers "a new foundation for the liberal arts and sciences." Simply plugging
sustainability into existing institutional models will not do. Instead, a whole-institute approach to
sustainability invites universities to effectively engage principles of sustainability in their curriculum,
research, governance, and infrastructure.
In 2010 AASHE conducted “2010 Higher Education Sustainability Education Staffing Survey” requesting
information regarding the major challenges that respondents and their institutions face in terms of
implementing sustainability work. The top three most frequent reasons universities had difficulty
centralizing sustainability programs were cited as a “lack of financial resources” (17%), followed by
“structural barriers” (15%), and concluded with a “lack of staff” (15%). It is also noted that 5% of
respondents indicated concerns for academic integration and curriculum change, bureaucracy, changing
the traditional culture and formalized expectations, lack of time, and a lack of student support/focus as
barriers to advancing campus sustainability projects.
At Western, we are fortunate that the culture and student support for campus sustainability is not a barrier.
It is, in fact, just the opposite. Students have been a leading force behind Western’s sustainability
advancements through the enrollment in courses and student-led initiatives for many years. This trend is
being carried forward at Western by members of the student body and faculty at Western that are leading
the Sustainability Institute Initiative and unifying the disparate programs on campus to establish Western
as an institutional leader of sustainability in higher education.
Financial
Western, along with many other universities across the country, is faced with the daunting task of making
extreme cuts to its budget in the next biennium. The “old” way of doing things will have to be closely
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examined in order for the important work of the university to continue. While some of the characteristics
of a whole-institute approach to sustainability may seem unattainable during such extreme cuts, upon
closer examination we might find that it is possible to build upon the innovative work being done through
collaborative teaching, learning, and program development in a way that develops institutional
frameworks and supporting mechanisms for promoting and facilitating sustainability through curricular
and university activities. The critical challenges facing most colleges and universities today call for those
of us in the academy to aggressively leave our zones of comfort and move beyond the vested higher
education interests of the day.
Structural
Structural barriers also exist at Western when it comes to facilitating a whole institute approach to
sustainability. Writing from an international perspective, Noel Entwistle concludes in his research
findings about higher education that evidence supports the sustainability imperative to revisit the purpose
of higher education at a time of rapid change and ‘super-complexity’ in dealing with emerging issues and
new problems. The report encourages institutional support for redesigning courses and curricula through a
broad agenda that requires the deconstruction of curricular constraints that often isolate content
knowledge from broader questions that could serve as ‘throughlines’ for learning and encourage students
to connect and configure understandings for themselves.
Related to this, Western recently underwent an external examination as part of its effort to produce a
brand for the second decade of the 21st century. Research for the project (conducted by the firm Lyric)
yielded an overall impression that Western needs to connect across departments to create a cohesive story.
President Shepard, among others, has talked about “breaking down the silos” between colleges,
departments, and programs. An increasing number of faculty view this as moving beyond single
disciplinary and even multi-disciplinary scholarship and toward a fusion of disciplines—
transdisciplinary. As noted by Lyric, an opportunity exists to “leverage the whole of the university as it
will be more impactful than the separate, though fabulous, parts.”
Student Access and Defining Sustainability at Western
Students have expressed another challenge to sustainability education at Western as difficulty identifying
and accessing sustainability related courses and relevant degree opportunities by students wanting to
pursue sustainability degrees, programs, and certificates at Western. They come to Western’s campus
because it has a reputation for environmental innovation and concern, interdisciplinary studies through
Fairhaven College, and sustainability initiatives launched by students, faculty, and departments. Students
aware of the sustainability imperative of transdisciplinary studies and research have experienced obstacles
at Western, such as difficulty knowing about courses and events on campus, difficulty registering for
courses (which is going to become even more prevalent with the new wait-list policies), and identifying
and connecting with faculty mentors. In addition, students are finding that they are less competitive for
the sustainability-focused workforce when they graduate with a single disciplinary focus/approach.
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Part IV: Sustainability Initiatives at Western
Background of the Sustainability Initiative at Western
In February 2005, President Karen Morse appointed an all-university Sustainability Committee comprised
of faculty from each of the colleges, as well as knowledgeable and informed students and staff. The
charge to the committee was: How can we be better, smarter, and wiser in the ways we view and use our
resources and do so in a manner that helps us realize the goals we as partners, staff, faculty and
administration desire? The group was asked to:
Develop a unified set of sustainability metrics and indicators with the purpose of building
awareness and understanding on campus;
2. Conduct a baseline assessment of present efforts at Western;
3. Create a Vision and Strategic Plan that envisions the steps needed for Western to become a leader
in sustainable practices using our natural, financial and human resources, and
4. Advise on effective step-by-step implementation so that our respective academic programs and
operations can become leaders by example through their efforts.
1.
In a December 12, 2005 letter addressed to Dr. George Pierce, seven faculty members from across colleges
requested consideration for an institutional body that provides a university-wide umbrella for sustainability
related faculty and programs on Western’s campus. The letter went on to discuss how such an effort could
support communication, match complimentary interests, arrange research and teaching collaborations, and
provide linkages with community efforts and resources to support “greening the curriculum” by utilizing
existing faculty talent [See Appendix B].
The seven faculty, in concert with faculty members of the Sustainability Committee, also circulated a “think
piece” entitled Sustainability at Western Washington University, Proposed Action Steps [See Appendix C].
In this piece the faculty noted that,
“...successful examples on other campuses have shown that long term progress is best ensured if the
effort involves the three major campus constituencies: faculty, administration, and off-campus
community. Each of the campus groups needs a permanent institutional entity or structure through
which it makes coordinated contributions to sustainability. Campus sustainability calls for a systemic
approach. The main groups that compose the university must have their own structures through
which their contributions can be most effectively stimulated and brought into relationship.”
In January 2007, the Sustainability Committee’s sub-committee on curriculum developed and distributed its
recommendations in a Concept Paper entitled “Recommendations for establishing a university-wide
program in sustainability literacy, experiential learning, research, and the creation of a WWU Faculty
Sustainability Academy” [See Appendix D]. The concept paper defines the role of the Sustainability
Academy as being “comprised of all WWU faculty members who “self declare” a research, teaching, or
creative endeavor interest in sustainability studies.” In addition, the Academy would contribute to
sustainability studies at Western through such activities as teaching, sponsoring research, monitoring
sustainability curriculum, facilitating discussions, and engaging in interdisciplinary research and writing
focusing on issues related to sustainability.
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Sustainability Academy
The Sustainability Academy is an informal group of faculty interested in developing sustainability as a
signature theme of education at Western Washington University. In December 2008 the group identified
sustainability content in current courses and proposed curricular models for development of a General
Education course sequence in sustainability literacy, an overlay sustainability minor for students in all
disciplines, and an eventual major program in sustainability. The first gathering of the Sustainability
Academy was on December 3, 2008. Most of the 60 plus faculty in attendance supported moving forward
with a series of activities including: a curriculum design charette workshop (held in February, 2009);
informal “brown-bag” discussions (held during the winter 2009 and spring 2010); and a university-wide
survey of faculty interests and support.
Through the 2008-2009 academic year a number of faculty and academic administrators convened
informally to foster sustainability education at Western by developing an inventory of existing sustainability
classes, consolidating Western’s library resources on the topic, hosting bi-monthly brown bag discussions,
and designing curriculum proposals for interdisciplinary studies and projects in sustainability.
The February 2009 charette produced ideas for the following sustainability programs at Western:
1. A sustainability literacy GUR block of 2-3 courses;
2. A sustainability minor to involve literacy, topical skills, research seminars, and research application
in sustainability;
3. A sustainability major including core requirements, transdisciplinary research skills, transdisciplinary
theory and practice; disciplinary specialization and applications; and
4. A certificate program in sustainability studies.
These programs initiated by the Sustainability Academy provided the framework for academic discourse
between students interested in sustainability and faculty who are already engaged in sustainability related
and/or focused research and curriculum design. The programs also provided an opportunity for students to
contribute their ideas to the ongoing research at Western and to become the architects of their own degree
pursuits as they participate with and adapt to the changing needs of a greening society and increasingly
sustainability-minded culture.
In winter 2009, discussions by the Sustainability Academy also led to 5 building blocks for supporting
sustainability curriculum at Western. The building blocks include:
1. Formation of a faculty oversight working group (“Sustainability Studies Academy”) to participate in
teaching, mentoring, and guiding the development of a sustainability curriculum at WWU;
2. A General Education program in sustainability literacy;
3. Classes that develop sustainability research skills;
4. An organizational framework that will support independent student research and community
outreach; and
5. An “overlay minor” in Sustainability.
