A recent report developed by the Higher Education Climate Adaptation Committee, convened by the American College and University Presidents’ Climate Commitment (ACUPCC), evaluated how colleges and universities are preparing for a changing climate through a variety of components. The report, Higher Education’s Role in Adapting to a Changing Climate, released in March 2011, looked at characteristics of colleges including their curricula and education, research, operations, and community engagement activities. The report provided an overview and examples on what colleges should be doing to engage students and manage risks in their own campus communities to become more resilient in the face of current and future climate change.

While higher education leaders have taken leadership roles in climate mitigation, they must now take a stance on climate adaptation. Mitigation involves preventing climate change by reducing greenhouse gas emissions.  Adaptation is for preparing for and responding to the impacts of climate change.  Changing climate conditions are already impacting campuses east and west, north and south.  At the 2011 ACUPCC Climate Leadership Summit nearly every campus representative attending reported climate change impacts to their campuses. Flooding damaged colleges in upstate New York and Vermont; roof collapses from snowfall halted college operations in Washington, D.C.; and drought concerns and erosion from sea level rise affected colleges in Atlanta and California respectively. These types of climate change- oriented impacts create real safety and health hazards for a campus and its inhabitants.

The report highlighted four different areas through which colleges and universities need to approach climate change adaptation, and offered a variety of examples of what campuses are doing to promote climate change mitigation and adaptation.  The four areas are curricula, research, operations and infrastructure, and relationships with local communities.  College campuses are unique in these efforts because they offer knowledgeable manpower with a mass of committed students willing and excited to contribute to any endeavors. The report concluded with suggestions of what campuses should consider when planning for future climate adaptation efforts.

Recently, a coworker who is also an American Public University (APU) student (as many of our employees are) sent me a link to a YouTube video that her professor posted as part of that week’s assignment.  The video, produced by The Story of Stuff Project and narrated by Annie Leonard, is 20 minutes in length and provides a somewhat scathing look at the life cycle of our “stuff.” 

Through the use of basic yet effective animations, Leonard describes in accessible terms how all of our stuff comes to be and what happens when we are finished with it.  Through the five steps of the materials economy (extraction, production, distribution, consumption, and disposal), our stuff requires tremendous resources, natural and human.  Along the way, the process harms many of the parties involved.  During the extraction process, for example, people living in the places where the first resources are culled often lose the lands and natural materials on which they have relied for generations.  Because their resources are lost, some 200,000 people a day (worldwide) move from environments that had previously sustained them for generations to cities in search of work, often finding it in the factories that are making stuff from the resources taken from their lands.  During the production process, workers are subjected to many harmful chemicals that are used to create the stuff.  At the same time, working conditions in many of the factories producing our stuff leave much to be desired. 

Even the consumer, who is the driving force behind the manufacturing of this stuff is harmed.  The toxins that go into making the stuff impact those who buy and use these items.  Leonard uses the phrase, “toxins in, toxics out” to make the point that many of our products are actually toxic to us.  Through all of this, the environment takes the most consistent abuse, however.  The loss of vast quantities of natural resources, toxins emitted into the environment, and the irresponsible disposal of most items leaves our planet quite vulnerable, according to Leonard.

During the linear process of the materials economy, we are “bumping up against limits” all along the way.  According to Leonard, “in the last decade alone, one-third of the world’s natural resources have been depleted.”  In the United States, only 4 percent of our forests are left.  Though Americans account for only 5 percent of the world’s population, we consume more than 30 percent of the world’s resources.  In only one day, the average American creates 4.5 pounds of trash – due largely in part to the fact that we also consume twice as much stuff as Americans did 50 years ago.  Leonard explains that the consumerist economy for which the United States is known is not accidental but instead was designed by American government, big business, and economists in the 1950s who sought to bulk up the American economy.  She notes that we have since become a nation of consumers – that in fact, consumerism is the characteristic for which Americans are best known.  The “golden arrow” within the materials economy that represents consumption is the key to the entire system.  Without that consumption, none of the rest of the system would be able to proceed and would become obsolete.

