Most Recent SCC Webinar

Integrated Management: How Sustainability Creates Value for Any Business & Any Curriculum

Monday, December 10, 2018
4:00 PM Eastern/1:00 PM Pacific

Robert Sroufe

Duquesne University

This webinar is informed by Prof. Sroufe’s latest book, Integrated Management: How Sustainability Creates Value for Any Business, just released by Emerald Publishing Ltd. in October 2018. Integration has been a key theme across the general management, organizational behaviour, supply chain management, strategy, information systems and the environmental management literature for decades. Integrated Management is the key driver of innovation and profitability in progressive companies. It reduces risks while pursuing new opportunities, and the checks and balances for prudent management are baked in the strategy for modern go-to-market synergy and growth. Prof. Sroufe will provide an evidence based approach to integrating sustainability into courses and curriculum and he will discuss the use of the book and live projects in the top ranked Duquesne MBA curriculum.

What can be done, then, by individuals, functions, organizations, value chains, and even whole cities to integrate and align sustainability? To answer this and other questions, the information in this book finds enterprises already on the path toward integrated management and strategic sustainable development. It considers the opportunity we have to enable an enterprise value proposition that includes environmental, social and governance (ESG) performance. Integrated management applies a proven strategic planning approach to uncover the tools and actions available for change management and performance measured with an Integrated Bottom Line (IBL). Using evidence based examples from best-in-practice enterprises, proven management tenets, models and tools alongside emerging technologies, we can develop integrated solutions aligned with the UN Sustainable Development Goals (SDGs).

Robert Sroufe is the Murrin Chair of Global Competitiveness, and Professor of Sustainability & Supply Chain Management at Duquesne University’s Palumbo Donahue School of Business. He is involved in developing and delivering action learning pedagogy within the #1 ranked MBA Sustainable Business Practices program, producing future change agents. Winner of numerous teaching and research awards, he has published practitioner, environmental, and business journal articles and multiple books on sustainability topics. As a public speaker and consultant, Dr. Sroufe utilizes integrated management practices to help decision makers solve problems, improve productivity, increase revenue and enhance competitiveness with a range of enterprises. He has been awarded the Academy of Management Organizations & Natural Environment (ONE) Division inaugural Teaching Award, the Decision Sciences Institute’s Innovative Teaching Award, and the Aspen Institute’s Ideas Worth Teaching Award.

Video available at:

SCC Webinar

Technology, Globalization and Sustainable Development:
Transforming the Industrial State

Wednesday, December 5, 2018
1:00 PM Eastern/10:00 AM Pacific

Nicholas Ashford



Ralph Hall

Virginia Tech

Nicholas Ashford and Ralph Hall will share their experiences in teaching their graduate level course in “Technology, Globalization, and Sustainable Development: Transforming the Industrial State” at MIT, Virginia Tech, Harvard and Cambridge Universities, and the Technical University of Cyprus, utilizing their revised textbook of the same name. This transdisciplinary text addresses both national and international policies needed to promote sustainable development, which rest on three pillars: [1] delivering essential goods and services to people; [2] maintaining a good environment, and [3] creating meaningful opportunities for sufficient earning capacity for people through employment and other ways to broaden capital ownership. Conventional theories of economic growth, consumption, employment, and inequality are challenged and a more modern conceptualization of the workings of the industrial state, both developed and developing, is presented.

The transformation of the industrial state will be enabled by environmental, economic, and trade law, new economics, and a more realistic political theory focused on achieving an equitable and secure society in a resource and energy-constrained future. The book was written specifically to enable a more integrated and transdisciplinary approach in teaching sustainable development.

Nicholas A. Ashford is Professor of Technology & Policy and Director of the Technology & Law Program at the Massachusetts Institute of Technology, where he teaches courses in environmental law, policy, and economics; law, technology, and public policy; and technology, globalization, and sustainable development. Dr. Ashford holds both a PhD in Chemistry and a law degree from the University of Chicago, where he also received graduate education in economics. He is a Fellow of the American Association for the Advancement of Science.

Ralph P. Hall is Associate Professor in the School of Public and International Affairs (SPIA) at Virginia Tech, where he is Director of the SPIA Undergraduate Program. Dr. Hall’s research and teaching focus on sustainable development, sustainable transportation, and water supply and sanitation in developing countries. Dr. Hall holds a PhD in Technology, Management, and Policy and two S.M. degrees in Technology and Policy and Civil and Environmental Engineering from Massachusetts Institute of Technology. He also holds an MEng in Civil Engineering from the University of Southampton.

Video available at:

SCC Webinar

Teaching with the Sustainable Enterprise Fieldbook

Wednesday, November 28, 2018
2:00 PM Eastern/11:00 AM Pacific

William Russell
Adjunct Professor, Fordham University
Principal, Transitioning to Green

with co-authors:

Jeana Wirtenberg

Associate Professor of Professional Practice, Rutgers University, and President and CEO, Transitioning to Green.

Linda M. Kelley

Principal and Enterprise Ecologist, Transitioning to Green.

David Lipsky

Head of Coaching, Assessment and Executive Onboarding at Samsung Electronics America.

With deep thought and inspiring examples, this updated book — published by Routledge in August 2018 — engages readers by increasing their understanding and awareness of what sustainability means conceptually, practically, personally, and professionally. It provides readers with the tools and techniques to improve the social, environmental, and economic performance of their organizations in both the short and long term. Since sustainability is not achieved in a siloed environment, everyone has a critical role to play on this journey.

The Sustainable Enterprise Fieldbook, with full companion materials at <>, engages today’s managers and leaders of organizations, in both the private sector and civil society, who are being challenged as never before to find ways to play a proactive role in understanding and addressing the risks and opportunities of sustainability. It teaches them how to apply systems thinking to turn our most intractable problems into exciting business opportunities, and offers ground breaking frameworks in new chapters on globalization, strategy, metrics, and sustainability models for collaboration, technology, and community. That is why this book is structured to be a fieldbook to provide practitioners the Activities, Cases, and Tools that they can use to help move their enterprise through progressively higher performing stages of sustainability. For classroom use, the breadth of topics covered ensures an interdisciplinary approach to sustainable business practices with an emphasis on Human Capital, and the depth of each of the chapters, with numerous case studies, will facilitate engaged class discussion.

William Russell is currently teaching Business & Sustainability at Fordham University, using the new edition of the The Sustainable Enterprise Fieldbook. This webinar will be informed by Bill’s roadtest of the materials this semester. Bill has also taught sustainability topics at Farleigh Dickinson and Columbia. Bill is also currently a Principal at Transition to Green, a consulting group. Previously, he created SKN Worldwide, a knowledge-base for sustainability information and project and community collaboration, and he was Director, Environmental Services at PWC.

Video Available at:

SCC Webinar

Storytelling for Scientists: Using Narrative to Achieve More Effective Science Communication

Wednesday, November 14, 2018
1:00 PM Eastern/10:00 AM Pacific


Presenter: Will Hong
SUNY-New Paltz

Ask any communications specialist how to have a greater impact on your audience, and regardless of the content of your message, you’ll likely hear the following in response: “Learn how to tell a good story.” But what does this mean, exactly, and how does one square the imperative to convey the objective conclusions of one’s scientific research with a communication style that uses the techniques of fictional storytelling? Must this mean a compromise of the integrity of research? The scientist?

Thankfully, the short answer is ‘no,’ and this webinar will discuss the basics of narrative, its role in communicating science to disparate audiences, and how you might be able to deploy storytelling to draw students and laypeople alike (and other scientists!) to your work, facilitate greater understanding through metaphor, and create more memorable messaging and presentation of sustainability issues, research, and solutions.

Why is this important? The science of sustainability, and science in general, is no longer relegated primarily to the hallowed ground of the ivory tower and its classrooms—science has become politicized like never before (see: climate change denial, “alt-facts,” etc.), the techniques of narrative are central to this transformation, and the global stakes couldn’t be higher. By understanding the role of storytelling in persuasion, we can become not only better communicators, but also better readers of the culture at large and help our students become the same.

Will Hong is an Assistant Professor in the Dept. of Digital Media and Journalism at SUNY New Paltz. He received his M.A. in Art History at Princeton University, specializing in the History of Photography and Cinema, and then transitioned to filmmaking and earned his M.F.A. at the Tisch School of the Arts/NYU from the Department of Graduate Film and Television. He spent two decades in the film and television industry in New York City working on short and feature-length films, music videos, TV commercials and promos for such clients as ESPN, HBO, Kenneth Cole, Macy’s and MTV, reality television shows (HGTV’s HouseHunters International, Hired!), as well as corporate (Silver Telly Award winner, 2008) and web-based content. He has taught the fundamentals of storytelling and filmmaking at The Lee Strasberg Theater and Film Institute, the New York Film Academy (NYC), the Dalton School, and Marist College in Poughkeepsie, NY. He lives in the Hudson Valley with his spouse and their very sensitive beagle.

Video available at:

SCC Webinar

Education 2030 and the Future of Education for Sustainable Development (ESD)

Wednesday, November 7, 2018
1:00 PM Eastern/10:00 AM Pacific

Presenter: Kim Smith

With the Global Action Programme (GAP) on Education for Sustainable Development (ESD) coming to an end in 2019, now is the time to look to the future. In a series of intensive brainstorming symposia and a review of current ESD work, UNESCO has drafted a position paper on the future of ESD, welcoming public comment through November 19. The position paper will be posted here.

By reflecting on the value of ESD and the GAP and drilling down into each of the Sustainable Development Goals (SDG), participants have identified how education is necessary to achieve all of the SDGs. As a “driver” for the SDGs, education should be front and center, as it is necessary to educate across all sectors and disciplines, in a variety of formal, nonformal, and informal educational modalities.

In this webinar, Kim Smith, a higher education envoy for UN University, AASHE and the US Partnership for ESD, will guide a review of the recommendations and invite feedback. Kim is known to the SCC audience as the host of our international webinar series and as a member of SCC’s Advisory Council. Given the current focus on “sustainability competencies,” Kim will share more about the competencies that are emerging from this process.

Come learn about UNESCO’s proposal, how these lessons emerged and how your work helps advance the SDGs. ESD in action is citizenship in action.

Video Available at:

SCC Webinar

Analysis of SCC Survey Results: a contribution to the NCSE sustainability competencies process

Wednesday, October 10
12:00 noon (Eastern US)

Peter Soyka
Soyka & Co.

Earlier this year, SCC launched an Online Curriculum Dialogue in the run-up to our Faculty Conference which was held June 25-26 in Pittsburgh. We began our process with a survey instrument developed by Peter Soyka of Soyka & Co. This “pre-survey,” while not comprehensive, was intended to help us perform some important foundational work by documenting pre-existing views in the SCC community of practice regarding the purpose and content of sustainability curricula delivered at the university level. Our goal was to understand the range of views held and identify any areas of concurrence, as well as highlight issues for further exploration through the continuation of the SCC Online Curriculum Dialogue.

This webinar will summarize the results and implications of the SCC pre-survey. Peter presented his analysis at the SCC Faculty Conference and his work was also shared with the Council of Environmental Deans and Directors (CEDD) as the SCC contribution to a joint workshop with CEDD in Pittsburgh.

CEDD is a program of the National Council for Science and the Environment (NCSE). Earlier this year, NCSE launched a process through CEDD focusing on “key competencies” in sustainability degree programs. SCC is committed to integration and alignment of its curriculum dialogue with this NCSE process. This collaboration has already resulted in a joint panel and a workshop at last week’s AASHE Conference.