These building blocks are the foundation for defining academic sustainability in research, curriculum,
faculty and student collaboration, and transdisciplinary interactions between colleges. At this time, the
academy continued on with its goals of supporting communication, matching complimentary interests,
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facilitating research and teaching collaborations, developing curricular models, and partnering with
community efforts and resources to create the backbone of research and teaching that would drive the work
of the Sustainability Institute Initiative.
With the inception of the Sustainability Institute Initiative in July 2009, and in keeping with the growing
faculty and student demand for a cross-curricular sustainability umbrella at Western, administrative support
was provided for the Sustainability Academy to move forward with several of its goals. The Sustainability
Institute Initiative launched with oversight from a “steering group” of twelve faculty that began
implementing sustainability curriculum at Western and laying the groundwork for developing a
coordinating academic framework for the Institute for Sustainability. The goals and achievements of the
Sustainability Institute Initiative included:
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Developing a pilot course in Sustainability Literacy [Literacy I], taught during Spring 2009 and Fall
2010;
Developing the second course in a sequence of three [Sustainability Literacy II], offered Winter 2011;
Integrating the pilot Sustainability Literacy III course into the Campus Planning Studio course, which
occurred during Spring 2011;
Presenting a Sustainability Literacy GUR sequence to the CUE of the Academic Coordinating
Council;
Forming a student “focus group” to assist in the planning and development of the Sustainability
Literacy courses and to assist the instructors in the facilitation of class dialogue groups;
Assisting and supporting the efforts of the Associated Students in the planning and increasing faculty
participation in the yearly Earth Week events on campus;
Participating in Western’s hosting of and presentation to a delegation of Russian environmental
engineers and managers from Nakhodka, Bellingham’s sister city;
Supporting the collaborative inter-institutional efforts of the Northwest Consortium of Colleges and
Universities in Sustainability under the leadership of WWU;
Supporting the Student Green Fee Educational component which would: (a) use green energy fee
proposals to further campus sustainability, (b) have the student proposals receive funding through the
green fee and (c) provide students with administrative experience implementing accepted project
proposals; and
Working with faculty to provide new research ideas furthering sustainable innovation to the campus
community.
Completion of this white paper for the Sustainability Institute.
Sustainability Institute Initiative
President Bruce Shepard established the Sustainability Institute Initiative during the spring quarter of
2009. Dr. George Pierce, formally Vice President for Business and Financial Affairs, was appointed
coordinator of the project as Special Assistant for Sustainability. Dr. Pierce began work with the Provost
and the Vice Provost for Undergraduate Education in monitoring and supporting the academic integration
of the sustainability efforts of the faculty, departments, and colleges. The Provost asked Dr. Richard Frye,
of the Office of Testing and Assessment, to assist Pierce in the Initiative’s efforts. A number of faculty,
administrators, staff, and students were also involved in the planning and development of the Initiative.
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The plans and development tasks were discussed in an August 2009 Business Plan written by Dr. Pierce
[see Appendix E]. The business plan listed four primary goals of the Initiative to be completed in four
phases, beginning with the “start up” during Spring to Summer Quarter of 2009 and through to the formal
establishment of the Institute of Sustainability by the end of the 2010-11 academic year.
Below are listed the primary goals of the Initiative followed by the accomplishments to-date:
Goal #1: Increase the number and intensity of sustainability efforts on Westerns campus.
 Provided assistance to Facilities Management and Office of Sustainability for developing options
for alternative heat and energy, including a district energy concept to tie to the waterfront
development project.
 Coordinated joint faculty and student activities for annual Earth Week activities by serving as
liaison between the AS and the Faculty Sustainability Academy.
 Collaborated with the Sustainability Coordinator in the Office of Sustainability to establish the
Northwest Higher Education Sustainability Consortium of WWU, WCC, BTC, and NWIC.
 Developed the prototype of on-line social media called “Western Sustainability” by reviewing
and purchasing appropriate software, working with ATUS to install the software, and
coordinating communication and technology students in the design.
 Assisted the Office of Sustainability in the development of Western’s response to the STARS
self-accreditation instrument (sponsored by AASHE) by (1) coordinating Western’s definition of
Sustainability Research with member of the Faculty Sustainability Academy, (2) assessing
courses, academic research and scholarly activities of faculty and students related to
sustainability, (3) developing a database of grants, activities and courses undertaken at Western,
and (4) listing these on the SII website for public information.
 Nominated Lauren Squires, AS Environmental Center Coordinator, on behalf of Western, for the
Student Sustainability Leadership Award with AASHE. The Faculty Academy chose Squires
through nomination and sought supporting documentation from additional faculty and staff
indicating her commitment to Western’s sustainability initiative.
Goal #2: Enhance the ability of WWU colleges to carry out scholarly activities and development
projects in partnership with faculty and students from the broader campus community.
 Assisted in the organization and coordination of the Faculty Sustainability Academy [FSA] by
establishing a steering committee, staffing the meetings, preparing a budget for faculty assistance,
setting up brown bag discussions, and stewarding the development of course curriculum.
 Organized and coordinated the Student Sustainability Focus Group by seeking nominations from
faculty and students, holding meetings and training sessions, and stewarding the involvement of
students from a range of disciplines in the planning, design, facilitating, and assessment of the
sustainability literacy courses.
 Established the Sustainability Community Solutions Internship Program with support from the
Office of Sustainability by seeking and receiving outside funding, coordinating with Consortium
members, establishing community partners, and selecting students.
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Coordinated support of the FSA for the AS’s efforts to initiate a Green Energy Fee Education
Program by providing advice and staff assistance to the Green Fee Committee as they developed
the educational component to make effective use of the fee-generated monies.
Participated on the advisory committee organized by Woodring for the Sustainable Development
Center [SDC].
Goal #3: Attract federal and state grants and contracts, and private gifts, to enhance Western’s
applied sustainability capacity.
 Developed a case statement for the establishment of the Institute of Sustainability.
 Received $3,000 grant from Puget Sound Energy Foundation for establishing the Sustainability
Community Research Internship Program.
 Developed pilot partnership project with i-Sustain, a Seattle firm devoted to evolving global best
practices in urban sustainability.
 Working with the Provosts Office to develop a NSF grant proposal for a global sustainability
project focused on collaborations between WWU and Eastern Russia.
 Partnering with Whatcom Community College and the NWHEC consortium to craft a grant
proposal to EPA to support sustainability, public engagement, and service learning.
 Received $40,000 grant from Proctor & Gamble, one of four national awards, to fund a facultyled interdisciplinary student investigation for global sustainable water resource development.
 Faculty international recognition in sustainable global development.
Goal #4: Support the development and implementation of integrated education programs promoting
sustainability throughout the curriculum.
 Stewarded the development of interdisciplinary curriculum in sustainability at Western in concert
with the VP for Undergraduate Programs and members of the FSA by providing staff resources to
plan, design, and implement Sustainability Literacy I (ESTU 197) as a highly successful pilot
course in the Spring and Fall 2010.
 Partnered with FSA to develop Sustainability Literacy II (ESTU 297)—an interdisciplinary
course focused on systems of sustainability and offered in winter 2011.
 Co-Designated the Campus Planning Studio (ESTU 471) for spring 2011 as Sustainability
Literacy III—the third in the Sustainability Literacy Series sequence.
 Oversaw the development of a comprehensive assessment report of the literacy courses for future
curriculum development by (1) providing staff resources, (2) coordinating student evaluations and
third-party and student facilitator observations, and (3) supporting institutional research analysis
and recommendations.
 Engaged upper-division students from several different majors as small group facilitators in the
literacy classes for recruiting, training, and coordinating course activities and student involvement
with each other and with the course instructor.
 Coordinated the FSA proposal for a Gen Ed sequence in sustainability by (1) researching existing
curriculum models, (2) crafting a model for Western, (3) meetings with VP for Undergraduate
Programs and CUE, (4) obtaining faculty and committee support for the program, and (5)
designing three interdisciplinary courses to be offered as a sustainability sequence.
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The completion of Goal 2 provided additional momentum for collaboration between faculty, students, and
the broader campus community in sustainability-focused and related programs. With this groundwork in
place the Initiative began to generate funding for sustainability projects. The Sustainability Institute
continues to seek funding from federal and state grants in order to pursue and encourage new research and
curriculum opportunities in sustainability on Western’s campus.
The far reaching impacts the Sustainability Institute Initiative has had on the key practices of the
university—teaching, research, and community service—combined with the global move toward a whole
institute approach toward the “sustainable university” supports the creation of Sustainability Institute at
Western.
Part V: Rationale for The Sustainability Institute at Western
While the nationwide movement to re-imagine and redesign higher education to meet the needs of the
twenty-first century may be dominated by increasing budget cuts, the primary service offered by higher
education is to remain innovative and to create learning environments that respond to ever-changing
environments. The Sustainability Institute at Western directly addresses the evolving expectations placed
on current and future generations of students who are being called upon to address the challenges of
sustainability this century. Throughout history, higher education has been assessed on its ability to create
a passion for learning that addresses the needs of the world that graduates will be facing in their work and