In relation to her discussion about consumerism in America, Leonard explains the concepts of planned obsolescence and perceived obsolescence.  Planned obsolescence is quite scandalous, really: manufacturers design and make stuff that will be obsolete quickly but last long enough to give the consumer enough faith in the product that he or she returns to the distribution center (store) to purchase another, perpetuating the cycle.  Perceived obsolescence is more of a societal and psychological problem.  This is the notion that what we already have is not good enough and often is discussed in terms of fashion.  Leonard points out that in a single day, Americans see more than 3,000 advertisements, each essentially telling the consumer that he or she is not good enough, does not have the best stuff, and urges him or her to quickly run out to purchase the newest, “best” of what is available. 

In the end of the discussion about the materials economy, Leonard explains that this is a system in crisis.  The limits that we are “bumping up against” will soon give way to no resources whatsoever.  She points out to the viewer, however, that it was people who created this system (namely the economists, government officials, and big businessmen of the 1950s).  Because people created this system, people can also dismantle it.  Leonard suggests removing the disposal component of the system altogether and moving from a finite linear model to a circular one in which consumed goods are reused for the creation of more goods.  She encourages this type of recycling as a means toward improving the system but cautions the viewer against believing that recycling is all that is needed.  She adamantly states that recycling is not enough; according to Leonard, a behavioral change is required that will not only assist in conservation efforts but could also promote greater happiness for all parties involved in the process. 

The content of this video is quite eye-opening and interesting.  To some degree, most of us know in general terms that we live in a consumer society and that our “stuff” requires tremendous resources to make.  By connecting the entire system from start to finish, however, and explaining several consumerist norms that many may not know, The Story of Stuff Project changes the way the viewer looks at his or her stuff.  While I was impressed with the content of the video, I was equally as impressed that this video was assigned in my colleague’s class, a sociology course.  Many universities have struggled with how to integrate sustainability across their curriculums.  Doing so is a requirement of the American College and University Presidents Climate Commitment (ACUPCC) of which APUS is a charter signatory.  The use of this video in a sociology class is a great example of a creative way to incorporate topics of sustainability into academic curriculums where it may not otherwise be present. 

If you are interested in learning more about the “story of stuff,” check out Annie Leonard’s book of the same title.

In 2009 the National Association of College and University Business Officers (NACUBO) published a resource entitled, Financing Sustainability on Campus.  Ben Barlow, a consultant for Second Nature, and Andrea Putman, Director of Corporate Partnerships at Second Nature, team up to author this resource and do a very good job at exploring a variety of funding options that can be helpful in pushing forward with sustainability initiatives.  At just over 100 pages, this publication is a worthwhile resource for anyone tasked with implementing sustainability initiatives on a college or university campus. 

Barlow and Putman advise readers on how to identify and evaluate opportunities for sustainability initiatives.  The authors point out that there may be opportunities for sustainability hidden on campuses that would require no funding at all.  For example, proper maintenance of HVAC units and other such systems may save the institution money while at the same time creating a more environmentally friendly campus.  For initiatives that will require funding, however, Financing Sustainability on Campus provides a wealth of information.

The authors explore “revolving loan funds” and highlight the examples found in Harvard’s $12 million Green Campus Loan Fund (GCLF) and Macalester College’s Clean Energy Revolving Fund (CERF), both of which have been very successful in helping fund sustainability initiatives at both schools.  A variety of government grants are available for colleges and universities interested in pursuing sustainability initiatives on campus and the authors provide an entire chapter detailing several of them and how to go about applying for them.  Bonds, leases, and even energy performance contracts provide additional funding streams and Barlow and Putman spend a chapter on each.  The authors also explore the various tax credits that are increasingly available and may help offset the cost of financing sustainability initiatives on college campuses.  Power purchase agreements (PPAs), energy hedges, and renewable energy credits (RECs) are also each given a full chapter in the work.  Finally, the authors explore the opportunities found in purchasing carbon offsets.

Financing Sustainability on Campus is an invaluable resource for anyone interested in how to fund sustainability initiatives on college campuses.  The authors are incredibly knowledgeable about the topic and provide a wealth of information and additional resources throughout the publication.  From case studies and examinations of best practices to an appendix packed with information sources and a directory of providers, Barlow and Putman have put together a highly valuable resource in this work.  I highly recommend this resource to any college or university business officer, president, sustainability director, or other staff member tasked with implementing sustainability initiatives on campus.