Going forward, the joint effort will take the form of a dual track approach. One track will consist of a Delphi panel to be led by Katja Brundiers of Arizona State University; the complementary track, to be led by SCC, will proceed with workshops, online dialogues, surveys and other activities. Rod Parnell of Northern Arizona University will play a leadership role as an NCSE Senior Fellow. The proposed goal is to create a “Consensus Statement” on sustainability competencies.

Peter Soyka is an environmental management and strategy consultant and founder and President of Soyka & Company, LLC. He brings 30 years of experience in strategic planning, operations management, environmental/sustainability management, and EHS systems auditing, analysis, and improvement. Mr. Soyka is a recognized environmental management and sustainability expert, and has authored numerous guidance manuals, handbooks, journal articles, project reports, and two critically acclaimed books on organizational sustainability. Prior to founding Soyka & Company in 2003, Mr. Soyka served in executive positions in two national-scale, publicly traded consulting/engineering firms. Mr. Soyka is a certified Project Management Professional (PMP) and holds graduate degrees in Environmental Management and Business Administration from Duke University.

Mr. Soyka has a particular interest in ensuring that the next generation of citizen leaders is being developed and will be ready to assume important roles in moving us further toward a truly sustainable economy and society in the years ahead. To that end, he has volunteered his time and expertise as an expert reviewer of environmental/sustainability educational modules and materials on such key topics as solid waste management, energy, and risk assessment. In addition, Mr. Soyka serves as a member of the Advisory Board of the SCC, a nonprofit organization dedicated to bringing together diverse voices to develop a coherent, comprehensive approach to delivering sustainability education at the college and graduate level across the U.S. and internationally.

Link to Video Recording

Link to PowerPoint Slides

SCC Webinar

An Introduction to

Thursday, June 7
12:00 noon (Eastern US)

Brooke Suter and
Sustainable Leadership to Thrive

At the upcoming SCC Faculty Conference in Pittsburgh, Brooke Suter will lead a hands-on workshop focusing on on June 25. In advance of that workshop, and for the broader SCC audience, Brooke has also agreed to lead this webinar which will provide a summary of the elements in development, such as the Collaborative platform, Validation Assessment (local and global), Modules (geographic and topical), Quiz, Translations, and Leadership and business model. A global network of researchers is actively pursuing questions related to Sulitest and Brooke is uniquely positioned to report on progress and ongoing activities. Brooke will also share outcomes from the recent 1st Sulitest Global Assembly in Marseilles.
As a state or national director for 20 years, Ms. Suter has worked in 50 states and federally to build diverse coalitions, empower citizens and lead adoption of nationally precedent-setting environment and public health legislation, regulation and incentive-based programs in the United States. Currently, she is: (1) Collaborating internationally on tools for informed public action on the U.N.’s interrelated Sustainable Development Goals (gender, poverty, climate, and more) via; (2) Supporting sustainability systems thinking across coursework, culture and alumni at the Harvard Kennedy School; (3) Integrating MIT’s Theory U into sustainability approaches; and, (4) Launching Sustainable Leadership to Thrive to support both personal and professional sustainability practices. Ms. Suter has received NGO, city and state awards, and is a Guinness Book of World Records record holder.

Video recording available at: <>

SCC Webinar

The UN Global Action Programme and Other Gaps: Why Sustainable Well-being Societies Are Not Ubiquitous Today

Monday, June 4
2:00 pm (Eastern US)

Harold M. Glasser
Professor, Environmental and Sustainability Studies
Institute of the Environment and Sustainability
Western Michigan University

We live in a time of extraordinary opportunity, which is also laden with turbulence and peril. While several recent and highly popular accounts of human progress present confident, optimistic pictures of the future, there are also contrary accounts that view reductions in poverty, malnutrition, and violence and improvements in life expectancy, sanitation, and standard of living as coming at great cost — and risk — to the planet’s biophysical and sociocultural support systems. In this webinar, I explore UNESCO’s follow on strategy to the Decade of Education for Sustainable Development (2004 – 2014), the Global Action Programme. I consider if it is both up to the task of recent calls by the UN and UNESCO for “transformative change” and radical enough to meet the educational responsibilities associated with implementing the ambitious UN SDGs. By asking big questions, such as “Why sustainable well-being societies are not ubiquitous today?” and by taking an exploratory approach to learning how to change by learning about learning — one that considers both the metaphors that guide economically advantaged societies and the possibility of re-imagining formal education — I outline three fundamental learning failures and strategies to address them.

Harold Glasser is professor of Environmental and Sustainability Studies and founding Executive Director of Western Michigan University’s (WMU) nationally recognized Office for Sustainability (2010-2018). He currently co-leads an international project on Core Competencies in Learning for Sustainability and recently completed work on the Finnish Innovation Fund’s (Sitra) project on the learning foundations of sustainable well-being societies. He was instrumental in creating and directing the first United Nations University Regional Center of Expertise in Education for Sustainable Development in the US (Grand Rapids), served as a Resource Person for United Nations University’s Institute of Advanced Study’s Education for Sustainable Development Program, and is a Senior Fellow at the University Leaders for a Sustainable Future. Glasser has been an editorial board member of several leading sustainability journals and is currently on the editorial board of Sustainability: The Journal of Record. He has lectured in Austria, Canada, Finland, Germany, India, Japan, Malaysia, the Netherlands, Norway, Sweden, Taiwan, the U.K., and throughout the U.S.

Glasser’s research focuses on improving well-being for all equitably, while reducing the draw on natural, human, and social capital (one-planet living). He takes a transdisciplinary and experimental, “strategic muddling” approach to address this ill-defined, interconnected challenge with no endpoint—what is often referred to as a “wicked” problem. He centers on identifying root causes, critical intersections and tradeoffs, safe boundaries, and key leverage points to design broad heuristics for guiding transformational change. Three big goals guide his research: (1) to understand the deep-rooted and interrelated evolutionary, behavioral economic, neurobiological, technological, educational, and cultural origins, drivers, and consequences of global unsustainability; (2) to reimagine prosperity by using insights from (1) to design high-leverage, replicable interventions that can assist schools, communities, businesses, NGOs, and governments in their efforts to create transformational change and build sustainable well-being equitably through “doing well by doing good,” “doing more with less,” and “doing better with less;” and (3) to rapidly prototype, field-test, evaluate, and—if appropriate—help scale-up these interventions (curriculum, accounting and evaluation systems, social innovations, games, products, policies, and demonstration projects).

Video recording available at: <>

SCC Webinar

Fighting Poverty through Management Education

Tuesday, May 29
2:00 pm (Eastern US)

Milenko Gudic
Founding Director, REFOMENT, Belgrade, Serbia.
Co-chair, PRME Anti-poverty Working Group
Visiting lecturer, UDG-University, Montenegro

The PRME Anti-Poverty Working Group, established in 2008 among the first PRME Working Groups, today includes more than 180 members from 150 institutions in 55 countries around the globe. The aim of this collective effort is to work towards a proposal that introduces the issue of poverty in the curriculum and the learning methods in the education of future professionals, as part of the social environment in which business and management operate.

The Working Group has developed and produced a number of initiatives and outcomes including:

        • global surveys on fighting poverty through management education: challenges solutions and opportunities (2012) and on the SDGs and the issues of poverty in management education (2017)
        • two books on WHY and HOW to integrate the issue of poverty into management education (2014, 2015)
        • two joint books on the integration of sustainability into business and management practice, and management education (2017)
        • two joint books on the champions, struggles and successes in the pursuit of the SDGs (work in progress)
        • scholarly articles
        • WG and joint conferences
        • Anti-poverty toolkit (work in progress)

This webinar will be an opportunity to share some of the Working Group’s findings and lessons learned on fighting poverty and advancing the SDGs through management education.

Milenko Gudic is the Founding Director of REFOMENT Consulting & Coaching bssed in Belgrade, Serbia and serves as the PRME Anti-poverty Working Group Co-chair. He is visiting lecturer at UDG-University, Montenegro and a Member of the Strategic Advisory Board to the Dean of the School of Business at the American University in Cairo, Egypt.

He designed and managed (2000-2014) IMTA – International Management Teachers Academy, which has educated nearly 600 management professors from 155 institutions in 49 countries around the globe. With the mission to “create a new generation of management educators for the new generation of business leaders,” IMTA has placed a high emphasis on the social responsibility of faculty. Since 2013 a new disciplinary track on Business in Society has been regularly on the program.

Through the Economics Institute – Belgrade and as an independent consultant to various international organizations, including OECD, UNDP, UNIDO, ICPE, CEEMAN, Milenko has designed and led large international research, educational, consulting and institution-building projects, including in management education. He has been frequent guest speaker at business schools and conferences worldwide. He was Program Chair of the EURAM 2008 conference on Managing Diversity: European Destiny and Hope. He co-edited PRME-related books recently published by Greenleaf Publishing: “Socially Responsive Organizations and the Challenge of Poverty” (2014), “Responsible Management Education and the Challenge of Poverty: A Teaching Perspective” (2015), Beyond the Bottom Line: Integrating Sustainability into Business and Management Practice (2017) and Redefining Success: Integrating Sustainability into Management Education (F&T Routledge, 2017). He is a Member of the Editorial Board, PRME Book Series, Taylor & Francis Routledge and a Member of the Society for Technology, Culture and Development, Serbia. Milenko received the UN PRME Pioneer Award for Thought Leadership: Translating PRME into Action (July 2017).

Video recording available at:

SCC Webinar

ESD and Indigenous Knowledge: Towards inclusive, cultural-historical deliberation for collective transitioning to future sustainability

Monday, May 14
1:00 pm (Eastern US)
10:00 am (Pacific)
7:00 am (Hawaii)
7:00 pm (South Africa)


Rob O’Donoghue
Professor Emeritus, Environmental Learning Research Centre (ELRC),

Faculty of Education, Rhodes University, South Africa

***This webinar continues the SCC series on “International Perspectives” with host Kim Smith of

Portland Community College and the Greater Portland Sustainability Education Network (GPSEN).

International leaders in sustainability in higher education present to the SCC audience each month.

Through nature conservation, environmental education, and participatory curriculum development, Rob O’Donoghue has unpacked the power of active learning in South Africa and beyond. Expanding his work with indigenous knowledge and post-colonial curriculum, Rob invites participants in this webinar to explore sustainability education through an ethics-led and evaluative critical process, within community contexts. Utilizing reviews of critical theory in education and co-engaged environmental learning, learn how you can increase your “Handprints for Change work in ESD” and “look after others to best care for ourselves and our surroundings.”

Professor Emeritus Rob O’Donoghue, B.Ed., M.Ed., PhD, was born in Ireland, moved to Africa at a young age, and completed schooling in Harare, Zimbabwe. He and his wife qualified as teachers through Bulawayo Teachers College and the University of Zimbabwe, teaching in primary schools in Gweru and at St Charles College, in Pietermaritzburg, South Africa. This was followed by a post as the environmental education coordinator at KZN Wildlife, a job that he enjoyed for 19 years. His years in nature conservation allowed him to complete a Masters in Education on “participatory curriculum development in the sciences” in 1990 through the University of KwaZulu-Natal (UKZN) and a PhD at Rhodes University on “the emergence of environmental education in eastern southern Africa,” in 1997.

He became involved with Rhodes University through the Environmental Education Association of Southern Africa. His early work on active learning expanded into citizen science, open access publishing initiatives, and the development of materials for environmental education fieldwork. Further programs include Green Schools with Kevin Burge, the School Environmental Policy Pack with Kim Ward, the Eco-Schools project, with Dr. Jim Taylor of WESSA, and the Environmental Learning Research Centre in Rhodes University’s education department, with Professor Heila Lotz Sisitka, where he served as Director for close to 15 years. Additional work on Outcomes-Based Education and the current Curriculum and Assessment Policy Statement (CAPS) have provided key orientating perspectives for environmental and sustainability education in southern Africa today and are informing teacher professional development through the Fundisa for Change initiative.