lives. Therefore, higher education in the twenty-first century will be assessed on its ability to ensure that
sustainability curriculum, research, and operations are an integral part of academic praxis.
At the 2002 Summit, the United Nations General Assembly declared years 2005-2014 the “Decade of
Education for Sustainable Development” as a way of signaling that education and learning lie at the heart
of approaches to sustainable development. The Association of University Leaders for Sustainable
Development, whose mission is to "make sustainability a major focus of teaching, research, operations
and outreach at colleges and universities worldwide,” has partnered with the International Association of
Universities and UNESCO. Their rationale is as follows:
The partners are convinced that the leaders of higher education institutions and their academic
colleagues in all disciplines must make sustainable development a central academic and
organizational focus in order to create a just, equitable and ecologically sound future. This
requires the generation and dissemination of knowledge through interdisciplinary research and
teaching, policy-making, capacity building, and technology transfer.
The Sustainability Institute at Western aligns its self well with these goals and is uniquely positioned to
work across boundaries and to engage faculty and students from a range of disciplines to develop an
informed and inclusive definition of sustainability at Western—one that will serve as an imprimatur for
curriculum, research, and community involvement. With this in mind, the Sustainability Institute at
Western would enhance (1) teaching (2) research (3) outreach, and (4) fundraising at Western.
Teaching
A primary function of the Sustainability Institute Initiative is to continue its efforts towards making it
possible for students across the university to engage with sustainability education at different levels,
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which may include a sequence of courses, minors, and/or concentrations in sustainability. There is a
strong demand by students across disciplines, and potential employers of graduates, to have expertise
integrating and addressing social, economic, and environmental challenges into their inquiry and practice.
The Sustainability Institute serves as an umbrella at Western where students and faculty from all
disciplines come together to create and share knowledge related to sustainability.
Sustainability Literacy Course Sequence
A number of curricular models were explored by the interdisciplinary steering group of the Faculty
Sustainability Academy, which led to the creation of a possible General Education sequence of three
courses and a series of sustainability minors to be offered in partnership with individual colleges or
disciplines. The experiential and integral structure of the course sequence includes the participation of
over 30 faculty from every college and 15 different disciplines. The Sustainability Literacy sequence
includes 3 sections, listed as Sustainability I, II, and III. The sequence is offered consecutively
beginning with Literacy I in the fall and ending with Literacy III in the spring. The courses build on
one another and are to be taken in series; however, they may also be taken individually by students
familiar with sustainability concepts or interested in incorporating sustainability concepts into their
chosen major area.
The curricular model builds the sequence around a “compelling narrative” that includes elected
material from the natural sciences to explore how geophysical systems work, the life sciences to
explore how living systems work interdependently with the physical world, the social and behavioral
sciences to explore how people behave interdependently with the natural world, the humanities to
explore the values, cultures, and ethics which guide individual and group behavior, and systems and
technology to explore how intra- and inter-system problems can be approached and resolved.
The sequence can be adapted for the development of minors, majors, research projects, and capstone
projects as the Institute develops. It should be possible for a student in any major to construct a minor
in sustainability by taking the Gen Ed sequence and a series of courses from fields outside their major
area. For example, a minor in sustainability for a natural science major might include courses in
social and life sciences, humanities, technology, and psychology, in addition to a core sequence
which might include the Gen Ed sequence and a capstone project of some kind.
Students participating in the sustainability course sequence (the number of total credits and
composition of courses to be determined) could in the future obtain a minor in “Sustainability
Studies” as an overlay minor to their chosen majors at Western. Courses taken in the sustainability
curriculum could satisfy as “electives” in the student’s major.
Sustainability Internship Program WWU Sustainability Internship Program is a collaborative effort between the Office of Sustainability
and the Sustainability Institute Initiative to pair Western students with partners in Bellingham and the
regional community who are looking for innovative opportunities to adopt sustainable practices.
Business, government, and non-profit organizations are increasingly asked by their customers,
employees, and board members to “green up” their mission and practices. Using the proposed offcampus WWU Sustainability Internship Program, community partners will benefit from Western’s
29
student’s contributions; students will in-turn gain valuable skills and credit for their work; and faculty
will have the opportunity to become more integrated with their community.
30
Sustainability Courses and Research
In addition to innovative curricular development, the Sustainability Institute Initiative at Western has also
facilitated campus-wide research on sustainability curriculum, research, and community outreach and
makes this information available to the campus community through publicity, outreach, and the
maintaining of the Sustainability Institute Initiative web site [http://www.wwu.edu/sii].
During the 2010-2011 academic year, the Sustainability Institute Initiative estimates that of the 5,500 total
courses offered at Western that about 22 are sustainability focused with 900 being sustainability related
(meaning those with “sustainable “ in the title or course description)—approximately 15 percent.
Sustainability focused courses at Western Washington University address sustainability in local, regional,
national, or international settings and contexts as a primary component of the course. Sustainability
related courses at Western Washington University promote cultural studies and community development
in local, regional, national, and global contexts with attention to language, economics, small business,
security, and the interconnection between human and non-human environments. These courses are
currently involved with interdisciplinary studies at the academic level, translate easily into other
disciplines, colleges, and departments, or actively interface with local and global demographic interests.
The Initiative also found that thirty percent of the total research grants received by the university since
2008 fit a broad definition of “sustainability.” Likewise, thirty-six percent of press releases from the
Office of Communication relate to scholarship and activities of faculty, students, and staff in
sustainability efforts locally, nationally, and internationally. And, 150 different faculty indicated an
interest in sustainability scholarship and identified with the Sustainability Academy in a total of three
surveys administered since 2008. In total, nearly one third of Western's academic research and
scholarly/community based activities are involved with what is commonly regarded as
“sustainability/environmental education.”
Without the Sustainability Institute, curriculum, research, and activities, such as those documented above,
run the risk of becoming self-absorbed and isolated when they are not in conversation with each other. In
contrast, when the curriculum, research, and activities that support sustainability education at Western are
articulated as a whole, they reflect an integrated concept of sustainability at Western—a sum greater than
its parts.
Research documenting sustainability initiatives at Western will be useful for pursuing funding
opportunities, as well as for national or global recognition. During the 2010-2011 academic year, the
Sustainability Institute Initiative worked in collaboration with the Office of Sustainability for one such
national recognition—the Sustainability Tracking, Assessment and Rating System [STARS] maintained
by the Association for the Advancement of Sustainability in Higher Education [AASHE].
STARS
The STARS program is a transparent, self-reporting framework for colleges and universities across
the United States and Canada and is designed to measure sustainability performances on participating
campuses. A collaboration of the Office of Sustainability and the Sustainability Institute Initiative
began completing the STARS rating survey instrument in 2010. Based on the accomplishments of the
Office of Sustainability and the Sustainability Institute Initiative to articulate a unified front of
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sustainability at Western in both operations and curriculum, Western is ranked as a leader in initiative
and self-direction for sustainability development. STARS also applauded Western’s undertaking of
the task of defining sustainability in academics. This recognition was specifically supported by the
work of the Sustainability Academy and the Sustainability Literacy course sequence, something that
few other universities have attempted at this point.
A high rating in the STARS program marks Western as a leader in sustainable education, strategy,
programs, and innovation, distinguishing the campus among peer universities across the United
States. Western’s ranking as a sustainable university also indicates our interest in the future of
sustainability research, education, and lifestyle, which are aspects of Western’s mission and goals as a
university that prospective students are considering before they choose their higher education. The
STARS program is also important to Western because it assists with determining where the university
stands in terms of sustainability programs on campus, as well as in relationship to the national and
international sustainability movement. STARS is concurrently a framework that is designed to assist
and direct a university in taking new steps toward higher achievement in sustainability.
Community Outreach
Academic Impact Initiative
The Sustainability Institute Initiative and the Sustainability Academy aided Western’s
participation in the United Nation’s Academic Impact Initiative, joining colleague universities
in promoting sustainability education worldwide. At the Academy’s request, Huxley College
also endorsed this action. In February 2011, the Faculty Senate unanimously passed a
resolution to join the Academic Impact and to support ten universally accepted principles in
the areas of human rights, literacy, sustainability, and conflict resolution. The recommendation
has been approved by Provost Catherine Riordan and Western is in the process of enrolling.
Earth Days
The Sustainability Institute Initiative has dramatically increased the number of faculty that will be
participating in the 2011 Earth Week activities on campus. Close to 30 faculty members will offer
opportunities for students and community members to participate and interact with the Western
community through events such as:



“The Future of Sustainability in the Curriculum”—A faculty panel with presentations on four
academic initiatives: Business Sustainability, from the College of Business & Economics;
Renewable Energy, from the Huxley College of the Environment; the Center for Sustainability
Education, from the Woodring College of Education; and the Institute of Sustainability, from the
Faculty Sustainability Academy;
“The Sustainability Literacy Course Sequence”—A faculty presentation on the three newly
developed courses aimed at lower division undergraduates; and
A range of faculty and student presentations about their academic work in sustainability and the
environment.
In addition, several faculty teaching courses related to sustainability will open their classes to the
public during Earth Days.
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Bellingham Innovation Zone
The Sustainability Institute Initiative will partner with the Port of Bellingham, the Bellingham
Technical College, and private companies under the auspices of the Northwest Consortium for
Technological Innovation and Development (NCTID) to carry out research and development projects
in partnership with regional technology-driven industries. The sustainable nature of this enterprise is
the balancing of economic vitality, environmental stewardship, and community livability,
concentrating on the Marine Trades industries.
Northwest Higher Education Sustainability Consortium
The Sustainability Institute Initiative has contributed to collaborations between Western Washington
University, Whatcom Community College, Bellingham Technical College, and the Northwest Indian
College to form a Consortium for collaboration and partnership in promoting sustainability on
campuses and in the community of Whatcom County and in the northwest region of the State through
four over-arching goals:
1. Facilitating communication and dissemination of knowledge and information among the various
campus communities;
2. Developing a working understanding of sustainability among the diverse Consortium
communities;
3. Promoting partnerships for advancing sustainability among the broader Consortium communities;
and
4. Increasing capacity for the practice of sustainability on Consortium campuses and communities,
by building skills, transforming attitudes, and sharing resources.
Russian Delegation
The Russian delegation’s visit in December 2010 from Nadhodka, a port-town on the western
coast of Russia and considered to be Bellingham’s sister-city, was funded by a grant from the
Open World Program. The funding was obtained by Whatcom Community College, is
partnership with the City of Bellingham, Whatcom County, Sustainable Connections, and
Western Washington University. Through the auspices of the Sustainability Institute Initiative,
a follow-up project is being considered including the funding for the exchange of several
faculty members and students with their counterparts in northwest Russia in order to continue
the dialogue of best practices in environmental and sustainability education.
The Sustainability Institute will continue building a relationship Nakhodka and developing
shared interests in sustainability. The delegation has already been introduced to members of
the Sustainability Academy from industrial design, environmental planning and policy,
writing, business and economics, transportation, campus operations, and involved students.
Maintaining Organizational Frameworks for Sustainability
The development of the Sustainability Institute Initiative will require an ongoing and engaged discussion
among the entire Western community to articulate the values, vision, structure, and processes of the
Institute. In particular, the academic element of the Institute will be guided by the Faculty Sustainability
Academy, which today and in the future consists of all Western faculty who wish to be involved.
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In addition to the Sustainability Institute Initiative’s web site [http://www.wwu.edu/sii], the Initiative has
established an online forum for facilitating a series of ongoing community discussions among faculty,
across topics and interest groups. The forum can be accessed from the index of the main site.
Fundraising
In 2010, Dr. George Pierce submitted a concept paper for potential funding for the Sustainability Institute
Initiative through the Western Foundation. The concept paper listed a number of programs and projects
that the Sustainability Institute could sponsor, including funding for faculty teaching and scholarship, as
well as for student support and professional development to the students and faculty.
Part VI: Considerations for Funding
During the 2010-2011 biennium, the Sustainability Institute Initiative was funded through the President’s
Office as one of the 5 or 6 University initiatives for the two years. A total of $100,000 yearly funded the
special assistant for sustainability, research and administrative support, and office communications. The
Institute proposal calls for a phased-in approach over the next one or two biennium. The next, or second
phase, proposes establishing a coordinator or director position. In addition, honoraria support is proposed
for faculty involved in the sustainability literacy courses, with a small amount for student support. Each
program/project and initiative was costed out separately. The total funding figure for a fully established
Institute requires an endowment in the amount of $2.5 million or $100,000 annually [See Appendix F].
PART VII: Recommendations
For Western to continue its progress toward being recognized for its innovative sustainability efforts, our
primary recommendation is for the development of a Sustainability Institute at Western that will
comprehensively focus Western’s sustainability efforts in the three common higher education functions of
education, research, and community outreach. The Sustainability Institute would take advantage of
similar growth and development opportunities as those in the business sector by integrating social,
economic, and environmental components under the broad banner of Sustainability. However,
sustainability initiatives only become strategic when they incorporate sustainability with the greater vision
and purpose of the organization. With this in mind, the Sustainability Institute at Western would serve (1)
teaching (2) research (3) outreach function, and (4) fundraising function.
Recommendation One: Interim Director of Institute
Successful models of institutes of sustainability throughout the country build around a senior faculty
member who brings experience and strong expertise to the teaching and scholarship of sustainability.
Such an individual integrates classroom and research strengths with the ability to bridge across
departments and colleges. The work of the director would be to interrelate the broad spectrum of external
constituencies that harbor desires for assistance and educational support for their private and public
enterprises. Support is recommended in the form of a salary and compensation base for the director/senior
professor and course release similar to other departmental chair positions.
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Recommendation Two: Sustainability General Education Sequence
For the integrative “interdisciplinarity” of sustainability to be adequately addressed at Western, new
models for course development must be supported and further developed. The successfully piloted
sustainability general education sequence that includes Sustainability Literacy I, II, and III are currently
offered as experimental courses through Huxley. The experiential and integral structure of the course
sequence includes the participation of over 30 faculty from every college and 15 different disciplines.
This course sequence lays the groundwork for students to major or minor in sustainability-related
programs. With the addition of 2-3 existing companion courses to compliment the Sustainability Literacy
sequence, an interdisciplinary General Education sequence can be offered to Western students. Because
of the new forms of pedagogical approaches taken in these courses, we recommend support for a Faculty
Sustainability Curriculum Coordinator, for participating faculty honoraria, and for student teaching
assistance.
Recommendation Three: Sustainability Curriculum Development
Over 85 Western faculty representing all colleges at WWU have been conducting classes and/or engaging
in the research of sustainability in their fields for years. Support for faculty engaged in sustainability
curriculum development is recommended in the form of honoraria, fellowships, or release time. Our
vision of sustainability education at Western is to build new models for integrated and active learning by
using the best available practices in student learning and engagement, which demands the redesign of
courses and curricula through a broad sustainability agenda that transcends curricular constraints that
currently isolate content knowledge from broader student-learning goals.
Recommendation Four: Student Support
We recommend the Institute’s coordination of student research under work-study, internships, class
projects, and leadership opportunities to further individual and team student learning in applied
sustainability research.
Recommendation Five: Research Initiatives and Knowledge Creation
The scope of sustainability research at Western is multi-faceted and portrays a commitment to the multidisciplinary collaborative style of problem solving essential to addressing environmental, social, and
economic needs. Within this framework lies the need to further define what and how sustainability
research contributes to the varied disciplines and professions that Western engages. Equally as timely is
the need for Western to collect data regarding the market demand for sustainability education in regards
to graduate employment for students and in relationship to global scholarship for students and faculty.
The Sustainability Institute would serve as a resource for developing and sharing applied research that
