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School Buildings; Sustainable Development; Conservation (Environment); Administrator Role; Principals; Educational Environment; Environmental Education; Recycling; Energy Conservation; Pollution; Food; Federal Aid; Economic Factors; Educational Facilities Design

Abstract:
Creating green schools often hinges on administrators. Principals, superintendents, and other school leaders have the authority and skill sets to make important, even if incremental, progress toward creating green learning environments. This article provides background and reference information that will help administrators with their initial explorations of green development and will help answer the question, What does greening mean? (Contains 5 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Community Relationship; Water; Pollution; Higher Education; Sustainable Development; Sustainability; Campuses; Interviews; Planning; Curriculum Development; Environmental Education; Conservation (Environment); Energy Conservation; Educational Facilities Design; Agriculture; Standards; Recycling; Art

Abstract:
With this review of campus sustainability efforts in 2010, the editors aim to give readers--those who are often immersed in the day-to-day particulars of sustainability efforts--the same chance to take a step back and take a broader look at where they stand with sustainability in higher education. This inaugural 2010 Campus Sustainability Review is a move away from the past AASHE (Association for the Advancement of Sustainability in Higher Education) Digest format. The new Campus Sustainability Review format takes a look at the higher education sustainability movement through Bulletin statistics, stories focused on notable practices, a celebration of sustainability through art, and interviews with champions including Oberlin College's Paul Sears Distinguished Professor of Environmental Studies and Politics David Orr, who reminds us to think creatively about sustainability. These pages celebrate achievements, recognize the challenges ahead and reveal new ways of thinking about and incorporating sustainability into campus operations, planning and curriculum. [Contributions provided by Tim Gibbins, Niles Barnes, Ashwini Srinivasamohan, Seann Sweeney, and Paul Rowland.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Behavior Theories; Role Models; School Culture; Environmental Education; Energy Conservation; Governance; Educational Facilities; High Schools; Public Schools; Conservation (Environment); Case Studies; Sustainable Development; Behavior Modification; Interviews; Observation; Principals; Teachers; Peer Groups

Abstract:
This case study examines how energy conservation efforts in one public high school contributed to both sustainability education and the adoption of sustainable behavior within educational and organizational practice. Individual role models, school facilities, school governance and school culture together support both conservation and environmental education, specifically through the application of principles from behavior theory, including modeling commitments, values, expectations, and behaviors. In addition, role models with the traits of charismatic leaders can be especially instrumental. In this school, communication is the thread connecting the multiple aspects of modeling, helping to create the synergistic relationship between conservation efforts and environmental education. This study demonstrates that conservation efforts, when modeled successfully in a public school setting, can simultaneously and synergistically meet the goals of conservation and sustainability education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Fuels; Energy Conservation; Energy; Climate; Sustainable Development; Conservation (Environment); Foreign Countries; Environmental Education; Elementary Schools; Science Instruction; Elementary School Science

Abstract:
Increased energy efficiency and reduced reliance on fossil fuels are both essential if people are to have any chance of avoiding escalating energy prices and the grim reality of catastrophic climate change. By increasing the diversity of energy sources people can also achieve increased security, reducing their dependence on imports. As government-funded organisations and education providers, schools naturally need to be setting a good example, generating renewable energy and modelling excellent practice to future generations. This obligation is formally set out in the National Framework for Sustainable Schools, which states that by 2020 all schools are to have minimised their carbon emissions, becoming exemplars of energy efficiency and renewable energy, utilising wind, solar, biofuel and other appropriate energy sources. It is apparent that in order to participate fully in society, both today and in the future, knowledge and understanding of the environmental impacts of energy consumption and renewable energy solutions are essential. In this article, the author describes how schools can plan for the future by working with "green energy" companies and their resources. (Contains 2 figures and 2 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Climate; Environmental Education; Fuels; Energy; Informal Education; Role of Education; Economics; Sustainable Development; Energy Conservation; Energy Education; Public Policy

Abstract:
The rapid development of renewable energy technologies has a number of implications for environmental educators and educators more generally. The costs of a number of renewable energy technologies are expected to be competitive with fossil fuels within 10-15 years and some installations are competitive already. From 2006-2011 global installations increased an average of 26% per annum for wind power and 58% per annum for solar photovoltaics (REN21, 2012). Investment in renewables (excluding hydropower) has increased by 20-30% per annum, reaching $US260 billion (AUD 245 billion) in 2011. The credibility of proposals for economies based largely on renewables is gaining recognition. These developments suggest that a satisfactory response to the dire projections around climate change can be implemented. To do so, understanding of the potential and status of renewables needs to be more widespread and accelerated on formal, informal and policy-making levels. Environmental educators within formal and informal settings can promote understanding and action so that the potential of such renewable energies is realised. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Urban Environment; Undergraduate Students; Assignments; Educational Policy; Administrative Policy; Social Justice; Student Attitudes; College Environment; College Role; Introductory Courses; Sustainable Development; Environmental Education; Science and Society; Social Responsibility; Instructional Effectiveness; Campuses; Educational Facilities; Educational Facilities Design; Site Development; Horticulture; Field Trips