His close attention to environmental education and education for sustainable development (ESD) led to a 2014 workshop at the UNESCO World Congress on ESD in Nagoya, Japan, to conclude the UN Decade on ESD and map out the current Global Action Programme (GAP) for ESD, plus extensive field guides and resource packs available through WESSA and Share-Net, and an evaluation tool-kit with Makana RCE and United Nations University Institute for Advanced Study of Sustainability (UNU-IAS). His current work on indigenous knowledge in education has been expanded by past students and developing international exchanges from Australia and Japan to India and Mexico. Much of this work has now extended into a review of critical theory in education and co-engaged environmental learning in post-colonial curriculum and community contexts. The emerging Handprints for Change work in ESD is centered on “Learning to look after others to best care for ourselves and our surroundings.”

Video Available at: <>

SCC Webinar

The Post Carbon Institute’s Community Resilience Reader

Monday, April 30
at 2PM Eastern/11AM Pacific

Daniel Lerch
Education & Publications Director
Post Carbon Institute

William Throop

Professor of Philosophy & Environmental Studies
Green Mountain College

The Community Resilience Reader combines a fresh look at the challenges humanity faces in the 21st century, the essential tools of resilience science, and the wisdom of activists, scholars, and analysts working with community issues on the ground. It shows that resilience is a process, not a goal; that resilience requires learning to adapt but also preparing to transform; and that resilience starts and ends with the people living in a community. National and global efforts have failed to stop climate change, transition from fossil fuels, and reduce inequality. We must now confront these and other increasingly complex problems by building resilience at the community level. This webinar includes presentations from the editor and a contributing author of The Community Resilience Reader which is already a valuable resource for students, community leaders, and concerned citizens.

Daniel Lerch is Education & Publications Director of Post Carbon Institute, responsible for PCI’s educational efforts on community resilience and energy resource constraints. He has been the lead editor and manager of the Institute’s major books and reports over the last decade, including The Community Resilience Reader (2017) and The Post Carbon Reader (2010). He is also the author of Post Carbon Cities (2007)—the first local government guidebook on the end of cheap oil—and was the founding chair of the Sustainable Communities Division of the American Planning Association and a founding co-director of The City Repair Project. Daniel has delivered over 100 presentations to professional, government, and public audiences across the United States and internationally, and has been interviewed for numerous media outlets including The New York Times and Business Week. He has a Master of Urban Studies from Portland State University in Oregon.

Dr. Bill Throop specializes in environmental ethics, theory of knowledge, and sustainability education. Trained in philosophy of science and epistemology at Brown University, his approach to teaching emphasizes careful analysis of arguments and focused discussion about big cultural questions. Bill served as provost at Green Mountain College for twelve years, during which he helped to build the national reputation of the College for sustainability education and led the creation its graduate programs. At the national level, he served on the board of directors of the Association for the Advancement of Sustainability in Higher Education (AASHE) for six years, and was elected chair of the board for his last two years. He has been on the editorial boards of Restoration Ecology and Environmental Ethics. He is currently on the executive committee of Solution Generation, a national network of higher education leaders committed to creating a path to climate solutions.

Recording to be posted.

SCC Webinar

Using the SDGs to progress sustainability at Macquarie University

Note international time zones and start times:

Wednesday, April 25
5:00 pm – 6:00 pm (Eastern US)
2:00 pm (Pacific)
11:00 am (Hawaii)

Thursday, April 26
7:00 am – 8:00 am (Sydney)
5:00 am – 6:00 am (Chongqing, China)

Leanne Denby

Director of Sustainability, Macquarie University, Sydney, Australia
President, Australasian Campuses Towards Sustainability (ACTS)

***This webinar continues the SCC series on “International Perspectives” with host Kim Smith of Portland Community College and the Greater Portland Sustainability Education Network (GPSEN). International leaders in sustainability in higher education present to the SCC audience each month.

At Macquarie University, in Sydney, Australia, we are taking small yet significant steps to align our work with the implementation of the Sustainable Development Goals. But this has not been an easy task. To date, we have done work to understand what our high-level University goals, objectives, strategies and policies are saying; we have looked at our research priority areas to map our strengths and gaps; and we have mapped our sustainability in learning and teaching framework to the goals and identified some positive and some negative findings. So what has all of this told us? In this webinar, Leanne will go through work to date, presenting the outcomes, the challenges and the questions that have arisen, whilst positioning next steps for the University. While the webinar will present the findings from all the work done, the focus will be on Macquarie’s curriculum efforts, with a few lessons from the Australasian Campuses Towards Sustainability (ACTS).

Leanne Denby has been working at Macquarie University as the Director of Sustainability since March 2008. Reporting to the Deputy Vice-Chancellor of Academics and the Deputy Vice-Chancellor and Chief Operating Officer, her primary responsibility is to strategically embed sustainability into policy, process and practice. This involves working across the campus with the various Faculties, departments and offices within four key areas:

            • Leadership and Governance: Enhancing skills and guiding leadership towards more sustainable decision-making processes and outcomes
              • Learning and Teaching: Embedding sustainability holistically across the formal and informal curriculum
              • Partnerships and Engagement: Providing avenues for active participation and awareness building for staff, students and community members
              • Facilities and Operations: Improving resource efficiency through implementation of practical initiatives in support of small and large-scale projects

For the past seven years, Leanne has also held the role of President of Australasian Campuses Towards Sustainability (ACTS), a not-for-profit organisation committed to advancing sustainability best practices within the operations, curriculum and research of the tertiary education sector in Australia and New Zealand. As the President, Leanne has doubled the capacity of the association, developing and adopting significant programs of change, and positioning ACTS as a national and international player in the sustainability field.

Previous to her role at Macquarie, Leanne worked as a Project Director with the Australian Research Institute of Education for Sustainability (ARIES) and as a casual teaching academic at the University of Sydney.

Video available at:

SCC Webinar

Using SASB standards in higher education

Monday, April 23
at 2PM Eastern/11AM Pacific

Nicolai Lundy

SASB, Director of Education and Partnerships

Established in 2011, the Sustainability Accounting Standards Board (SASB) is an independent, private-sector standards setting organization based in San Francisco dedicated to enhancing the efficiency of the capital markets by fostering high-quality disclosure of material sustainability information that meets investor needs. The SASB develops and maintains sustainability accounting standards—for 79 industries in 11 sectors—that help public corporations disclose financially material information to investors in a cost-effective and decision-useful format. The SASB’s transparent, inclusive, and rigorous standards-setting process is materiality focused, evidence-based and market informed. SASB’s Alliance Members share the belief that today’s capital markets need standardized sustainability disclosure and effective ESG integration into investment practices – for the benefit of both companies and investors. This webinar will introduce the SASB conceptual framework and explain the ongoing SASB process, as well as suggestions for educators seeking to introduce sustainability standards in their courses.

Nicolai Lundy is the Director of Education and Partnerships, where he identifies opportunities for professionals in finance, investment analysis, and sustainability to benefit from SASB’s research on material ESG factors across 77 industries. In doing so, he oversees SASB’s membership, conference, and education programs as well as licensing and the SASB Navigator. Nicolai has delivered invited presentations on SASB material to university-level classes. Before joining SASB in 2013, Nicolai had business development and operations roles in the private sector and higher education. He holds a BA from Emory University.

Video Available at:

SCC Webinar

Using Hawken’s Ecology of Commerce with a study guide for discussion and co-creation by students

Friday, April 20

Dr. Jane Talkington
Innovation Scholar-in-Residence
Wichita State University

After years of teaching with Paul Hawken’s classic book on business and sustainability, Ecology of Commerce, Dr. Talkington refined and tested a list of discussion questions as a study guide for Hawken’s book. The study guide is available through Amazon?. In this webinar, you will learn why there is a need for guided class dialogue, what to expect when you use these questions, how the questions allow for students to co-create the content of a course discussion, and how these questions support the flipped classroom format.

Dr. Talkington has taught a wide variety of sustainability courses, online and on campus, at the University of Oklahoma, Oklahoma State University, and the University of California-Berkeley, Extension. In Fall 2018, she joins Wichita State University as the Innovation Campus scholar-in-residence. She spent a decade as the prototype graduate student in the effort to create a new PhD in Sustainability through the Environmental Science graduate program at Oklahoma State University in Stillwater, Oklahoma. Her doctoral studies orbited around Entrepreneurship and Architecture. The result was a thesis focused on how higher education institutions could secure relevance by fostering innovation focused on sustainability-oriented solutions. It included research on innovation districts, innovation campuses, and corporate co-location partnership buildings on campus. A bound version of her thesis “Fostering Innovation” is also available on Amazon.

In her spare time, she is learning how to train her Belgium Malinois as a projection dog. Goose is an excellent student in spite of his novice teacher.

Video available at:

SCC Webinar

Transforming Curriculum as an AASHE Regional Center

Friday, April 13

Krista Hiser, PhD
Professor of Composition & Rhetoric
Faculty Service & Sustainability Learning Coordinator,
Kapi’olani Community College
Interim System Sustainability Curriculum Coordinator,
UH Office of Sustainability (UHOS)

*** This webinar is the second in SCC’s series with AASHE showcasing the work of their “Sustainability Across the Curriculum” regional centers. Other AASHE regional centers will be featured each month.

The Mau? * Webinar series from University of Hawaii Office of Sustainability presents:

Now What?: Transforming Curriculum as an AASHE Regional Center for Sustainability Across the Curriculum

The University of Hawaii System Office of Sustainability is excited to be recognized as an AASHE Regional Center for Sustainability Across the Curriculum. As part of this Sustainability Curriculum Series series highlighting the offerings of the AASHE regional centers, this webinar with Krista Hiser, the UH System Sustainability Curriculum Coordinator, will cover the following topics, according to the interests of the participants. How can our work help you?

Part 1: Nuts & Bolts: the mission, goals, and organization of the UH System Regional Center for Sustainability Across the Curriculum; and a brief description of the institutes, workshops, courses, and virtual symposia we are planning through 2020.

Part 2: “S DESIGNATION” : our Sustainability Across the Curriculum mechanism: a systemwide minor in Sustainability which is embedded in the general education curriculum.

Part 3: Meeting of Wisdoms: the intersection of indigenous epistemologies and western empirical science, and how our approach to sustainability is shaped by our unique island context.

Part 4: Assessment: how research, including focus groups and sustainability learning outcomes assessment pilots are informing our curriculum efforts.

Part 5: Transforming Curriculum: how the AASHE Regional Centers can empower faculty to translate sustainability content, engage students through active pedagogies, and teach hard truths about climate change across all academic disciplines.

* Mau? : the perpetuation of wellbeing

Video available at:

SCC Webinar

Building a Community of Sustainable Practice — the story of higher education and RCE Tongyeong

Monday, April 9

Won Jung Byun
Senior Project Officer, UNESCO

***This webinar continues the SCC series on “International Perspectives” with host Kim Smith of Portland Community College and the Greater Portland Sustainability Education Network (GPSEN). International leaders in sustainability in higher education present to the SCC audience each month.
Sustainable development of a community cannot be achieved by projects or champions — it can only be made possible by continuously enriching a shared vision through learning and imbuing a method of democratic partnership through ongoing practice. Once the level of common understanding reaches a threshold, a culture of sustainable development is formed. From then on, the community will have the power to replicate its practices under different circumstances.