informs the practices of faculty and students. Support is recommended to provide grants to faculty for the
development of applied research projects that investigate the critical academic and societal questions
invoked by sustainability practices in higher education
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Recommendation Six: Service Learning and Local and Global Partnerships
Because sustainability is more a way of thinking and behaving than a science, there is a need for
innovative and flexible pathways to provide students and faculty opportunities for global study and
collaboration. In addition to the many opportunities available at Western for students to engage in actionlearning locally and globally, there has been an enormous increase in sustainability education programs
offered outside of Western that students are increasingly integrating into their course of study through
study abroad programs or independent learning credits. In addition to student interest in these emerging
programs of study, faculty teaching sustainability-related topics understand the need for global
partnerships that can be facilitated through regional projects facilitated through Western that are aligned
with global initiatives. We recommend the Sustainability Institute as a hub where these partnerships can
be identified, assessed, and integrated among faculty and students.
Recommendation Seven: Public Model of Sustainability Education
We are a sustainability leader in many ways among state universities like us, but we are not as
competitive in our initiatives as private colleges and universities. One of the criteria for a public model of
sustainability education is accessibility, which may require Western to be creative with credits,
enrollment, extended education, and tuition-based programs. We recommend the Sustainability Institute
as a resource for conducting up-to-date research on existing models at other state universities and doing
benefit-analysis for incorporating similar models at Western based on student initiated feedback.
Recommendation Eight: Outreach
As part of their market and branding research two years ago, the Lyric Company of Seattle highlighted
the result of their research under five categories. In each of the five, sustainability was a focal point for
Lyrics recommendations. There is a “powerful desire to make a difference and have an impact... in the
community… (and) for the environment”. “The Western Hook” is sustainability and environmental
stewardship (which is) embedded deeply in the consciousness with opportunities for hands-on student
involvement. The Institute can play a key role in coordinating efforts of making community connections
between service learning opportunities and academic internships and projects and public and private
partners in matters related to sustainable solutions.
Recommendation Nine: Sustainability Recognition and Promotional Development
Although Western has a long tradition of being a leader in environmental education and stewardship,
further recognition and communication of Western Sustainability amidst the larger global conversation on
sustainability education is necessary. The Institute would serve as a clearinghouse of programs and
projects, faculty expertise, and student involvement for articulating how these goals are supported through
sustainability initiatives at Western. The Sustainability Institute would also serve as a boundary-spanning
entity reaching across colleges and out into governments, businesses, non-profits, and institutions to
articulate collaborative efforts and potential partnerships toward reimagining and redesigning higher
education to meet the context of the 21st century.
Recommendation Ten: Capitalize on Funding Opportunities
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The broadest need for the development of the Sustainability Institute is to capitalize on the growing
awareness among all sectors of society that in order to meet the great challenges of the 21st century there
needs to be more sustainable thinking and practices. Colleges and universities are uniquely positioned to
bring together a collective of complimentary resources and knowledge particularly suited to solving large
complex issues like sustainability. The colleges and universities that have broadly and deeply embraced
sustainability efforts are succeeding in reputation and fund-raising. They have become the recognized
leaders in the race to infuse the values of sustainability into their institutional culture; they have moved
sustainability from good intentions to realizing the vision of meeting the challenges of this century.
Western’s Institute of Sustainability has the potential to move an already strong operational program and
expand Western’s fundraising efforts to serve a public increasingly looking for answers and the faculty,
students, and institutions that seek to lead the efforts to find the answers.
List of Figures
Figure 1: Sustainability Institute Organizational Model
Figure 2: Sustainability Triad: The Triple Bottom Line
Figure 3: Sustainability Timeline at Western Washington University
List of Appendices
Appendix A: Sustainability Timeline at Western
Appendix B: December 12, 2005 letter addressed to Dr. George Pierce
Appendix C: Sustainability at Western Washington University, Proposed Action Steps
Appendix D: Concept Paper, Recommendations for establishing a university-wide program in
sustainability literacy, experiential learning, research, and the creation of a WWU Faculty
Sustainability Academy
Appendix E: August 2009 Business Plan
Appendix F: Funding Resource Chart
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Appendix A:
Sustainability Timeline at Western
38
Appendix B:
December 12, 2005 letter addressed to Dr. George Pierce
39
40
41
Appendix C:
Sustainability at Western Washington University, Proposed Action Steps
42
43
44
Appendix D: Concept Paper, Recommendations for establishing a university-wide program in
sustainability literacy, experiential learning, research, and the creation of a WWU Faculty Sustainability
Academy
WWU Sustainability Committee
Subcommittee on Curriculum and Programs
Sustainability Curriculum Concept Paper
February 15, 2007
Subcommittee Members: Victor Nolet (Woodring College), Gary Bornzin (Fairhaven College), Dan Hagen (College of
Business and Economics), Sara Singleton (Political Science), Linda Smeins (Art), Nicholas
Zaferatos (Huxley College), Seth Vidana (Campus Sustainability Coordinator)
Re: Recommendations for establishing a university-wide program in sustainability literacy, experiential
learning, research, and the creation of a WWU Faculty Sustainability Academy
1. Background and History:
The Curriculum and Programs Subcommittee met on several occasions in 2006 to discuss strategies for
fostering sustainability education at WWU. The subcommittee forwarded its suggestions to the WWU
Sustainability Committee in the winter of 2006, and held an open forum Roundtable Discussion on May
16, 2006 to review these suggestions with WWU students, faculty and staff. The suggestions were as
follows:
1.1 Suggestions for WWU Sustainability Curriculum
“Evaluate, assess, and develop recommendations regarding general university requirements to
strengthen student literacy in the areas of environmental science and policy, planning and design.”
"Investigate the desirability and feasibility of developing a university-wide Interdisciplinary Major in
'Sustainability'" that brings together studies in the natural sciences, social sciences, and humanities."
Accompanying the suggestions, the Subcommittee forwarded several action items to the WWU
Sustainability Committee:
1.2 Preliminary Concepts and Action Activities
1. Inventory existing WWU classes that contribute towards environmental/sustainability literacy;
2. Solicit student, faculty and staff interest and input on ways to improve WWU sustainability
education.
3. Evaluate the range of skills and competencies that all WWU students should acquire in their
undergraduate education as well as for students majoring in a new “sustainability” degree
program;
4. Develop an inventory of WWU faculty dedicated to sustainability principles through teaching,
research, service, and other creative endeavors;
5. Evaluate curricula changes to strengthen sustainability literacy among all Western students;
6. Evaluate the desirability, feasibility and design for a new degree major in “sustainability”, including
structures for administering the program and ways to incorporate “areas of emphasis” (such as a
Major in Sustainability with emphasis in
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7. Evaluate alternatives for incorporating into the curriculum a diversity of perspectives on
sustainability.
WWU Sustainability Subcommittee on Curriculum and Programs: Recommendations 2/15/07
1
Based upon these prior activities and subsequent discussions held at the fall 2006 Sustainability
Committee meeting, the Subcommittee met on November 30, 2006 to formulate the following
recommendations for implementing a WWU-wide sustainability curriculum:
2. Overview of Sustainability Curriculum Recommendations
The following recommendations seek to promote a developing curriculum and program in sustainability at
WWU comprised of 1) classes in sustainability literacy, 2) classes in sustainability research skills, 3) a
framework supporting independent student research and seminars in sustainability, 4) the creation of a
university “overlay minor” in sustainability, and 5) the formation of a faculty oversight working group
(“Sustainability Studies Academy”) to participate in teaching, mentoring, and guiding the development of a
sustainability curriculum at WWU.
The curriculum structure is intended to support sustainability studies serving freshman through graduate
students. The curriculum could be developed in phases and comprised of a series of introductory classes
(priority), a series of skills/development classes, seminar/independent research classes, and upper
division/graduate research in sustainability.
2.1.
Classes in Sustainability Literacy (a 100-level course structure)