Abstract:
This paper presents a campus tour assignment in a first-year undergraduate environmental studies course at York University, Toronto, Canada. As a pedagogical tool, the assignment enables students to interrogate the dominant narratives of a university's immediate physical spaces and to apply broader theoretical and practical concepts to their meanings and understandings. An exploration of three sites on the tour is offered as illustrations: a storm water pond, a woodlot, and a native species garden. Complicating the histories of these sites provides entry points for a variety of conversations and debates in reference to environmental sustainability, social justice, and civic engagement. The main objective of the campus tour is to prompt students to move beyond description to analysis and to raise questions about campus features by making connections to historical choices, policy alternatives and self-reflexivity. Many of the ideas presented could be modified for use on other campuses and could invite a larger discursive discussion on social and sustainability issues. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Construction; Energy Conservation; Facility Guidelines; Educational Facilities Design; Sustainable Development; Conservation (Environment); Educational Facilities Improvement

Abstract:
For several years, schools and universities have been battered by a sputtering economy that on many campuses has brought about slashed budgets, curtailed programs, shuttered facilities and terminated employees. But throughout the gloomy financial conditions, one of the bright spots for education institutions is the continued growing embrace of green design and construction strategies. Although economic downturn has slowed the pace of school construction and renovation in many communities, many institutions continue to lead the way in green facility design and construction. They have run the numbers and concluded that sustainable design and construction strategies are the best way to provide their constituents with an environmentally friendly, energy-efficient building that will last a long time. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Colleges; Leadership Responsibility; College Role; Educational Facilities Design; Architecture; Biodiversity; Forestry; Campuses; Conservation (Environment); Energy Conservation; Sustainable Development

Abstract:
Campus landscapes can serve as living laboratories for reducing carbon footprints, conserving water and aquatic resources, supporting biodiversity, and building active, equitable social communities. Moreover, as learning landscapes, such campuses actively promote sustainable design by engaging faculty, staff, and students in the design and implementation process as a part of the pedagogy of place. This progressive focus positions universities as leaders educationally and environmentally. Acknowledging the breadth of campus design across the nation and world and the diversity of sustainable design practices being implemented, this article suggests frameworks and practices identified in four North American university case studies. This approach fits well within the sustainable design movement, which has increasingly acknowledged the need for individual site responses. It responds to current calls for specificity in how sustainability is defined and sustainable practices are described and offers a grounded framework for exploring this diversity. In turn, lessons from the cases suggest arguments that might be used to persuade leaders of the critical importance of changing how institutions plan and design future campus landscapes. The institutions selected for this article each engaged a landscape architect in the campus design, illustrating the opportunity for the landscape architecture community to take a lead role in the sustainable design process. In the first two studies, at the State University of New York College of Environmental Science and Forestry (SUNY-ESF) and the University of Washington Tacoma (UW Tacoma), professionals worked with constituents to reflect a focus on community-based design. In the second two projects, at Wellesley College (Wellesley) and the University of Washington Seattle (UW Seattle), a landscape architecture firm was selected to lead the design projects. These four projects also represent a breadth of campus scale, from the small SUNY-ESF campus to the large UW Seattle campus, and from the private campus of Wellesley to the new public landscape of UW Tacoma. Such variety allows broad discussion while highlighting shared values, methods, and outputs. (Contains 19 figures and 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Libraries; Library Services; Sustainable Development; Foreign Countries; School Buildings; Library Materials; Library Administration; Educational Facilities Design; Energy Conservation

Abstract:
This article explores a number of current issues and challenges in sustainability, both of and in academic libraries of the future, using as a case study the new library opened at Macquarie University, Sydney in 2011. Issues covered include sustainable design and operation of library buildings, sustainability in relation to library collections, and the reframing of library organisational design and service provision for the future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Energy Conservation; Educational Technology; Systems Development; Sustainable Development; Educational Facilities Design; Educational Policy; Guidelines; Computer System Design; Technology Planning; Laptop Computers; Information Technology; Environmental Influences; Hazardous Materials

Abstract:
Information technology (IT) is an essential part of modern education. The roles and contributions of technology to education have been thoroughly documented in academic and professional literature. Despite the benefits, the use of educational technology systems (ETS) also creates a significant impact on the environment, primarily due to energy consumption and generation of solid wastes. In addition, poor environmental awareness and lack of management further worsen the problem. This article applies the sustainable systems development framework to ETS. The framework includes six phases: sustainable planning, sustainable analysis, sustainable design, sustainable implementation, sustainable maintenance, and sustainable disposal. Examples of possible actions in each phase of the framework are proposed and discussed, based on the unique circumstances in educational settings. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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