This webinar will look at the story of creating a Regional Centre of Expertise on Education for Sustainable Development (RCE) in the southern coastal city of Tongyeong, in South Korea. The role that higher education institutions played and the lessons learned in the process include the importance of balancing the voice of the researchers with the experience of the local partners to effectively produce successful outcomes. While researchers are well equipped with knowledge and expertise in their field, they often lack understanding of the local community. The community groups are well versed in the contextual specificities of the region but could benefit from more long-term and generalized analysis of their challenges. A well-balanced mix of both groups can be the key to successful community development. Additional insights will be shared on the role of UNESCO in ESD and the status of post-GAP planning.
Won-Jung Byun is Senior Project Officer in the Section of Education for Sustainable Development, Division for Peace and Sustainable Development at UNESCO Headquarters. She is the focal point for the post-GAP planning on the Future of ESD. Before joining UNESCO, she worked for 12 years at the Regional Centre of Expertise on Education for Sustainable Development (RCE) Tongyeong, Republic of Korea throughout the UN Decade to promote ESD at local, national and regional level. Her work was focused on engagement of policy makers and stakeholders, mobilization of schools and young people. She co-founded Tongyeong Education Foundation for Sustainable Development (2011) and Sejahtera Centre for RCEs in Asia Pacific (2015). Won also served as Asia Pacific RCE’s Regional Coordinator between 2009-2014, to promote ESD among then 42 RCEs in the Asia Pacific region.

Video recording available at:

SCC Webinar

The Sustainability Mindset

Thursday, March 29 at 2PM Eastern

Isabel Rimanoczy

Convener LEAP!, PRME Working Group on the Sustainability Mindset

Research has been showing over the past decade the profound transformation of individuals who for a variety of reasons faced their inner landscape of unsustainability. They experienced a personal breakthrough, an expansion in their consciousness that changed how they saw themselves and the world around them. The transformational shift also was the fuel for action, a persistent, inside driven motivation that spurred creativity. This transformational process happened not because of the information they had about statistics, data, or benchmark of innovators. The process took place on another level: on the being dimension. And yet, what are we educators doing in our classrooms? We are teaching the external landscape of sustainability, seeking for the latest cases in the news that can spark engagement in our students. We cater to the heads, when the most powerful leverage point is in the heart: connected to purpose, to values, to the examination of the anchors of our identity, to who we are, in the simplest and most profound way. This webinar will introduce the research that originated the concept of Sustainability Mindset, the elements that compose it, and how it can be developed. Isabel Rimanoczy will share about how it is being brought into courses in higher education around the world and she will share about LEAP (Leverage resources, Expand awareness, Accelerate change and Partner), a network of academics in 75 universities in 35 countries promoting a new mindset, anchored in the being.

Isabel Rimanoczy, Ed.D. has made it her life purpose to promote change accelerators. Aware of the complex challenges our planet (and us in it) are facing, she works alongside those who can make an impact on a greater scale. She developed the Sustainability Mindset, a concept she researched by studying business leaders who championed corporate initiatives with a positive impact on the environment and the community. What inspired these leaders to act in a business-as-unusual way? She created LEAP! an international cohort of 83 academics from 72 universities on five continents promoting a holistic sustainability mindset with their students. The professors foster a new paradigm, social action and consciousness. LEAP was officially designated the PRME Working Group on Sustainability Mindset in June 2015 at the Global Forum of UN PRME in New York, and the members are researching the Sustainability Mindset in their context and culture, writing papers, and presenting at conferences. She facilitates a Faculty Training on the Sustainability Mindset for this network. Isabel is the Global Academic Ambassador for AIM2Flourish, the international initiative to promote businesses as agents of world benefit. A2F is supported by the United Nations PRME and Global Compact. The Prizes are an international showcase of entrepreneurial innovation working towards what needs to be our global agenda: the 17 Sustainable Development Goals. She is a Strategic Sustainability Adviser for One Planet Education Networks (OPEN), a Fellow of the Schumacher Institute, UK, and a Senior Partner with Leadership in Motion LLC (LIM). She has worked in North and Latin America, Europe, Asia and Middle East.

Video recording available at:

SCC Webinar

VERGE: the intersection of sustainability and high-tech

Wednesday, March 28 at 2PM Eastern

Elaine Hsieh, VERGE program
GreenBiz Group

As part of its annual year-end survey of influencers and partners, VERGE recently asked the question: What technology or development makes you hopeful for sustainability in the year ahead? Here’s what experts in clean energy, transportation systems and emerging technologies believe could take flight. The rise of the electrification of cars, trucks and buses in combination with an increasingly cleaner power grid was a common refrain among most. Other inspiring market-driven actions in energy, cities, water, buildings and even solutions via emerging tech such as the blockchain, machine learning and artificial intelligence hold promise in 2018 and beyond. This webinar will explore how, in an interconnected world, technology is accelerating sustainability solutions.
Elaine Hsieh is director of the VERGE program for GreenBiz Group, leading the global event series that focuses on how technology accelerates sustainability solutions across cities and industries, including energy, buildings, transportation, supply chains and agriculture. She has almost 20 years of experience consulting with Fortune 500 companies on sustainability, green building and technology issues. Elaine has a solid technical background with understanding of the energy, construction, biotechnology, education, retail, manufacturing and finance industries. She has been featured in Mashable, Green Economy Post, Reuters, the Guardian and other publications for her social media influence within the green building, business and sustainability communities.

Video recording available at:

SCC Webinar

Assembling Customized Teaching Plans and Materials on Sustainability and Climate Change from the Internet

Thursday, March 22 at 2PM Eastern

Mark Trexler, The Climatographers and
Visiting Scholar, George Washington University

Mark Trexler been inventorying climate change education materials on the web, and here’s what he has found and organized to date: Hundreds of links to relevant websites, organizations, and resources; links to more than 300 courses, mostly online and mostly free; and hundreds of video and text modules from free courses, often developed at great effort by leaders in their fields, and seen by a few hundred people on YouTube. This is a great example of Carla O’Dell’s “If only we knew what we know” admonition. Imagine the incredible amount of work reflected in those courses, materials, and videos. Imagine if all of that work could be made available, not as full courses that few people will watch, but as mixed and matched collections of potentially “actionable knowledge” targeted at the decision-making needs of individuals, executives, and policy-makers. Or of students in all kinds of relevant classes, taking advantage of existing materials rather than having to reinvent the pedagogical wheel! This webinar will: i) introduce the scope of on-line climate education resources via the Climate Web; ii) illustrate how specific resources can be organized for individuals’ purposes via the on-line Climate Web; and iii) show how teachers can actually get desktop access to these resources for much easier and customizable knowledge work and delivery.

Dr. Mark C. Trexler has more than 30 years of regulatory and energy policy experience, and has advised clients around the world on climate change risk and risk management for more than 25 years. Mark joined the World Resources Institute in Washington, DC in 1988, where he worked on the first carbon offset project, the CARE Agroforestry Project in Guatemala. He founded Trexler Climate + Energy Services (TC+ES) in 1991, working extensively with electric sector and other energy clients, as well as with governmental and NGO clients, on risk mitigation and adaptation strategies, including the development of a wide range of climate change decision-support tools such as carbon market models and carbon offset quality scoring systems. Mark directed EcoSecurities’ Global Consulting Services Group from 2007-2009 after EcoSecurities acquired TC+ES, and was Director of Climate Risk for the global risk management firm of Det Norske Veritas from 2009-2012. He is widely published on business risk management topics surrounding climate change, including in the design and deployment of carbon markets. Mark has served as a lead author for the Intergovernmental Panel on Climate Change, and holds graduate degrees from the University of California at Berkeley.

Video recording available at:

SCC Webinar

One Planet Leadership: The positive contributions of business education

Monday, March 19 at 2PM Eastern

Jonathan Gosling, co-founder of One Planet Education Networks
and of the One Planet MBA at Exeter University

This webinar is the first in SCC’s series on “International Perspectives” with host Kim Smith
of Portland Community College and the Greater Portland Sustainability Education Network (GPSEN).
Other international leaders in sustainability in higher education will present to the SCC audience each month.

Business is the primary means for creating wealth from natural resources, for innovation and organising human labour to these ends. It is also where many people earn a living, contribute to social goods, and establish an identity and standing in society. Yet its legitimacy is widely contested because it so often undermines these same goods – harming nature, concentrating wealth in the hands of those who already have it, rewarding selfishness and treating people as mere instruments of production. The reform of business is urgent and important – and many are calling for changes to the moral compass of business leaders, stricter regulation, or re-balancing of labour and trade laws. This requires business people with a more integral understanding that is systemic, life-enhancing and morally robust; and also with technical knowledge and skills in domains of investment, finance, accounting, operations, innovation and strategy. The webinar will focus on the latter part of this – a recommended curriculum for business education, and for leadership development in established businesses.

Jonathan Gosling is co-founder of One Planet Education Networks and of the One Planet MBA at Exeter University where he is Emeritus Professor of Leadership. He is currently supporting malaria control and elimination efforts in Southern Africa and is faculty of The Forward institute in the UK. He holds visiting positions at universities in Australia, Canada, China, Denmark, India and Slovenia, and recently completed a study of leadership development in healthcare in these and other countries (including the USA). He has designed and directed top-level international programs for airline, aerospace, private equity, logistics and humanitarian organisations. He was a member of the UK Higher education delegation to RIO+20 and is currently a member of the NGO Major Group contributing to achievement of the SDGs. He is co-author of “Sustainable Business: A one planet approach” (Wiley, 2017), which will be the basis for this webinar.

Video recording is available at: <>

SCC Webinar

Using Campus and Community as Sustainability Living Learning Labs

Tuesday, March 13 at 2PM Eastern

“Using Campus and Community as Sustainability Living Learning Labs

This webinar is the first in SCC’s series with AASHE showcasing
the work of their “Sustainability Across the Curriculum” regional centers.
Other AASHE regional centers will be featured each month.

Envision your campus and community as a sustainability pedagogical opportunity, a chance to infuse sustainability across your curriculum and provide applied, real world sustainability experiences for students. In collaboration with the Association for Advancement of Sustainability in Higher Education (AASHE), Furman University has run and will be offering again this summer an interactive idea-generating workshop for sharing and establishing best practices to utilize the campus and surrounding community as Sustainability Living Learning Labs. The workshop is aimed at faculty and sustainability staff who are currently using Sustainability Living Learning Labs on their campus or in their surrounding community and focuses on building a shared framework for developing, institutionalizing, expanding, and maintaining Sustainability Living Learning Lab programs both on campus and in the surrounding community. This webinar will share our experience from the workshop and the ideas gathered for supporting, enhancing, and refining campus and community Sustainability Living Learning Labs.

Weston Dripps is the Executive Director of the David E. Shi Center for Sustainability and an Associate Professor of Earth and Environmental Sciences at Furman University. The Shi Center is an interdisciplinary academic center fostering collaboration among faculty, students, and community leaders around real world sustainability challenges on campus, in the Greenville community, and nationally. At Furman, in addition to directing the center, Wes has taught a wide variety of undergraduate introductory and upper level courses in Earth Science, Environmental Science, Sustainability Science, and Water Resources. He has heavily been involved with the university’s sustainability efforts, including help write the University’s Sustainability Strategic Plan.

