A new article in Inside Higher Ed profiles a growing trend: hosting a themed "year of sustainability" on campus. The story notes, "with multiple campuses, including Davidson College, New Mexico State, Villanova University and University of Denver having just finished up their years, the results have been varied, and some question whether the concept is more than a gimmick."

The schools featured took different approaches, including everything from reducing food waste and increasing recycling to creating new graduate programs or minors that focus on sustainability.

The story goes on to quote NWF's director of campus and community leadership, Julian Keniry, who says, "Sustainability is something that needs to be the purpose of education across operations and disciplines and sustained over time. The idea of focusing on a one year theme doesn't lend itself to a [sustainable approach]. But it might be a way to catalyze thinking that could lead to long term work."

The point almost seems too obvious to make. A "year of sustainability" shouldn't be a discrete event, but rather a kick-off to bolder steps. By definition, sustainability is about the long-term, about making communities and campuses more flexible, more resilient and more useful over time. If treated as a fad, it will fail.

So it's encouraging to see that none of the faculty or staff interviewed for the story thought of their efforts as a one-off. Says Kealy Devoy, Davidson's sustainability fellow, "We haven't achieved 100 percent on most of the goals, but I don't consider that an issue because we're not going to just stop." 

A short-and-sweet story at the Chronicle of Higher Education notes that even English majors can get their hands dirty at Furman University:

"The course was about Henry David Thoreau's Walden,
but instead of simply reading the memoir and discussing it in a traditional classroom setting, David Bernardy took his class to a wooded area near a 30-acre lake on the college's campus to build a cabin similar to the one Thoreau had written about in his book," says the report.

Thoreau might have approved. Considered a pioneer of nature writing, he is often referenced by modern environmentalists and social justice advocates who admire his commitment to deliberately living well with less, his thoughts on equality, and his willingness to spend most of his time out in the natural world, providing for himself and learning about his environment. Walden is as much an examination of the ways people should live as a memoir, and the questions Thoreau poses are as valid today as when they were written, particularly in the face of large-scale environmental collapse. So, as this group of students read Thoreau and then put themselves in a similar place, doing similar work, one imagines they were able to gain more from the text than they would have by simply reading it in an American Lit course.

Drew Woten, a sophomore in the course, believes it was a success. He said, "It helped us come to appreciate what he did, and to learn what it's like to really use your hands and use engineering and construction, as well as problem solving." He adds that Thoreau would have found it "silly for someone to sit in a classroom and just listen to lecturing."

More and more, faculty are deciding that students need these chances to learn differently. Bernardy says, "I think anytime you can help the students understand the text through something tangible and experiential, you create pathways of understanding that go beyond typical classroom learning."

Image credit: bjearwicke/stock.xchng

Every spring we see a rash of stories on end-of-the-semester cleanouts in dorms and student apartments. As students leave for the summer, dumpsters fill up with perfectly good lamps, textbooks, furniture and clothing. However, schools are trying to make the mass exodus from campus less like a dump and more like a treasure hunt by creating student reuse depots, rescuing items from landfills, and donating useful materials to shelters and thrift stores. Here are a few:

• Mills College, in Oakland, CA, set up a Reuse Depot in Reinhardt Hall, re-purposing concrete slabs and wooden shelves from the city landfill to hold all the stuff donated by students. "Shoppers" can choose from canned food, textbooks, clothing, binders, purses, gardening tools and more. Students from the school's environmental club run the Depot during the semester, and coordinate a  drop-off to local charities at the end of the semester. 
• Suffolk University makes it easy with a Dump-and-Run program, which saves the university money that it would otherwise spend on trash-hauling. Donated materials are given to local organizations for the homeless and the hungry. In the spring of 2008, the program diverted 5,500 lbs worth of items. 
• Arizona State makes an event out of ditching the dumpster, with games, de-stressing activities, music and prizes. Last year they collected more than 10,000 lbs worth of materials, and also accept items that are hard to recycle, such as electronics and toner cartridges. 
• Hamilton College has an annual Ham's Cram-and-Scram which takes back unopened food and other goods from students and donates most of them to local shelters and consignment stores. Paper and other materials are typically recycled, and reusable items like furniture are kept to be resold to students at the beginning of the next fall semester. 
• NYU's Sustainability Task Force runs Green Apple Move Out, which collects and donates discarded items from dorms and the law school, and hopes to encompass every dormitory on the campus in the next five years.