GUR Freshman/Sophomore Education
Format: WWU could establish a GUR class in sustainability, initially serving as an optional GUR
class; eventually it could become a separate GUR track requiring sustainability literacy for all
WWU students. The initial class could be designed as a large format lecture class for 400
students, offered each quarter. The course would have a capacity to serve 1200 students each
year, about 50% of the incoming freshman class.
Curriculum: Multi-disciplinary, comprised of up to 10 faculty members sharing teaching
responsibilities from throughout the disciplines. Faculty, who are members of the WWU
Sustainability Academy, could teach 1 or 2 weeks, introducing their particular discipline’s
relationship to sustainability issues.
Thematic: The course could be designed to address WWU’s impact, locally, regionally, and
globally, on sustainability issues (i.e. global warming; carbon neutrality) as well as to the impact of
sustainability issues on WWU and its students. Students would examine the impact of their
personal decisions and behaviors in the larger context of the communities to which they belong.
They should come out of the class with several foundational understandings: sustainability issues
are complex and interdisciplinary; each of us makes decisions that have impact beyond our
immediate situation and into the future (therefore, we need to think “upstream and downstream”
when we make those decisions); all disciplines have a stake in sustainability and there are ways
that each discipline can contribute to creating a greener WWU and more sustainable planet.
2.2.
Classes in Sustainability Research, Methods, Skills (a 200-level course structure).
Format: Mid-size classes offered by the Sustainability Studies Academy faculty introduce
students to sustainability research methods, interdisciplinary studies, and working group problem
solving skills. The class serves students advancing from the GUR
WWU Sustainability Subcommittee on Curriculum and Programs: Recommendations 2/15/07
46
2
class interested in furthering knowledge in sustainability. The course provides skills for future
independent research studies in sustainability.
Thematic: Applied research skills in a cross disciplinary environment. Experiential learning
emphasizes topics relating to understanding sustainability through WWU’s institutional as well as
individual impacts.
2.3.
Framework for Experiential Learning (300-400-500-level structures).
Experiential Learning / Independent Research / Seminars / Service Learning
Format: Faculty mentored small group seminars and independent research.
Thematic: Faculty developed seminars in applied sustainability studies. Faculty guided student
independent research could address a wide range of sustainability topics of concern to WWU
which are identified by the Sustainability Academy. Research products could be managed,
published, and distributed through the WWU Campus Sustainability Office.
Graduate Research: Independent research studies can include graduate thesis research.
2.4.
Overlay “Minor” in sustainability studies.
Students participating in the sustainability course sequence (the number of total credits and
composition of courses to be determined) could obtain a “WWU minor in Sustainability Studies”,
as an overlay minor to their chosen WWU majors. Courses taken in the sustainability curriculum
could satisfy as “electives” in the student’s major.
2.5.
Faculty Sustainability Academy
A Sustainability Studies Academy could be established comprised of all WWU faculty members
who “self declare” a research, teaching, of creative endeavor interest in sustainability studies. The
Academy could contribute in several ways to WWU sustainability studies:
1. Serve as faculty in the GUR (100) and Research/Methods (200) courses
2. Sponsor student independent research
3. Teach Seminars (300 – 500 level)
3. Mentor student-faculty research projects
4. Serve on committees for “self-design sustainability majors”
5. Identify suitable research topics
6. Monitor and refine the sustainability curriculum
7. Sponsor open colloquy and panel discussions to address emerging and controversial
issues that pertain to sustainability and WWU’s impacts.
8. Engage in interdisciplinary research and scholarly writing focusing on issues related to
sustainability.
Organization: A “call for faculty” could be announced, inviting faculty to self-declare their qualifications as
a member of the Academy, identifying their particular area of emphasis.
Research Products: In collaboration with the Sustainability Office, topics of interest to WWU’s
sustainability program could be identified and the research topics could form a framework for studies in
the sustainability curriculum. Funding could support publication of research projects, and disseminate on
the WWU sustainability website.
WWU Sustainability Subcommittee on Curriculum and Programs: Recommendations 2/15/07
47
3
Appendix E: August 2009 Sustainability Institute Business Plan
DRAFT (8/30/09)
BUSINESS PLAN
The Western Washington University Institute of Sustainability Initiative
Vision Statement
The vision of the Institute of Sustainability is: ‘To foster the collaborative, interdisciplinary
education of critical thinkers who will lead, inspire and engage their communities toward
sustainability”.
Mission Statement
The Institute will work across boundaries to promote efforts that lead to better understanding of
the concepts and importance of sustainability today and in the future.
Development Principles
The Institute of Sustainability Institute Initiative (ISI) will be undertaken in concert with
existing campus and community resources and support. Within one year, it is expected the
Institute will be fully established; educational and outreach programs serving the public,
business, and non-profit enterprises will be underway. The goal is to have the Institute selfsufficient and sustainable by the end of year 3 (spring, 2012).
Distinct features of the Initiative will include:
-
Meet the intent of the Mission of the University, the Institutional Master Plan,
and the Action Steps of the Strategic Plan.
-
Adopt Western visions and expositions that call for the engagement its
students in the vitality of our community, see the present economic
environment as an opportunity, and provide University avenues toward solving
the many challenges of our time.
-
Be transparent and inclusive in the process of establishing and operating the
Institute thereby affording broad on-campus and community opportunities for
participation.
The University’s Sustainability Committee in 2006 chose an operational definition of
sustainability to make it goal-oriented. The resultant definition reads: “A sustainable WWU:
Protects local and global ecology; Upholds social equity; Creates economic vitality; and
Maintains human health.”
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Throughout the Initiative to establish the Institute, conversations with faculty, students,
and staff will provide the grist for a more informed and inclusive definition of sustainability, one
that will serve as the imprimatur for the programs to be included within the Institute’s umbrella.
Goals
The sustainability initiative will have these overarching goals:
1. Increase the number and intensity of sustainability efforts on Western’s campus.
2. Enhance the ability of WWU colleges to carry out scholarly activities and
development projects in partnership with faculty and students from the broader
campus community.
3. Attract federal and state grants and contracts, and private gifts, to enhance
Western’s applied sustainability capacity.
4. Support the development and implementation of integrated education programs
promoting sustainability throughout the curriculum.
Need
The broadest need for the Initiative in development of the Institute of Sustainability is to
capitalize on the growing awareness among all sectors of society, in this country and across the
world, that in order to meet the great challenges of the 21st century there needs to be more
sustainable thinking and practices. Universities, such as Western, recognize that higher
education is the nation’s incubator for future leaders and the channel by which new practices
and experimentation can be implanted. Western’s Mission of “Engaged Excellence” explicitly
states its intent is to provide “a high quality environment that compliments the learning
community on a sustainable and attractive campus intentionally designed to support learning
and environmental stewardship”. (WWU Strategic Plan, 2006)
While there have been significant changes in physical plant, resident halls and dining, and
campus operations at Western, the more important changes in teaching and learning are not as
prevalent. Western is not alone. As determined by a recent survey of over 1,000 schools, “a
relatively small percentage of campuses offer interdisciplinary degree opportunities in
environmental and sustainability studies. Moreover, considerably fewer campuses today
require all students to take courses on environmental or sustainability topics.” (National Wildlife
Federation, 2008)
The colleges and universities that have broadly and deeply embraced sustainability efforts are
succeeding in reputation and fund-raising. They have become the recognized leaders in the
race to infuse the values of sustainability into their institutional culture; they have moved
sustainability from good intentions to realizing the vision of meeting the challenges of this
century. Upon its development, the Institute of Sustainability has the capacity to expand
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Western’s efforts to serve a public increasingly looking for answers and the students who seek
to lead the efforts to find the answers.
There is not a more important and critical time to begin a concerted engaged effort than now
when economic realities call for genuine and innovative approaches to a more sustainable
future.
Development Phases
The Initiative will be conducted in four phases with the following objectives:
Phase 1, Start-Up: Spring Quarter, 2009 – summer, 2009