Kelly Grant Purvis is the Associate Director of Sustainability Programs at the David E. Shi Center for Sustainability at Furman University. She works with student fellows, faculty fellows and faculty affiliates, university staff and local community organizations to education and inform on a wide variety of issues related to sustainability. Kelly Grant received a Bachelor’s of Fine Arts from the Ohio State University in 2001, giving her a foundation in art. Purvis spent the first decade of her professional career focused on sustainable architecture and green building working with local governments, non-profits and private companies. This experience created an interest not only in the elements of the built environment, but also in the ecological side of urban planning and developed landscapes. She pursued a Master’s degree at the College of Charleston in Charleston, SC to focus on the relationship between the built environment and the natural elements within that landscape.

Laura Bain is the Associate Director of Sustainability Assessment at Furman University. She holds a BS in Biology from Furman University and a Masters in Environmental Management from Duke University. She spent nine years working at a regional land trust serving as Stewardship Specialist where she enjoyed getting to know landowners and exploring some of South Carolina’s most beautiful protected lands. In her current role in sustainability assessment at Furman, she enjoys working with students, faculty, and staff to implement creative solutions for meeting the university’s ambitious sustainability goals.

Video recording is available at: <>

SCC Webinar

Creating a Curriculum for Mission-Driven Business Education

Monday, March 5 at 2PM Eastern/11AM Pacific

Eban Goodstein
Director, Bard MBA in Sustainability

As corporate leadership has moved beyond single-bottom line management — at least in its thinking — how has graduate business education evolved? Or put differently, how should we be training managers to help run for profit or non-profit purpose-driven firms? In response to rising student demand and employer interest, many business schools have added a course or two in sustainability strategy or Corporate Social Responsibility. Some now offer three or four-course sustainability concentrations; others provide joint degree options with schools of the environment; still others have moved to include at least one social or environmental case in all courses across the curriculum. Finally, a small group of graduate business schools — including the MBA in Sustainability program at Bard College — have fully integrated sustainability into a core curriculum. Sustainability in Bard’s program is “baked in” rather than “bolted on.”

What skills and competencies are required to manage in this new environment, where the focus is on an integrated bottom line? For the last five years, Bard MBA faculty have been working on this question. This webinar will discuss the construction of the Bard MBA in Sustainability’s curriculum and then present The Bard MBA Toolkit, a set of concepts that students are expected to master during their course of study. The Bard MBA curriculum is benchmarked against criteria suggested by the International Society for Sustainability Professionals, on the one hand, and the Harvard Business Publishing series of core business curricular topics, on the other. The Bard curriculum is a work in progress, and the intent is to promote discussion and debate about the direction of graduate business education when firms are managed for social and environmental mission.

Eban Goodstein is Director of the Center for Environmental Policy and the MBA in Sustainability at Bard. In recent years, Goodstein has coordinated a series of national educational initiatives on climate change involving over 2500 colleges, universities, high schools and community organizations. He is the author of a college textbook, Economics and the Environment, (John Wiley and Sons: 2017) now in its eighth edition; Fighting for Love in the Century of Extinction: How Passion and Politics Can Stop Global Warming (University Press of New England: 2007); and The Trade-off Myth: Fact and Fiction about Jobs and the Environment. (Island Press: 1999). Articles by Goodstein have appeared in among other outlets, The Journal of Environmental Economics and Management, Land Economics, Ecological Economics, and Environmental Management. His research has been featured in The New York Times, Scientific American, Time, Chemical and Engineering News, The Economist, USA Today, and The Chronicle of Higher Education. He serves on the editorial board of Sustainability: The Journal of Record, and is also a member of the Board of Directors of the Follett Corporation.
Recording available here:

SCC Webinar

Culture, Curriculum and Regenerative Development:
Moving Beyond Sustainability as Usual in Business, Philanthropies, and the Academy* ©

Wednesday, February 14 at 2PM Eastern/11AM Pacific

Edward Quevedo
Foresight+Innovation Lab

Webinar Intention

This webinar will traverse the territory at the intersection of national culture, polytechnic post-secondary education, and the evolution of the philanthropic and impact sectors. The general premise for this intervention is that the conventional philanthropy/impact model (PIM)** is fundamentally broken. It drives distorted incentives, measures marginal progress rather than meaningful long-term impact, sacrifices coherent theories of change for marginalized “missions,” and is generally failing to effectively address our nation’s most urgent economic, social, and ecological complexities.

In part, the root cause of this breakdown is the failure of the academic sector to provide anything like the most relevant and useful pedagogies and curricula that would catalyze progress in the PIM. The most urgent need at the intersection of the complexities taken on by the PIM, both in the developed world and in emerging economies, is the creation of economic opportunity through innovative delivery of access to capital. Financial agency and dignity and purpose in work can drive solutions to many of the other barriers to social advancement at scale. However, ecological collapse and social dislocation also present fertile ground for productive innovation in this domain.

Using as our premise that the global impact of philanthropy can best be measured in meaningful gains well-being and quality of life, we will wade into the world of public affairs and explore the opportunities to catalyze a new model of giving and investment, one that is disruptive, and inspiring, driven by social finance and impact investing models and principles. We will discuss some brilliantly successful models of progressive philanthropy from Europe, Canada, and Australia. We will then consider and ideate about how these models can inform a rethinking of philanthropy in the U.S.

Relying on case studies and personal experience, we will convene this dialogue with attendees to inform two key opportunity areas: curriculum in the business and policy school contexts to advance the PIM category, and Theory of Change/Measures of Impact to inform programs and reporting.

Participants will learn gain clear, actionable guidance, practical tools, and immediate momentum for the transformation of the PIM model through curriculum and impact measurement innovation.

Background & Overview

Philanthropy requires a careful and intentional rethink. As one of the primary means of renewing the human spirit (something not often enough associated with this field), philanthropy has a vital place in the economic cycle. This is true both from a social as well as an economic standpoint.

Philanthropic gifts, rightly focused and intended, are generative in nature. Without charitable gifts, there would be no economic activity at all. Gifting transactions, from the potlach culture amongst the natives of the Pacific Northwest, to well-structured philanthropy today, have preceded all other forms of economic trade transactions and monetary systems.

In addition to meeting physical needs (which indigenous cultures often did without any monetary systems at all), these economies valued the non-commodity aspects that convention economics dismisses or cannot fathom: socio-centric needs such as caring, learning, imagining, inspiring, and playing.

Yet these are the very things that matter most to us day-to-day. It has been thus left to philanthropy to make whole the fragmented and generally inhuman picture of economics. As John Bloom posits in his brilliant essay Economics and the Presence of Philanthropy,*** “gifting is the most important and productive component of an economic system.”

Philanthropy transforms human energy and intention into new human capacity (education), new insights and breakthroughs (research), and cultural innovation (the arts). These shifts lead directly to economic renewal.

We will explore, call into question, and hopefully come to a deeper understanding of the relationship between principles of action-focused philanthropy, social finance, and those timeless American principles of civic engagement, responsible governance, and the quest for inclusion and equity.

Presenter bio

Ed Quevedo directs the Regenerative Design Program within The Foresight+Innovation Lab, a collaborative advisory and creative agency composed of educators, policy innovators, social entrepreneurs, sustainability practitioners, and non-profit leaders working together to build the New Regenerative Economy (NRE). The New Regenerative Economy (NRE) is a fundamental reframing of the conventional consumer economy, grounded on integrity, sufficiency, social justice, and ecological regeneration, rather than consumption, exploitation, and the destruction of ecosystems in the relentless pursuit of profit. As a senior creative and trusted advisor, he has worked internationally and domestically guiding and advising some of the world’s most iconic and highly regarded companies, philanthropies, institutions of higher learning, and civil society organizations. Prior to launching the Lab with his fellow Agents in early 2017, he served as a Research Affiliate at the Institute for the Future in Palo Alto, California, where he directed their program in Regenerative Future Economies, and contributed to the Institute’s Peace and Social Justice Lab. Ed has led practice groups in Strategy, Foresight and Innovation, Environmental Law, and Sustainable Development at some of the most respected law firms and creative agencies in North America and around the world, including Pillsbury Winthrop, LLP of San Francisco, WSP Environment & Energy of London, UK, and Reos Partners of Oxford, UK and Cambridge, Massachusetts.

Ed has also enjoyed an extensive history of service in higher education. From 2013 to 2016, Ed was Faculty in Sustainable Enterprise at the Lorry I. Lokey Graduate School of Business & Public Policy at Mills College, and Director and Senior Research Fellow at the Mills College Center for Socially Responsible Business. Ed also served was on the Faculty at Presidio Graduate School, where he held the chair as Dean of the Faculty. From 2003 through 2010, he was faculty within the Green MBA® Program of the School of Business and Leadership at Dominican University of California. Ed holds the A.B. in Philosophy from UCLA, and the Juris Doctor from U.C. Berkeley’s Boalt Hall School of Law and the Boalt Hall Program in Jurisprudence and Social Policy. He makes his home in Northern California, where he continues to learn from his children and the local communities he is privileged to serve.
Recording available at

* Copyright 2017, The Foresight+Innovation Lab. The concepts and notions in this essay have been ideated and formed by the The Lab, a Collaborative Advisory and Creative Agency composed of educators, policy innovators, international diplomats, social entrepreneurs, sustainability practitioners, and non-profit leaders working together to build the New Regenerative Economy.
** Broadly speaking, we define the Philanthropic/Impact Model to include symbiotic action by which philanthropies (private, corporate, and public foundations, family offices, etc.) fund impact organizations (non-profits such as Omidyar Network, RSF Social Finance, and philanthropies’ own programs), to take on and make progress against the most complex and intractable ecological, social, and economic problems faced by human society. See, e.g.,, Collective Impact, and Social Impact Markets, both in the Stanford Review of Social Innovation.
*** Bloom, The Genius of Money (2009) Steiner Books.

SCC Webinar

A learning-outcomes-based general education sustainability requirement

January 30, 2018 at 10AM Eastern

Laura Hill
University of Vermont

The University of Vermont (UVM) adopted a learning-outcomes-based general education sustainability requirement in Fall 2015. The requirement is unique because sustainability is a non-traditional general education theme, and general education requirements are routinely course-based, not learning-outcomes based. The learning-outcomes based nature of the requirement allowed us to create a flexible requirement with three options: taking a sustainability-approved course, enrolling in a sustainability curricula, or engaging in an experiential endeavor whereby the learning outcomes can be met outside of the classroom.

We will present how the requirement was successfully implemented through strategic consideration of three important institutional contexts: governance structure, academic culture, and the overall institutional environment. There were 3 stages: (1) pre-operational and sustainability learning outcomes development, (2) formal process and official adoption by UVM’s Faculty Senate, and (3) implementation.

As we discuss the institutional framework and the procedural steps taken, we will define key characteristics of success, including patience and genuine attention to process, deliberate and transparent action, willingness to collaborate, and an alliance of students, faculty, administrators, and staff. Our case study can assist other institutions to develop their own strategies for adopting university-wide sustainability requirements.

Dr. Laura Hill is Senior Lecturer and Research Associate at the University of Vermont. She co-chairs the UVM Sustainability Curriculum Review Committee. She is trained as a plant ecologist and has conducted research in wetland ecosystems. Her research focused on the potential of growing cold-hardy varieties of rice (Oryza sativa) in cold climates, such as the US Northeast. The project results have informed farmers in the region how to utilize subprime agricultural land (i.e., on dairy farms) to grow rice and increase farm diversity and income in a changing climate. Dr. Hill is the recipient of the 2014 Joseph E. Carrigan Award for Excellence in Teaching and Undergraduate Education. Her article, “Integrating sustainability learning outcomes into a university curriculum,” is currently in press with the International Journal of Sustainability in Higher Education.