This may only happen once, but we've scooped the New York Times. Today's article on trayless dining at universities is good, but nothing earth-shattering if you read ours (Students Have Their Hands Full Saving Food, Energy and Water) in the fall.

The energy and environmental benefits of trayless dining are pretty straightforward. Our story cited that in the United States, "more than 25% of food produced for consumption goes to waste, and food leftovers are the largest component, by weight, of the waste stream in the United States." So, when students lose access to trays, they take less food, and therefore less is wasted, which saves money and also reduces the amount that will eventually produce methane in a landfill if not composted or treated with an anaerobic digester.

But not everyone eliminates the trays out of concern for the environment. The NYT story highlights Skidmore College's trayless program, which began "between the spring and fall semesters in 2006, when the cafeteria, the Murray-Aikins Dining Hall, underwent a $10 million overhaul. For the most part, when students returned in the fall, they were so dazzled by the transformation of the cafeteria that they hardly noticed the missing trays. The renovated dining hall has three slate fireplaces and a half-dozen food stations, including a do-it-yourself griddle for eggs. Three of the chefs are graduates of the Culinary Institute of America, and all the pasta, granola and baked goods are made on site. Officials said their decision to go trayless was mainly about atmosphere, though they welcomed any ecological benefit. 'In our thinking, the trays were institutional, along with the conveyor belts, and we really wanted to move away from that,' said Christine Kaczmarek, director of business services at Skidmore."

Of course, Skidmore is only one school to join a growing trend towards trayless dining, which Jonathan Bloom tracks at Wasted Food. The Sustainable Endowments Institute says that 126 of the 300 schools they monitor have experimented with trayless dining, and one ARAMARK study examined meals at 25 colleges and universities to find that on trayless days, food waste was reduced by 25% to 30% per person, or about one-quarter to one-half pound of food per person per day.

Richard Johnson, the Director of Sustainability for Rice University in Houston, Texas, also blogged on dropping trays, saying, "Back in the kitchen, the H&D staff reported that plate waste had dropped 30% (the same amount as had been achieved by the educational campaign in 2005), and that the use of water, energy, and cleaning chemicals to wash plates and trays had dropped by almost 10%. They were intrigued. On a typical day in this particular dining hall, they would spend about $1000 per lunch period on food costs, not including the labor for preparation or associated utilities. What if they could reduce the amount of food that they needed to prepare? And not just for lunch, but for dinner and breakfast too (which together cost about another $1,000 per day just for the food)?"

He continues: "We have come to discover that removing the tray is akin to removing a keystone, unleashing a variety of benefits. In addition to those already discussed, there are additional energy and labor savings related to reducing the quantity of food to be cooked. Arguably, trayless dining also improves the health of students by discouraging over-eating. I continue to hear from students that they pay more attention to the food that they consume now that the trays are gone."

Image Credit: Dr. Ann C. Wilkie, University of Florida-IFAS

Curious about the finer points of the clean energy grid? Looking for new ideas on campus low-impact farming or biomass plants? Just need to relax by watching students throw paint on each other in the name of art?

YouTube's new higher education site might have you covered. Already, more than 20,000 videos have been uploaded from universities like Wesleyan, Harvard, Dartmouth, UNC-Chapel Hill, Carnegie Mellon, the University of Minnesota and Virginia Tech. Topics cover everything from quantum physics to curing kleptomania, in a variety of formats, such as full-length lectures, short interviews, or webcam anecdotes.

The site offers to extend the reach of the university beyond traditional students, which sounds like a good idea to us, especially when it comes to keeping up with the latest research on renewable energy and sustainability. In fact, even though the site was only launched a few weeks ago, 85 results come up for the term 'clean energy,' and 'sustainability' pulls almost 300.

One of the first sessions at this year’s Smart and Sustainable Campuses Conference gave community colleges a starring role in preparing students for jobs in a greener economy.

Keith Ratcliff of the Central Piedmont Community College Center for Sustainability began by asking, “Don’t we want our students to learn a skill, to be able to get a job? My son is in college now, and when I ask the school what kind of job he’s going to be able to get, how much money he might make, they don’t have any idea. Think about it, they don’t know what my son’s job prospects will be.”

