This open access volume is a call to action and a toolbox for educators, administrators, community engagement specialists, and workforce developers who want to make their course content, institutional commitments, and outreach projects relevant to twenty-first century learners. The book demonstrates the impact a higher education institution, its faculty, and community partners can have through education and action for sustainability. By being a sustainability educator and doing sustainability work, individuals can create living and learning labs that make such interdisciplinary activity integral to campus life and regional engagement. This book answers the United Nations’ call to universities to step up and address the most urgent crises of our time by marshalling the resources, wisdom and energy of youth and communities to promote active listening, creative expression, greater climate stability, social equity, and, by extension, peace.
Chapter
1. Introducton.
Chapter
2. What Are We Hoping to Sustain? A
Personal Ecology.
Chapter
3. Eddy: A Living and Learning Lab for
Co-Creation.
Chapter
4. Peace, Sustainability, and Educators.
Chapter
5. An
in the Meantime, In Between Time, Type of Love.
Chapter
6. The Way of the
Real Human Being.
Chapter
7. Drawing Matters.
Chapter
8. Sustain Ability to
Live With Earth.
Chapter
9. From (Teaching About) Existential Threats to
(Teaching) Existential Resilience and Sustainability.
Chapter
10. Teaching
the Wild Within and Around Us.
Chapter
11. Environmental Leadership for
Those Not in Charge: Pragmatism, Critical Inquiry, and the Workable Good.-
Chapter
12. My Place in the World.
Chapter
13. Teaching and Learning for
Sustainability.
Chapter
14. Climate Change and Mental Health: Students Use
of Poetry to Express Ecoanxiety.
Chapter
15. Physics 101: Understanding the
Fuel of our Modern Civilization.
Chapter
16. Teaching the UN SDGs in a Child
Development Course.
Chapter
17. Weaving Climate Action Solutions throughout
the General Chemistry and Other Core STEM Curricula.
Chapter
18. Using the
UN SDGs to Teach Strategic Industry Research.
Chapter
19. Incorporating COIL
and the UN SDGs for Global Learning for All.
Chapter
20. An Afrocentric
World View on Sustainability and Environmental Justice.
Chapter
21.
Illustrating the Geographies of Justice.
Chapter
22. Using the University
Campus to Teach Environmental Advocacy.
Chapter
23. Practicing Positive
Masculinity.
Chapter
24. Psitherism: What Musicians and Artists Bring to the
Climate Justice Movement.
Chapter
25. Food Justice as Social Justice.-
Chapter
26. Build it and They Will Come.
Chapter
27. Focus Groups for
Assessing Student Perspectives on Sustainability Education.
Chapter
28.
Growing a Sustainability-Focused Campus and Fostering Faculty Development.-
Chapter
29. The Sustainability Course Designation as Key Stakeholder
Communication.
Chapter
30. Foundation Art Program Branches Out, Makes
Connections, Builds Community, Finds Common Roots.
Chapter
31. Making Global
Engagement for Sustainability Accessible to All.
Chapter
32. Wicked
Questions and Writing.
Chapter
33. Sustainability Leadership in
Universities: Why it Matters.
Chapter
34. Collaborative Creation for the
Campus Ecosystem.
Chapter
35. Building Accessible Bridges of Knowledge
Through Disability Studies.
Chapter
36. Songbirds and Sustainability.-
Chapter
37. Role-Playing Case Study on Wind Farm Acoustics.
Chapter
38.
STREAM: Community-Led Engagement for Health, Wellness and Healing.
Chapter
39. Using Hemp and Public Benefit Contracts to Build a Green Economy by
Collaborating with Disproportionately Impacted Communities.
Chapter
40.
Formative Participatory Communication and Engagement in Mali and Malawi, West
Africa.
Chapter
41. Sculpting Sustainable Futures.
Chapter
42. Finding and
Working with Wild Clay.
Chapter
43. Sustainably-Focused Engineered Product
Design.
Chapter
44. De-Fetishizing Commodities for Sustainable Futures: How
Commodity Chain Analyses Expose the Hidden Social and Environmental Costs of
Consumption.
Chapter
45. The DIRT Project: Empathy, Experimentation and
Belonging.
Sarah Mead Wyman is Associate Professor of English at the State University of New York at New Paltz, USA.
Joshua Korenblat is Associate Professor of Graphic Design at the State University of New York at New Paltz, USA.