The video recording for this webinar is available at:

SCC Webinar

Living Labs

Wednesday, November 8 at 1PM Eastern

Caroline Savage and Peter Buckland headline SCC’s first webinar focusing on “living labs.” Caroline will present on the “Campus as Lab” program at Princeton which supports faculty, staff, and students from a variety of disciplines in using the campus as a living laboratory to solve sustainability challenges on topics ranging from energy conservation and natural resource management, to behavior change. Princeton’s Campus as Living Lab approach is defined as a campus-based intersection of cultural, behavioral or operational activities and research that result in the advancement of sustainability problem-solving or discourse. The intent is to make funding available for innovative projects that encourage faculty to collaborate with undergraduate and/or graduate students on studies that help promote campus sustainability and environmental responsibility.

Peter’s presentation will discuss Penn State’s initial foray into living labs for sustainability as created through the Penn State Reinvention Fund, including the creation of a program evaluation framework that assessed returns on five forms of capital for five stakeholder groups. Peter has written: “Sustainability education proponents are carrying the torch of being collaborative problem solvers, a torch they look to pass to their students and their peers. The living laboratory concept seems to be one of the best available means for passing that torch.” He will explore the significant difficulties in evaluating these projects and will provide an evaluative framework for assessing living labs for sustainability that came about through an extensive mixed methods program evaluation, along with suggestions for refining living lab evaluation tools.
As Campus as Lab Manager, Caroline works at the campus-based intersection of operational, educational and research activities that result in the advancement of sustainability problem-solving. She designs and implements the Campus as Lab program to encourage and support the Princeton campus community in testing sustainable solutions, engaging all disciplines. She has developed and maintains a 100+ member international best practices network. Caroline previously served as the Director of the Institute for Community Sustainability at Indiana State University in Terre Haute, IN, where she laid the groundwork for an ecovillage in the community adjacent to the university that is currently in development; hosted regional symposia on infill development and urban food issues in the Midwest; and developed several sustainability and social justice programs. Caroline received her B.A. in International Relations from Syracuse University, M.P.S. in Environmental Studies from State University of New York College of Environmental Science and Forestry (SUNY-ESF), and Ph.D. in Spatial and Earth Sciences. Her dissertation research explored sustainability in Rust Belt cities. She is a current member of the Association for the Advancement of Sustainability in Higher Education (AASHE) Advisory Council and a LEED AP-ND accredited professional.

Peter Buckland works on academic and outreach programming at Penn State’s Sustainability Institute and is affiliate faculty in Educational Theory and Policy. He curates The Field Guide to Teaching Sustainability, coordinates special programs and presentations for sustainability, and teaches courses in sustainability, education, and leadership. Peter has communicated widely on sustainability, environmental issues, education, and music in popular and peer-reviewed press, including The International Journal of Ethics Education, The Journal of Educational Leadership, Policy, and Practice, Reviews of the National Center for Science Education, International Journal of Illich Studies, the Yale Cultural Cognition Project, and the Rock Ethics Institute’s “Ask an Ethicist.” Currently, Peter is working on a number of sustainability-related projects. These include ongoing blogging and development of The Field Guide to Teaching Sustainability as well as work on climate change communication and education, sustainability education praxis, and ecofeminist care ethics for teaching sustainability problem-posing.

The video recording for this webinar is available at:

SCC Webinar

Character-based Education

Wednesday, November 8 at 1PM Eastern


Edward Quevedo
Foresight+Innovation Lab

This webinar will engage attendees on three essential elements of intersectionality in Sustainability Education: citizenship and sustainable development, character development in young learners, and the future of a sustainable society. We will discuss and ideate relative to an established character-based learning model for secondary school and undergraduate application, assessment of learning tools for this model, and context related to ecosystems vibrancy, citizenship and leadership, and finding one’s calling in the work world. Attendees will come away with practical techniques for applying these modalities in their own institutes of learning and applied research.

Ed Quevedo directs the Regenerative Design Program within The Foresight+Innovation Lab, a collaborative advisory and creative agency composed of educators, policy innovators, social entrepreneurs, sustainability practitioners, and non-profit leaders working together to build the New Regenerative Economy (NRE). The New Regenerative Economy (NRE) is a fundamental reframing of the conventional consumer economy, grounded on integrity, sufficiency, social justice, and ecological regeneration, rather than consumption, exploitation, and the destruction of ecosystems in the relentless pursuit of profit. As a senior creative and trusted advisor, he has worked internationally and domestically guiding and advising some of the world’s most iconic and highly regarded companies, philanthropies, institutions of higher learning, and civil society organizations. Prior to launching the Lab with his fellow Agents in early 2017, he served as a Research Affiliate at the Institute for the Future in Palo Alto, California, where he directed their program in Regenerative Future Economies, and contributed to the Institute’s Peace and Social Justice Lab. Ed has led practice groups in Strategy, Foresight and Innovation, Environmental Law, and Sustainable Development at some of the most respected law firms and creative agencies in North America and around the world, including Pillsbury Winthrop, LLP of San Francisco, WSP Environment & Energy of London, UK, and Reos Partners of Oxford, UK and Cambridge, Massachusetts. He has also enjoyed an extensive history of service in higher education. From 2013 to 2016, Ed was Faculty in Sustainable Enterprise at the Lorry I. Lokey Graduate School of Business & Public Policy at Mills College, and Director and Senior Research Fellow at the Mills College Center for Socially Responsible Business. Ed also served was on the Faculty at Presidio Graduate School, where he held the chair as Dean of the Faculty. From 2003 through 2010, he was faculty within the Green MBA® Program of the School of Business and Leadership at Dominican University of California. Ed holds the A.B. in Philosophy from UCLA, and the Juris Doctor from U.C. Berkeley’s Boalt Hall School of Law and the Boalt Hall Program in Jurisprudence and Social Policy. He makes his home in Northern California, where he continues to learn from his children and the local communities he is privileged to serve.

The video recording for this webinar is available at:

SCC Webinar

Sustainability Guidebook for Community Colleges

Wednesday, November 1 at 1PM Eastern


Krista Hiser
University of Hawaii

This webinar will describe the particular challenges and opportunities of teaching sustainability at community colleges. SCC advisory board member Krista Hiser will present a sneak preview of the forthcoming Community College Handbook for Sustainability Education and Operations, followed by Q&A with Bob Franco, president-elect of the Community College Alliance for Sustainability Education (CCASE) and Michelle Wyman, Executive Director of the National Council for Science & the Environment (NCSE). Takeways will include online resources, support, and an understanding of the role of community colleges in sustainability.

Krista Hiser currently serves as the sustainability curriculum coordinator for the ten campuses of the University of Hawaii system. Previously, as the Faculty Outreach Coordinator at Kapi’olani Community College, Krista facilitated the connections between faculty, and Service-Learners and community partners. She organized events such as Service-Learning Faculty Field Trips, Sustainability Institutes, and Faculty Institutes and she was a main contributor during assessments. Her passion for sustainability, service, and education was described as “the perfect ingredient” for the Kapi’olani program. Krista was awarded a Regents Medal for Excellence in Teaching by University of Hawaii, recognizing faculty members who exhibit an extraordinary level of subject mastery and scholarship, teaching effectiveness and creativity and personal values that benefit students. “Teaching students to make wise choices, supporting this development with unconditional love, and building on a sound theory of learning, Hiser uses multiple strategies to promote and assess student learning.

The video recording is available here:

SCC Webinar

Sustainable Design

Monday, October 30 at 2PM Eastern


Jason Kliwinski
NJIT & Rowan University

Many Universities and Colleges offer classes, minors, majors and even masters in sustainability today. Often these programs are housed under the Environmental Science or other established academic science majors. When thinking about sustainability, we know the built environment has the single largest impact. It consumes over 70% of all electricity, emits 40% of all greenhouse gases, is responsible for 45% of all waste going to landfills, and consumes 12-15% of all potable water. Students in a sustainability program need to understand this impact and ways they can help reduce it in their own lives and work. The challenge in teaching this is that many of the programs in sustainability are not at places where there is a design or construction program and often students as well as faculty have no or very little backround in actual sustainable building design, construction or operations. During this course, we will seek to provide an overview of what makes a building green, resources to assist in developing and teaching content, discuss the triple bottom line of green buildings, and answer any questions or challenges you may have to the best of our ability.

Learning Objectives:

          1. Understand the impact of the built environment
          1. Define what makes a build green
          1. Discuss the triple bottom line of green buildings
          1. Identify available resources and tools for teaching about a green built environment

Jason Kliwinski is founder and Principal of his own architectural firm, Designs for Life, serving commercial, retail, hospitality, higher education and K-12 clients with offices in Pennsylvania, Central New Jersey and Midtown Manhattan serving the Tri-State area. Today Jason focuses on three main areas: green architecture, consulting and educational training. He is adjunct faculty at NJIT and Rowan University. In 2012 Jason was named a LEED Fellow by the US Green Building Council, one less than 400 in the world, which is the highest professional accreditation through peer review of an applicant’s work. Jason co-founded the Green Building Center in 2010 to focus on providing owners, developers, property managers, and real estate professionals a convenient ‘one-stop’ location that brings green consulting, design, construction, products, alternate financing and education together under one roof using a unique integrative project delivery (IPD) approach. Jason is a passionate educator with a vision of creating a culture of sustainability. He has developed curriculum for K-12, higher education and professional development levels on a range of topics since 2006. His curriculum is based in large part on his hand-on work in the green building market that includes carbon neutrality and net zero energy master planning & design, integration of renewable energy technologies, energy efficiency, use of healthy and environmentally responsible products, water conservation, and improved occupant comfort and performance.

The video recording is available here:

SCC Webinar

Sustainability Competencies

Wednesday, October 25 at 2PM Eastern

Peter Buckland
Penn State University

Elyzabeth Engle
Penn State University

Peter Buckland has written in The Field Guide to Teaching Sustainability that “[t]oday, ‘wicked problems’ like anthropogenic climate change challenge educational leaders to develop their ecological literacy and sustainability competencies.” In a series of posts, Peter has examined multiple literacies in general; ecological literacy and sustainability competencies in more detail; and a call for integrating ecological literacy as a moral literacy and sustainability competencies into educational leadership culture. In this webinar, Peter will introduce the basics of sustainability competencies to the SCC audience. He will draw upon his own research and thought leadership, as well as the workshops on sustainability competencies he has led with colleagues at the Penn State Sustainability Institute. He will also discuss a new white paper on sustainability competencies produced by his colleagues that incorporates ethical literacy as a competency.

Peter Buckland works on academic and outreach programming at Penn State’s Sustainability Institute and is affiliate faculty in Educational Theory and Policy. He curates The Field Guide to Teaching Sustainability, coordinates special programs and presentations for sustainability, and teaches courses in sustainability, education, and leadership. Peter has communicated widely on sustainability, environmental issues, education, and music in popular and peer-reviewed press, including The International Journal of Ethics Education, The Journal of Educational Leadership, Policy, and Practice, Reviews of the National Center for Science Education, International Journal of Illich Studies, the Yale Cultural Cognition Project, and the Rock Ethics Institute’s “Ask an Ethicist.” Currently, Peter is working on a number of sustainability-related projects. These include ongoing blogging and development of The Field Guide to Teaching Sustainability as well as work on climate change communication and education, sustainability education praxis, and ecofeminist care ethics for teaching sustainability problem-posing.