In the next ten years, Ratcliff said, 75% of American jobs will require a two-year degree. This fits with other studies that claim much of the projected demand in green-collar jobs will be in middle-skilled occupations: those that require some education beyond high school, but not a Bachelor’s degree. The fact that community colleges fit right in this spot, said Ratcliff, is an untapped opportunity. “People are so interested in this issue. After a talk I gave to a bunch of sales and marketing people, many of whom were losing their jobs, they were so excited that they came down to campus and signed up for our training program,” he said. “I’m not making that up.”

Central Piedmont Community College has indeed seen a hike in applicants for the new Associate’s degree program in sustainable technology, which offers students the choice of an emphasis in alternative energy, environmental engineering, sustainable manufacturing, or green building.

Most importantly, said Ratcliff, schools shouldn’t train people for jobs that don’t exist. “When we were launching this program, what I had to do was call over 130 companies, find the right person, tell them about the program, and ask if they would have a need for these students in two years. And these companies told us that they could see that need coming up.” (A recent WorldChanging article shows how some schools have partnered with local workforce boards to do similar research on green employment opportunities.)

The greatest demands in North Carolina, where CPCC is located, are expected to be in research and development, biotech, manufacturing of clean energy components and equipment, clean energy distribution, and construction and maintenance, many of which can be embedded into existing programs at community colleges. “A green engineer or green architect can be trained within the program that already exists, with a few changes,” finished Ratcliff. “You don’t start from ground zero—a person is already an engineer, or a plumber, or an electrician.”

We’re blogging the Smart and Sustainable Campuses Conference at University of Maryland today and tomorrow. If you were in any of the sessions, share your notes in the comments.

Our own Xarissa Holdaway has a story at WorldChanging that describes how some California community colleges are experimenting with green-collar training programs.

In many regions, early reports suggest there are not enough workers to meet demand for wind, solar and geothermal projects, while some states find the opposite: that there are more trained professionals than there are jobs. A report from the National Council on Workforce Education states,

"[M]any jobs that are currently, or predicted to be, in demand are ‘middle-skilled’ jobs that require more than a high school diploma but less than a bachelor’s degree. It is important to note that although there will be a growing number of new green occupations requiring new knowledge, skills, and abilities, it is expected that the majority will be transformed from existing jobs, requiring a redefinition of skill sets, methods, and occupational profiles."

To more accurately predict when and where workers will be required, not to mention training these workers, she reports that community colleges are turning to local organizations and pioneering a new collaborative model that can "respond to trends in clean and green technology." One such project, the New Energy Workforce (NEW) Initiative, a partnership between Bay Area community colleges and regional workforce investment boards, is able to conduct courses, research employment opportunities, and share successful curricula between schools. 

Kitty O'Doherty, convener of the NEW project, says, "This is a call for new levels of collaboration. We convened the Workforce Investment Boards and the colleges in our region in February, and both groups are extremely committed. They [WIBs] are going to have the funding to place people in these jobs, and we're going to have the training. The common mission of preparing individuals for meaningful careers and creating a well-qualified workforce for our region is a very compelling motivator."

The final event of Power Shift, which took place on a snowy, below-freezing day in Washington, DC, drew thousands of students to the Capitol for pre-scheduled visits to members of Congress.

Christopher Applegate, a Missouri transplant now attending the University of Oklahoma, said that his state has been underrepresented, so he came with a group of ten people to speak with Senator Coburn and Senator Inhofe.

"The biggest issue we’re facing is that they’re trying to get some nuclear energy and some coal plants put up, but Oklahoma already has 708 MW of wind energy and another 126 going on the grid this year, so we're looking for ways to transition to more of that," said Applegate. "Oklahoma has already voted down one coal plant and through grassroots organizing we got rid of another one." He noted that the University of Oklahoma has announced that it will be completely powered by wind energy by 2013.

Lindsay Randall, a graduate of Purchase College in NY who now works as the school's Environmental and Sustainability Coordinator, said, "“It’s incredible, there are 12,000 people here at Power Shift, and that’s just the people who could afford tickets, who could take the time off school. It’s just a fraction of the people who wanted to be here."

The 11 students who came with Randall, most in environmental studies, art and business, went to a meeting with Senator Gillibrand's environmental staffer, Ben Rosenbaum. "When she was Congresswomen, she was a co-sponsor of the state climate act, so we look forward to working with her. I think she’ll be supportive, and that we’re going to be able to make some good progress with her," she said.

Purchase College, a signatory of the President's Climate Commitment, recently completed its greenhous gas inventory. "We're looking at reductions right now," said Randall. "The students are going to be more involved. They learned skills here to organize on campus, and we’re going to do a lot more activism and awareness of federal legislation. We have a really strong non-violent action group on campus, and they’re going to do more."