Secure seed funding to support the startup of the project. This will be completed
during the Spring Quarter.

Establish an assessment/steering committee to assist in the development efforts.
The committee will report to the Sustainability Committee on a quarterly basis.
This will be completed by the end of the summer.

Develop a fund-raising plan with national, regional, and local sustainability
partners and professional groups. This will be completed by the end of the
summer, 2009, through coordinated efforts with the Western Foundation, and the
colleges.

Participate in formative efforts to develop a faculty sustainability academy. This
will be on-going through the summer and into the Fall Quarter in concert with the
40 to 60 interested faculty members, students, and deans.

Review models of broad-based university and/or college entities that include
sustainability elements of research, instructions, operations, and community
outreach. Based on the models, develop a social-based communications
software program. This will be completed by the end of the summer.

In concert with the Sustainability Coordinator and the Vice Provost for
Undergraduate Education, to develop an internship program in sustainability.
This will be completed by the end of the summer.
Phase 2, Fall Quarter, 2009 – Spring Quarter, 2010

Initiate the Sustainability Internship Program on a pilot basis, an effort
composed of recruitment, training, academic year employment, and
faculty supervision and administration. The pilot will run through the
Spring Quarter.
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
Participate in broad conversations about the curricular efforts of
sustainability in academe. This will be completed by the end of the Fall
Quarter, 2009, through the efforts of the University’s Sustainability
Committee, faculty sustainability academy, and other interested parties.

Through campus meetings and on-line communications, review the
possible models most appropriate for Western’s Institute. This will be
completed by the end of Fall Quarter.

Prepare a concept document (“White Paper”) of the Institute of
Sustainability for Western. Circulate widely and gather input. The
document will be completed by the end of Winter Quarter.

Seek academic governance approval of curriculum additions and
modifications for the better integration of sustainability courses and
practicum.
Phase 3, Summer, 2010

Prepare a final business plan for the Institute. Circulate widely and gather
input. The draft will be crafted during the summer and circulated during
the Fall Quarter.
Phase 4, Fall Quarter, 2010 – Spring Quarter, 2011

Begin to implement curricular changes as approved. This will run
throughout the academic year.

Finalize Business Plan. This will be completed by the end of Winter
Quarter.

Undergo final review and assessment by the Sustainability Committee
and the governance of the University. This will be completed by the end
of the Spring Quarter.