Elyzabeth’s (Elly) main areas of interest include the critical analysis of sustainable development outcomes and environmental justice implications of community food system initiatives. Using a mixed methods research design, Elly’s current research employs a Food-Energy-Water Nexus approach to explore the stakeholders, processes, and outcomes of rural community-based gardening programs taking place across the coal-impacted region of Central Appalachia. Elly’s applied research approach is informed by the scholarship and practice of community engagement, which in turn supports a critical pedagogical approach to teaching about sustainability and society-nature relationships. With co-authors from Penn State’s Sustainability Institute, Elly recently published a research-based framework for understanding key competencies for sustainability, forthcoming from The International Journal of Higher Education and Sustainability.

Video recording available at:

SCC Webinar

Sustainability Science

Monday, October 23 at 2PM Eastern


Vanessa Levesque
University of New Hampshire
Thad Miller
Arizona State University

Vanessa Levesque and Thad Miller headline SCC’s first webinar focusing on sustainability science. Thad will lead off with a presentation introducing how he and other leaders in the field conceptualize sustainability science, as he details in his book Reconstructing Sustainability Science. Attendees will learn about the origins of sustainability science, how the space has evolved, and the extent to which it can distinguished from other perspectives on sustainability.

Vanessa will then present a case study of how some guiding concepts of sustainability science have informed a mid-level Sustainability Methods class at UNH. She will talk about which guiding concepts she chose to focus on, how she uses those concepts to structure the content of the course, her struggles in finding undergraduate-level resources focused on those topics, and how she is having her students create a Sustainability Methods Reader as part of an open pedagogy approach to develop the resources needed to teach these topics.

Vanessa Levesque is the Assistant Director and Lecturer for the Sustainability Dual Major at University of New Hampshire-Durham. Dr. Levesque received her PhD in Ecology and Environmental Studies from the University of Maine as a research fellow with the Sustainability Solutions Initiative. Her teaching and research integrates knowledge and methods from multiple disciplines, with a particular interest in sustainability science and collaborative governance. Dr. Levesque holds an MS in Natural Resources Planning from the University of Vermont and a BA in Ecology and Evolution from Dartmouth College.

Thad Miller is an assistant professor at the School for the Future of Innovation in Society and The Polytechnic School at Arizona State University. His research explores how sustainability is interpreted, contested, materialized and settled in science and technology policy and infrastructure design. He is on the Executive Management Team for the National Science Foundation-funded Urban Resilience to Extremes Sustainability Research Network, and co-PI of the NSF-funded STIR Cities project. His recent book, Reconstructing Sustainability Science: Knowledge and Action for a Sustainable Future, part of the Earthscan Routledge Science in Society Series, examines how scientists can navigate epistemic and normative tensions to link knowledge to social action.

Video recording available at:

SCC Webinar

Case Study Teaching for Sustainability and Environmental Education

May 23, 2017 at 2:00 PM EST

Case-Study-Teaching-for-SustainabilityThese leaders in sustainability education are focusing on case studies and collaborating to describe what they see as the challenges faced in designing cases, building a collection of cases, and engaging faculty and others in the creation and use of these cases. Their discussions and written commentary about case study teaching are a proxy for broader discussions about the challenges of teaching about complex environmental challenges.

The case study method has long been used as a pedagogical method in fields such as medicine, law, and business, but its use in the fields of sustainability and environmental education is far less established. However, recent efforts by multiple organizations to advance case study teaching and to develop case study teaching resources for sustainability and environmental education suggest a growing recognition of the utility and promise of this approach for these fields. In this webinar, they will discuss efforts by four organizations to develop sustainability and environmental case study resources including: the National Socio-Environmental Synthesis Center (SESYNC)’s Teaching about Socio-Environmental Synthesis with Case Studies short course, the University of Michigan’s Michigan Sustainability Cases initiative, the Yale School of Forestry & Environmental Studies’ Case Study Integration Initiative, and the University of California Press’s new online journal, Case Studies in the Environment. They will discuss challenges and approaches in designing and implementing case studies for teaching, insights gained through each of our efforts, and resources for case study teaching.

Cynthia Wei is the Associate Director of Education at SESYNC. In this role, she works to advance the teaching and learning of socio-environmental synthesis by developing, running, and supporting several SESYNC programs and initiatives. Prior to coming to SESYNC, she worked on several national STEM education programs and initiatives related to biology education, climate change education, evolution education, and the role of community colleges in STEM education, work which built on her experiences as a K-12 science teacher and college-level biology instructor. This work was completed during her time as an American Association for the Advancement of Science (AAAS) Science and Technology Policy Fellow at the National Science Foundation (NSF)’s Division of Undergraduate Education and a Christine Mirzayan Science & Technology Policy Fellow at the National Academy of Sciences (NAS). At Michigan State University, she earned a dual-degree Ph.D. in zoology and ecology, evolutionary biology, and behavior. She holds a B.A. in biology (neurobiology and behavior) from Cornell University. She is also a section co-editor for the new journal Case Studies in the Environment.

Minna Brown directs the Yale School of Forestry & Environmental Studies’ Case Study Integration Initiative. In this role, she identifies, develops, and assists with the incorporation of applied case studies into the F&ES curriculum. Working collaboratively with faculty, students, and alumni, Minna builds comprehensive, academically sound, interdisciplinary online case studies covering subjects such as the impacts of palm oil in Indonesia, approaches to urban climate change adaptation, and compromises over water rights in the Klamath River basin. She also provides resources for student case study development and curates a collection of external case studies for FES use. Minna holds a Master of Environmental Management degree from F&ES, where her studies focused on environmental communication and climate change. She holds a B.A. in Sociology and Anthropology from Middlebury College.

Meghan Wagner is the Project Coordinator for Michigan Sustainability Cases (MSC) at the University of Michigan. In her work with MSC, she facilitates case study production through collaborative partnerships with teams of students, faculty, and practitioners. Her transition into the field of sustainability was catalyzed by her experience teaching environmental science at the community college level, and longstanding interests in climate change and science communication. Meghan holds a Ph.D. in Earth and Environmental Sciences from the University of Michigan, where her research focused on trace metal accumulation in marine sediments. She also holds an M.S. in Chemistry from the University of Michigan and a B.S. in Chemistry from Indiana University. Prior to graduate school, she served as a Science Resource Volunteer with the Peace Corps in South Africa.

Video recording available at

SCC Webinar

The Significance of Voluntary Sustainability Standards

May 16, 2017

Karin-KreiderKarin Kreider leads ISEAL, the organization that coordinates the activities of many of the most recognizable sustainability standards and eco-labels. Karin will introduce the audience to the complex voluntary standards landscape and explain the role of sustainability standards across various sectors and contexts. She will present specific case studies illustrating how the initiatives of ISEAL members utilize sustainability standards in the US and around the world. This webinar will assist sustainability educators in understanding the increasing importance of voluntary standards in the sustainability space, whether because of regulatory roll-backs, or in supply chain management, or as an emerging component of private governance.

Karin Kreider is the Executive Director of the ISEAL Alliance – the global backbone organization for the sustainability standards movement. She is one of the world’s leading experts on ecolabels, sustainability standards and certification. Before joining ISEAL in 2009, she was involved in the start-up of Rainforest Alliance, and worked there for more than 20 years, first as Associate Director of the organisation, and then as Director of the Sustainable Agriculture Programme. Karin holds a BFA and an MBA from New York University and is based in London.

Video recording available at

SCC Webinar

EarthEd: Rethinking Education on a Changing Planet

April 10, 2017 at 2:00 PM EST

Untitled-7Join Erik and Jonathan as they discuss how to rethink education–and particularly the classroom experience–to prepare students for life on a changing planet. Erik will discuss the broader ideas and strategies that are part of the upcoming State of the World report: EarthEd: Rethinking Education on a Changing Planet. Jonathan will discuss his chapter in depth, exploring innovative ways to “bring the classroom back to life,” particularly at the university level.

Erik Assadourian is a Senior Fellow at the Worldwatch Institute. Over the past 15 years with Worldwatch, Erik has directed two editions of Vital Signs and five editions of State of the World, including the 2013 edition: Is Sustainability Still Possible? and the upcoming 2017 edition: EarthEd: Rethinking Education on a Changing Planet. Erik also directs Worldwatch’s Transforming Cultures project, and designed Catan: Oil Springs, an eco-educational scenario for the popular board game Settlers of Catan. Over the past few years, Erik has also been working to produce Yardfarmers, a reality TV show that follows six Millennial Americans as they exit the consumer economy to live with their parents and become sufficiency farmers.

Jonathan Dawson is a sustainability educator, currently working as Head of Economics at Schumacher College in Devon. Until recently a long-term resident at the Findhorn ecovillage and a former President of the Global Ecovillage Network, he has around 20 years experience as a researcher, author, consultant and project manager in the field of small enterprise development in Africa and South Asia. Jonathan is the principal author of the Gaia Education sustainable economy curriculum <>, drawn from best practice within ecovillages worldwide, that has been endorsed by UNITAR and adopted by UNESCO as a valuable contribution to the UN Decade of Education for Sustainable Development.

The video recording is available at:

SCC Webinar

Mauo webinar series #2:
The Meeting of Wisdoms

March 31, 2017 at 2:00 PM EST

In this webinar, Krista Hiser & Matt Lynch share lessons from an ongoing dialogue in the University of Hawaii system about global sustainability and indigenous wisdom in the context of localized climate impacts. A concept paper from Hawaii’s statewide summit on Sustainability in Higher Education will be shared, with links to a panel of scholars representing indigenous and western frameworks. Krista will share a synthesis of sustainability learning outcomes, pedagogical practices, and suggestions for mutual strengthening of indigenous communities and approaches to sustainability in higher education.

Krista Hiser is Professor of Composition & Rhetoric at Kapi?olani Community College, where she team teaches the learning community course: “Decade Zero: Understanding the Science & Rhetoric of Climate Change.” Her research in Educational Administration focuses on Higher Education for Sustainable Development. She has published on community engagement, service-learning, organizational change, post-apocalyptic and cli-fi literature. She is a recipient of the Board of Regents Award for Excellence in Teaching and the University of Hawaii President’s Award for Leadership in Sustainability. Currently serving as the University of Hawaii’s Interim System Sustainability Curriculum Coordinator, Dr. Hiser’s current work is to facilitate interdisciplinary dialogue and professional development opportunities for faculty to update and transform their courses and help the University of Hawaii system to ho’omauo *

Matthew Kamakani Lynch is the System Sustainability Coordinator for the ten campuses of the University of Hawaii. He is also founder of of the Honolulu based nonprofit Asia-Pacific Center for Regenerative Design, and currently serves on the Board of Directors for Kahumana Organic Farm, Slow Food Oahu, and Hawaii Green Growth. He has worked in a broad range of community-based sustainable development projects from Mongolia to Australia and throughout the Pacific, from building rural community resilience through farmer trainings, to sustainable economic development, to catalyzing institutional change through policy work and collaborative leadership. Matt’s talent for energizing communities and individuals has re-humanized urban and institutional systems in the developing and developed worlds, and works towards restoring & regenerating the ecological systems upon which these social systems depend.

Mauo = the perpetuation of our well-being
ho’omauo = to perpetuate our well-being

The video recording is available here:

SCC Webinar

“Connecting Transformative Learning & Behavior Change”

Tuesday, March 14 at 2PM Eastern

030817Deborah McNamara and Lacy Cagle
Northwest Earth Institute (NWEI)

Sustainability education at its best should address the “say-do gap,” which behavior change experts cite as being the difference between saying what we believe and actually doing it. This webinar will provide resources for moving beyond knowledge acquisition to application, shared learning and shared action – thus enabling more effective sustainability education and engagement grounded in a transformative, participatory learning process developed by the Northwest Earth Institute, a non-profit organization offering a series of discussion-based course books as well as a complementary online action EcoChallenge platform for educators, sustainability officers, students and higher education staff alike.