After the rally and visits were over, many left not for home, but for a protest that ended up at the Capitol coal plant. Carrying signs advocating everything from a no-coal economy to green jobs, students from Power Shift joined groups from Greenpeace, the Chesapeake Climate Action network and other organizations. As they walked, the group of more than 2,500 protestors passed a rival protest from coal supporters that had attracted fewer than 20 people.

Several days earlier, House Speaker Nancy Pelosi had announced that the U.S. Capitol Power Plant would be switched to burn only natural gas, a transition that will require significant retrofitting to the equipment that produces 35% of the plant's output from coal. No timeline for this transition has been determined.

During lunch on Saturday, I went from table to table to ask groups of students why they had come to Power Shift and what they were hoping to gain.

Two high school students from Lehman Alternative Community School in Ithaca, NY, were sitting with a friend of theirs who now attends college in Oberlin, OH. Younger than many of the attendees, they were deep in a discussion of the high-speed rail funding in the recently-passed stimulus bill when I interrupted.

At the Lehman school, which brought 16 students to Power Shift, environmental issues are not new. Miroslav Azis, 17, said, "I was at Bioneers By the Bay in October, and I thought it was an amazing experience. My ecology class back at school picked up on this and thought we should go to Power Shift. It’s great to meet people here who are like-minded. We’re still high school students, so we’re drawing a lot from those who are in college, who have already taken economics and other classes, and can talk about it in the workshops."

Lukas Friga, also 17, interjected. "I’m not the most active person in terms of political stuff, but I’m getting a lot out of the workshops that are more about information. I want to go into international relations, so the panels on what’s going to happen at Copenhagen are really interesting to me." He went on to describe other workshops he wanted to attend, most of which were academic in nature, rather than personal. Avis agreed that "there aren't any workshops on how to 'be green.' They're on what issues come up in making green things happen."

When asked what they were planning to take away from the conference, all three said that they hoped they would be better at talking to people who might not be interested in mingling with the environmentalists and social-justice advocates at Power Shift. "This is more of a cultural gathering than anything else," said Friga. "But we need to be able to pull in everyone. Hopefully, we can learn the skills here to go back and talk to the people that don’t want to hug trees. If you say, I know this area is losing jobs, what if you were all to work in x, y, z that’s more sustainable? That’s going to hit a lot more. You don’t want to be a treehugger, you want to be able to say that your ideals have all these logical supports to them, and that’s what we’re here to learn."

Miriam Rothenberg, who attended Lehman last year but now goes to college in Ohio, felt strongly that the impact of Power Shift wouldn't be felt this weekend, but as students dispersed to their separate schools. "There are a lot of people on my campus that are apathetic," she said. "But here I feel like we’re really a force. We have the numbers, and we have the drive, and we have the science to back us up. We all have different backgrounds, but there’s a sense of drawing together to be one unified movement, and then going back out to make all of this happen."

Does a teacher have to dance to teach good science? Richard Alley of Penn State does (you can see the original post at DotEarth here), twisting around and waving his arms to show how the earth's orbit influences global temperature and climate, and how these interacts with the atmosphere to create the daily weather conditions that we eventually discuss at cocktail parties. The hope is that such clowning will help students and the odd YouTube viewer understand the science and significance of climate change. Does it work? Hard to say for sure.

Finding new ways to discuss science, particularly such complicated and poorly-understood topics as the climate, is an ongoing challenge for teachers. Between the different learning needs of their pupils and the often-difficult task of distilling ideas that take years to master into a few hour-long classes, very little exists in the way of "best practice."

But to say it doesn't happen might be misleading. We've done a couple of stories on sustainability-focused education, both in and outside environmental science departments. Some focus on faculty training, like the Curriculum for the Biosphere at Washington State, and others immerse students in the outdoors, like Janice Crede at UW-Superior. St. Olaf College, in Northfield, Minnesota, uses a themed academic year to involve the whole campus in environmental and sustainability issues. Thomas Pfaff at Ithaca gets his math students to do calculus assignments using real-world data, such as atmospheric carbon dioxide levels or world grain production.

Often, these techniques are shared among faculty through disciplinary networks rather than publicized, so it's likely that there is a lot more going on under the surface than us humble bloggers know. What's your experience? Seen any especially interesting or innovative teaching strategies, particularly when it comes to science and sustainability?