Issue final report of the Institute of Sustainability Initiative.
Context for Sustainability
Most leading sustainable institutions have developed initiatives of integrating
sustainability throughout the University and beyond the campus into the community. These
initiatives are in the arenas of: research; education and instruction; outreach; and, campus
business practices. Western will advance its Strategic Plan – “Engaged Excellence”, which
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includes Sustainability efforts. In so doing, Western will continue to strive for successful and
sustainable programs in all institutional arenas.
Western is uniquely positioned. It can build upon the decades of environmental and
sustainable leadership of the Huxley College of the Environment. For three years, the Office of
Sustainability has been providing programs and activities for the engagement of students, both
on campus and in the community. Faculty from across the colleges and disciplines, who have
been conducting classes and research of sustainability in their fields, are forming an academy to
advance curricular efforts. Furthermore, the broad visions and expositions found in the
Strategic Plan call upon Western to become a University that: first, engages its students, and
its resources, in the social, cultural, and economic vitality of our community, state, and nation;
second, sees the economic crisis as an opportunity and moves to build environmental and
economic models that will thrive; and, three, produces avenues toward solving the many
challenges of our time.
Research has shown that campus sustainability calls for a systemic approach. The main
constituent groups that compose the University should have the opportunity to create ideas for
sustainability programs. Those programs which contribute to the University’s mission and
Strategic Plan should have a structure through which their contributions toward sustainability
can be most effectively stimulated, brought into relationship, and supported.
To date, Western staff, faculty, and students have made many contributions to the
campus and community. They are summarized below. (A more complete listing is found in the
Appendix to this Plan.)
1. Dean Brad Smith of Huxley co-chaired the Governor’s Task Force of Sustainability, a
state-wide group of educators, business people, students, and representatives from
the tribes, community, and governmental agencies. Their report and
recommendations have formed the framework for recent gubernatorial and legislative
action in the broad arena of sustainability and environmental action.
2. The Office of Sustainability has been created, staffed by the Sustainability
Coordinator, Seth Vidana, and seven student employees. They provide staff
assistance and some resources to a myriad of programs and activities with a strong
focus on student engagement and initiative. Examples are assessment of the
University’s carbon footprint and energy saving programs in the residence halls.
3. Sustainable business practices have been incorporated into the day-to-day
operations of Business and Financial Affairs and Student Affairs. Examples are
pesticide-free fertilizers, green cleaning methods throughout the buildings, and
locally-grown food in the dining halls.
4. Collaborations with off-campus groups have been formed. Faculty, students, and
staff have been involved in providing expertise, excitement, and products to support
the many community efforts aimed at sustainability. Examples are involvements with
City of Bellingham neighborhood planning, Brenthaven Manufacturing, and the
Northwest Higher Education Sustainability Consortium.
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5. The Bellingham/Whatcom Sustainable Strategies Council has recently been formed
with the vision to create a center of excellence combining value proposition and a
new economic model based on a vibrant local economy built on green principles.
Membership includes the cities of the county, the Port of Bellingham, Technology
Alliance Group, Opportunity Council, Sustainable Connections, Whatcom Community
Foundation, Whatcom Community College, Bellingham Technical College, Lummi
Nation, Western Washington University, and a number of businesses in the region.
6. A Faculty Sustainability Academy is being established. A faculty-initiated program
through the auspices of the University Sustainability Committee, it seeks to provide a
University-wide umbrella for faculty who have teaching or scholarly interest in some
aspect of sustainability. Through such activities as the Sustainability Design
Charrette Workshop the Academy hosted in December, 2008, the Academy hopes to
support the communication and the matching of complimentary interests in teaching
and research.
7. Woodring College of Education, along with the Superintendent of Public Instruction,
and Facing the Future, is sponsoring the Sustainability Education Summer Institute
at Islandwood in July, 2009. The purpose of this teacher education conference is to
allow teachers, school administrators, and teacher educators to develop a deeper
understanding of sustainability education as it applies to K-12 schools.
These, and many other activities and programs (see Appendix), with continued and
consistent coordination and direction, will lay the foundation for a broad-based Institute will
promote Western as an educational leader in sustainability.
The Institute of Sustainability
Development Philosophy
“Facing Changes” could be the theme of the Western Washington University Institute of
Sustainability Initiative. Because sustainability is more a way of thinking than a science and
universities are complex systems, the Institute will be developed to provide clear pathways
toward a definable end.
Efforts at producing a more sustainable organization and environment have tended to
focus on operations that can yield immediate and tangible results (energy conservation,
recycling and purchasing). The development of the Institute, therefore, will recognize the need
to move beyond result-based results and comprehensively penetrate the three common higher
education functions of education, research, and community outreach/service. It will afford
mission-directed academic programs and activities to gain full traction and critical mass.
Furthermore, the Institute of Sustainability Initiative will define the leadership role of
Western and design common internal pathways for change so it will not be difficult to craft a
blueprint for change that will have a wide applicability to other schools.
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The Institute Administrator and Coordinator
Dr. George A. Pierce, formally Vice President for Business and Financial Affairs, is
serving as the coordinator of the project as Special Assistant for Sustainability. Dr. Pierce will
work with the Provost and the Vice Provost for Undergraduate Education in monitoring and
supporting the academic integration of the sustainability efforts of the colleges.
In addition, Dr. Pierce will be working closely with the deans of the seven colleges and
with the Coordinator of Sustainability. It is planned for the Sustainability Coordinator’s role to
increase in fostering the co-curricular programs so important to the successful implementation
of the Institute.
A number of faculty, administrators, staff, and students will be involved in the planning
and development and eventual operation of the Institute. Many of these individuals have been
leaders in supporting and nurturing sustainability in their operations, studies, and research.
Many form the membership of Western’s Sustainability Committee, a University-wide group cochaired by Dean Brad Smith and Dr. Pierce.
Many faculty members, instrumental in establishing what is being called Western’s
Faculty Academy for Sustainability, will be instrumental in designing the specific curricular
efforts for sustainability.
Competitive Environment
There are many indicators that point to a growing sustainability movement in higher
education, both in the United States and throughout the world. The greatest gains to date have
occurred in campus operations. The large number of schools working toward carbon reduction
commitments is driving many of these gains.
The other Washington four-year public institutions participate in this movement, as
envisioned in their web sites:
1. Central Washington University has the intended goal to “prepare students for
responsible citizenship, responsible stewardship of the earth, and enlightened
and productive lives”. Central states it is sustainable by efforts such as:
promoting carbon reduction; continuing energy conservation and efficiency
efforts; and, planting native landscapes. It is also developing environmentally
focused majors and curriculum.
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2. Eastern Washington University is in the process of strategic planning. It will be
through these efforts that a program of sustainability will be developed and
subsequently infused in the University
3. The Evergreen State College’s vision for a sustainable future states that it will “be
a laboratory for sustainability as demonstrated in our operations, curriculum, and
quality of life for employees and students. We will nurture values and practical
skills that motivate a lifetime commitment to a sustainable, intergenerationally
(sic) just way of living on a healthy planet.” Their strategic plan notes the
commitment to carbon neutrality, waste reduction, and the pursuit of
environmental stewardship and social justice.
4. University of Washington has created the College of the Environment in June,
2008, which is seen as “the unifying, catalyzing hub for multidisciplinary
environmental research, education, and application” in the university. The
college structure is vital as it provides: Scale (college is highest level of
academic organization); Focus and collaboration (faculty, students, and
practitioners); Unrivaled capabilities (critical mass to make unprecedented
contributions); and, Degree-granting educational programs (range of
environment-linked educational opportunities across and within academic
disciplines).
5. Washington State University’s Faculty Senate in 2006 approved a faculty-led
initiative to create a system-wide interdisciplinary Center for Environmental
Research, Education and Outreach. In January, 2009, an executive policy was
issued called the “Washington State University Sustainability Initiative” which
articulated five sustainability and university goals, including: achieve
preeminence in innovation, discovery, and creativity; provide an education and
transformative experience for students; lead in outreach and engagement; and,
embrace diversity, integrity, and transparency.
The following list provides a broad context of the many aspects of sustainability.
Funding
Under the recent Federal stimulus funding, an emphasis has been placed on sustainability by
President Obama’s administration. While most of this falls within the domain of job training and
green manufacturing, there are opportunities for universities to partner with the public and
private sectors to receive funding.
Higher educational Opportunity Act of 2008 – Authorizes the University Sustainability Program
at the Department of Education. Will offer competitive grants to institutions and associations to
develop, implement, and evaluate sustainability curricula, practices, and academic programs.
Energy Independence and Security Act of 2007 – Authorizes $250 million in grants and $500
million in loans for renewable energy and energy efficiency projects in institutions, public
schools and local governments.
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A number of state, national, and international networks support broad-based efforts in
economic, environmental, and social sustainability (U. S. Citizens Network, U. N. Environment
Programme, Washington Center Curriculum for the Bioregion).
A number of local and regional private foundations and companies provide start-up and
programmatic funding for education, research, and student support (Russell Family Foundation,
Bullitt Foundation, Rocky Mountain Institute Grant Program).
Local and regional utility companies provide support of efforts that reduce energy or benefit
alternative energy sources (Puget Sound Energy, Endeavor Wind Project).
Associations
Several national non-profit organizations and programs are formed especially to make
sustainability a foundation of learning/or practice in higher education. (Second Nature, U.S.
Green Building Council)
More than a dozen mainstream higher education associations now include advancement of
sustainability in their agenda and core programs. (NACUBO, SCUP)
20 national disciplinary associations have formed the Disciplinary Association Network for
Sustainability to jointly develop curricula, standards, and professional development programs.
(Civil Engineers, Architects, Psychology)
Corporate America has formed alliances and centers aimed assisting in sustainability efforts
directed to businesses (Apollo Alliance, The Conference Board, ACORE).
Higher Education Activities
Over 600 college and university presidents have signed the American College and University
Presidents Climate Commitment.
More than 300 campuses have conducted campus sustainability assessments with hundreds
planning to.
At least 250 campuses have sustainability coordinators or offices and more than 1,000 expected
to have by the end of the decade.
More than 500 schools have institution-wide sustainability committees.
With the past 3 years, several dozen universities have attracted multi-million dollar gifts for their
sustainability efforts, with several getting gifts exceeding $20 million to establish sustainability
centers or institutes. The latest were Portland State University which received $25 million and
Stanford which received $20 million.
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The Aspen Institute found 239 broadly defined applied sustainability centers across the globe.
Conclusion: they are attracting significant resources and their leadership provides an increasing
edge in attracting top students, faculty and company support.
At least 27 institutions launched sustainability-themed degrees, certificates, or academic
programs in 2007, up from 22 in 2006 and 3 in 2005.
In 2006 at least 18 schools established new research and academic institutes or centers
dedicated to studying aspects of environmental sustainability – alternative energy,
environmental education, organic agriculture and transportation. Another 10 research centers
started in 2007 with a focus on renewable energy. There are plans for another 6 with a focus on
energy technologies.
More than 350 large campus buildings have or are “in line” for LEED certification.
The combined purchases of EPA’s Top 10 green power purchasers in higher education
(including WWU) exceeds 758 million kilowatt hours of green power annually (equivalent to the
electricity needed to power 78,000 average American homes).
Often as a result of student demand, higher education is now the largest purchaser of wind
energy in the United States.
Last January, Focus the Nation (now the National Teach-in on Global Warming Solutions)
organized the biggest national teach-in in history, engaging a million students at more than
1,900 institutions in a day-long teach-in about global warming.
Initiative Operating Budget
The University administration will be committing a .40 FTE professional staff coordinator
position and start-up operational support for the project. Included in the operational costs will be
the establishment of an office for the coordinator and one or two student interns. In addition, a
senior member of the Institutional Research staff will be assigned to the Initiative for the initial
research and assessment.
A support budget for faculty, student, and staff will be committed from proceeds from the Wilder
Gift for Sustainability. The total annual cost is approximately $45,000. Included in the support
funding will be travel to professional workshops and conferences and internships for selected
students.
In-kind contributions will be committed from local and state businesses, as well as gifts and
grants for specific development and program efforts aimed at assisting in the development of
the Institute. The total annual contribution is estimated to be $30,000 during the first year and
$100,000 by year three.
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Appendix E: Funding Resource Chart
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