Webinar participants will identify new tools that address connections between transformative learning and behavior change and will learn how to implement any NWEI program on their campus or in the classroom.

Recording available at:

SCC Webinar

“Leading Change: Leveraging Change Management to Achieve Your Goals”
with Becki Hack
Monday, February 13, 2017
2PM Eastern time

BeckiHackIntegrating sustainability into curricula represents a significant change to the way educators think, work, and, often, organize.

So how can change agents—whether leading a grassroots initiative or driving an institutional mandate—increase the probability of achieving their ESD goals? By equipping themselves with a structured change management methodology routinely used and proven successful in organizational change.

“Change management” focuses on the “people side of change” and provides the discipline for preparing, equipping, and supporting individuals in adopting the change that drives desired outcomes.

This session will help participants look at their institutions’ ESD change initiatives using the lens of a leading change management framework and immediately begin applying those concepts to their respective organization’s unique vision, structure, culture, people, and circumstances.

By understanding change management as a leadership tool, change agents can design a plan to achieve their vision, accelerate change toward success, mitigate risks, and build institutional competency for the ongoing leadership critical to ESD.

Recording available at:

SCC Webinar

“Better Messages for Sustainable Behavior”
with Wade Ferguson
Executive Director of Vermillion Institute
January 10, 2017 at 12:00 pm Eastern

wadeWhy do so many messages about sustainability seem to fall on deaf ears? And why do the graduates of our sustainability programs get resistance to initiatives with clear benefits (that they were often hired to enact)? For purposes of curriculum development, what else do our students need to know to succeed?

Educators can agree that a useful approach in ESD would include recognizing and avoiding pitfalls and promoting success. So this session will examine which messages are most likely to succeed in motivating people to act and sustaining their behavior.

Through an exploration of both moral development science and the real-world experience of experts, Vermillion discusses these questions to help faculty gear their courses and curricula towards useful learning outcomes for their students – the future leaders in business, government and NGO sectors. In light of new awareness, faculty will be better empowered to guide their students, their peers, and the community groups they mentor towards messages that improve public literacy about the issues and commitment to positive action.

Click here for the video recording of “Better Messages” with Vermillion Institute (January 10, 2016).

Creating Coherence

First webinar in the series “Mauo: the perpetuation of Well-Being”
with Krista Hiser, Professor of Composition and System Sustainability Curriculum Coordinator, University of Hawaii System
November 28, 2016 at 3:00 pm EST

November 28, 2016 at 3:00 pm EST

Mauo Webinar, “Beyond Green Workforce” (sharing new conceptualizations of educating for sustainability careers in Hawaii)

Mauo Webinar, “Island Sustainability” reports from the 5th annual Hawaii Sustainability in Higher Education Summit, focusing on the meeting of wisdoms, where indigenous and global perspectives on sustainability meet.

Mauo Webinar “Creating Coherence: Implementing a System-Level S Designation,” (December 12, 2016) Krista Hiser tells the epic tale of a ten year implementation of a system-wide designation for sustainability-focused courses. Any campus implementing or considering implementing similar STARS-based criteria at a campus or system level will relate to the ups, downs, and details of an S Designation. The UH system is currently benchmarking courses throughout the system with a goal to catalyze a rapid diffusion of sustainability content, pedagogy, research, and cultural and community engagement.
This webinar is the first in a three-part series to be led by Krista Hiser, based on sustainability curricula at the University of Hawaii’s ten-campus system. In 2015, President David Lassner signed Executive Policy 4.202. This series presents the story of how this policy helped catalyze a rapid diffusion of sustainability content, pedagogy, and cultural and community engagement.

The video recording of this webinar is available on YouTube at:

Stop ‘Dooming & Glooming’: Engage Students in Solutions

Timely perspectives on climate and policy with Debra Rowe
December 5, 2016 at 2:00 pm EST

Debra Rowe has long been recognized as one of the leaders in the sustainability in higher education movement in the US. Her tireless work for our community of practice has been an inspiration for us all. Debra has agreed to share her perspectives on the current state of ESD at this critical juncture, especially with respect to climate policy after the Paris Agreement and the transition to the Trump administration. Pre-register now to participate in this compelling dialogue to move beyond the “doom and gloom.”

The video recording of this webinar is available on YouTube at:

Teaching for Sustainability: Curriculum Integration, Instructional Design, and Emerging Faculty Cohorts

Pedagogy follow-up activity with Susan Santone and Jess Gerrior
November 30, 2016 at 3:00 pm EST

SCC will be following up our successful sustainability pedagogy webinar series by launching an interactive online forum for higher ed teaching professionals. As our next step in that direction, please attend this next webinar, in which we will lead a cohort-style discussion on faculty-identified issues that emerged in our AASHE 2016 conference session around the three main themes – content, pedagogy, and leadership. We’ll draw on your questions and experiences to generate a facilitated dialogue among colleagues, also including insights from conversations between Susan Santone (SCC Advisory Council member) and Jess Gerrior (SCC Director of Learning & Practice). Susan will provide her expert overview of curriculum integration and instructional design, and Jess will introduce SCC’s plans for 2017, including the development of our cohort model and skilled support for institutional sustainability education efforts. Participation by pairs or teams of colleagues is encouraged.

The video recording of this webinar is available on YouTube at:

2030 Development Agenda Webinars

1The third and final webinar (held Tuesday, August 23, 2016) featured Debbra A.K. Johnson (DAKJ, LLC and SCC Advisory Council member) and Aris Papadopoulos (founder of the Resilience Action Fund), both leaders in ARISE: the Private Sector Alliance for Disaster Resilient Societies, explained the basics of the Sendai Framework on disaster risk reduction and its relevance to broader sustainability and resilience issues. Debbra and Aris emphasized the linkages between all three components of the 2030 Development Agenda, which, taken together, can serve as a comprehensive game plan for sustainable development. The video recording for the third webinar is available here.

2The second webinar (held Tuesday, August 9, 2016) covered elements of the Paris Climate Agreement. Presenters included Mark Trexler (Climatographers); Wil Burns (the Forum for Climate Engineering Assessment and past president of AESS); and Don Brown (Widener Law School). Selected topics included: the role of business and industry; geoengineering; mitigation, adaptation, and loss & damage; and climate ethics. The video transcript for the second SCC webinar on SDGs is available here.

3The first webinar in the current Online Dialogue (held Tuesday, July 23, 2016) covered the concept of “planetary boundaries” in the Anthropocene as a basis for understanding the new Sustainable Development Goals (SDGs). Presenters included Kevin Noone (Stockholm University), a co-author of the seminal Rockstrom planetary boundaries paper; Faye Leone (IISD), the content editor of Earth Negotiations Bulletin; and Ashwani Vasishth (Ramapo College and SCC Advisory Council member), who actively participated in the UN’s SDG stakeholder process. The video transcript for the first SCC webinar on SDGs is available here.

SCC-AASHE Webinar Series

The SCC-AASHE webinar series on Pedagogy for ESD was a great success… and video transcripts are now available.

In collaboration with the Association for the Advancement of Sustainability in Higher Education (AASHE), SCC delivered a series of four expert-led webinars on pedagogy in education for sustainable development (ESD). See webinar descriptions below.

The recorded video transcripts of all 4 webinars are now available on the SCC YouTube channel.

Webinar 1: Beyond Science: Framing Sustainability to Welcome All Disciplines
Susan Santone
Description: Colleges and universities trying to integrate sustainability across the curriculum often encounter a common stumbling block: the perception that sustainability is relevant only to environmental science. This false belief can keep non-science faculty away from the table. This webinar will provide participants with a framing of sustainability that creates entry points for all disciplines. The session introduced a set of transdisciplinary concepts and show how ‘overlaying’ these concepts onto existing topics results in a fresh, sustainability-based lens for instruction. Examples from multiple disciplines demonstrated how all faculty can locate sustainability connections to field, setting the stage for integration across the curriculum. The video recording for Webinar 1 is available here.

Webinar 2: Language and Inclusion: Educational leadership practices that enhance learners’ sense of ecological identity and efficacy
Facilitator: Jess Gerrior
Description: How sustainability conversations begin, who is invited to the table, and who is left out can determine how learners – including faculty, students, and other members of learning organizations – identify with and feel motivated to take on the broad issue of sustainability. Sustainability leaders know that it is about more than environmental problem-solving – that generating momentum for sustainable change involves difficult social, economic, and political conversations. What models and methods can educators use to create inviting spaces for learners to develop new and deeper connections to “sustainability”? This webinar was structured as a participatory dialogue/exchange. The video recording for Webinar 2 is available here.

Webinar 3: Sustainability at the Heart of Learning: Aligning sustainability with institutional, departmental, and classroom values for better student outcomes
Facilitator: Jess Gerrior, SCC Director of Learning & Practice
Description: The intellectual work of designing, delivering, and evaluating transdisciplinary sustainability curriculum, together with the practical work of enacting sustainability knowledge and skills in the physical environment are both essential to education for sustainability. But unless the “head” and “hands” are connected with the “heart” – the cultural, sociopolitical, moral values of learning communities – they can only reach so far. In this webinat we exchanged ideas and practices for tapping into what moves educators/leaders – teaching sustainability from the inside out. The video recording for Webinar 3 is available here.

Webinar 4: Course Redesign Strategies
Facilitator: Susan Santone, Creative Change Educational Solutions
Description: ‘Integrating sustainability’ into a course means adapting both content and pedagogy to create a learning experience that is more interdisciplinary, experiential, and focused on authentic problem-solving. How can instructors juggle all of these demands without designing a syllabus from scratch? This session presented a step-wise instructional process for meeting this challenge. This approach, used with colleges and universities across the country, results in high-impact courses that integrate core sustainability concepts; promote civic involvement; and align outcomes, assessment and instruction. Attendees will walk away with a design framework that brings learners through a process of engagement, deep inquiry, decision-making, and positive action. The webinar will illuminate that ‘integrating sustainability’ is fundamentally about effective teaching and learning. Therefore, this session is especially recommended for faculty development specialists—especially those who may falsely believe that sustainability is environmental education. The video recording for Webinar 4 is available here.

SCC First Webinar Series

What sustainability educators need to know about UN Education for Sustainable Development (ESD) initiatives?

In April 2016, SCC convened its first webinar series and online dialogue on what sustainability educators need to know about UN Education for Sustainable Development (ESD) initiatives. The first 3 webinar video recordings are available for review.

Webinar #1: Wednesday, April 13, 1PM Eastern

Kim Smith, Coordinator of the Greater Portland Sustainability Education Network (GPSEN) and Instructor at Portland Community College, discussed recent developments in UN education for sustainability (EfS) initiatives at the international level, specifically Agenda 2030’s Sustainable Development Goals (SDGs), the Ahmedabad Plan of Action, and the Global Action Programme (GAP) on ESD.

Webinar #2: Tuesday, April 19, 1PM Eastern

Julia Heiss, ESD Team Leader at UNESCO, provided her perspectives on the outcomes of the UN Decade of ESD, and the agenda for UNESCO Global Action Programme on ESD endorsed by the UN General Assembly (2014), as well as exemplary climate change education and ESD programs for educators.

Webinar #3: Thursday, April 28, 1PM Eastern

Melissa Goodall, Associate Director of the Yale Office of Sustainability, discussed the role that higher education institutions (HEIs) can play in advancing more robust solutions to governing the global commons. In addition to summarizing her research which evaluated ESD activities across six UN entities, she described “smart partnerships” and the key benefits and challenges to UN/HEI collaborations.