The growing concern over climate change has led many companies to consider how to alter their own practices in order to mitigate their carbon emissions.  Several large corporations have taken significant steps toward assessing and taking steps to lessen their environmental impact.  Walmart, for example, has a very well-developed sustainability initiative and has a page on their corporate website devoted to tracking how the company is doing in its attempt to have a less negative impact on the environment.  General Electric also has a sustainability initiative and publishes an annual sustainability report to track the company’s progress in achieving a greener future.  Nearly 700 institutions of higher education (including American Public University System) have also pledged to assess their carbon footprints through signing the American College and University President’s Climate Commitment (ACUPCC) and take dramatic measures toward eventually achieving carbon neutrality. 

Individuals, however, have arguably been aware of their own practices and their impact on the environment for as long, if not longer, than most American and global companies.  Most of us are aware that there are certain things we can do to lessen our environmental footprint and so we take reusable bags to the grocery store, swap out incandescent bulbs for LED bulbs in our homes, and even organize a carpooling system.  For most, however, the task of assessing their exact impact on the planet and quantifying how the changes we implement have had a positive impact has seemed too daunting to tackle. 

In recent years, a variety of personal carbon footprint calculators have become available online which can help individuals quantify how their own lifestyles and activities are impacting the environment.  Understanding how our everyday practices contribute to our overall carbon footprint can help us take steps to affect measurable and meaningful change.  As a September 2008 article in Scientific American points out, the results may be surprising to many but are helpful in determining how best to mitigate each person’s individual environmental impact.  For example, the article notes that “residents of eco-aware San Francisco tend to have bigger carbon footprints than those in more conservative Tampa, Florida” because “San Francisco has a higher cost of living and colder, wetter winters (requiring more fossil-fuel derived heat).”  Below are some of the most popular carbon calculators which can be used by individuals to determine their carbon footprints.

• University of California, Berkeley’s Cool Climate Calculator – This is one of the most comprehensive calculators, taking into account nearly every aspect imaginable.  Free to use, the calculator also allows users to compare their individual results with similar households in the 28 largest areas in the United States.  The “Take Action” tab on this calculator allows the user to see recommendations for reducing individual carbon footprints with information related to cost per month to implement each recommended action as well as estimated impact on the carbon footprint as a result. 
• EarthLab.com – EarthLab has partnered with Al Gore’s Alliance for Climate Protection and other groups to disseminate information on how individual actions can impact the environment.  Users take a three minute survey and get back a carbon footprint score which can be saved and updated as changes in lifestyle are made.  This site also offers a wealth of lifestyle change suggestions which can help even the least informed take measures to mitigate their environmental impacts.
• CarbonFootprint.com – This site explains in great depth what contributes to one’s carbon footprint, bringing greater clarity and focus to the idea.  Users are not required to create an account but are advised to do so in order to revisit the information and update it as changes are made to each individual’s lifestyle. 
• World Wildlife Fund’s (WWF) Carbon Calculator – The WWF’s Carbon Calculator is quick and easy to use.  By answering only a handful of questions, the calculator is able to give you a quick result.  Additionally, this particular calculator compares your total tons of carbon dioxide emitted each year to the average for the United States and the world.  Users can share their results with other users and review options for reducing their own annual emissions.

Written by educators for educators, 147 Practical Tips for Teaching Sustainability is an invaluable resource for anyone teaching sustainability.  In his forward to the work, David W. Orr, Director of the Environmental Studies Program at Oberlin College, notes that colleges and universities must equip young people “with the analytical skills and wherewithal to become change agents beyond the years of formal education.”  Anthony Cortese, President of Second Nature, also provides a forward in which he notes “We are the first generation capable of determining the habitability of the planet for humans and other species.”  Cortese continues by quoting Albert Einstein who said, “’We can’t solve today’s problems at the same level of thinking at which they were created.’”  For all of these reasons, 147 Practical Tips for Teaching Sustainability is a resource that can help college and university educators to engage their students in gaining a full and thorough understanding of the current state of the environment and what must happen in order to improve the quality of life within it for generations to come.

Encouraging colleges and universities to “break down the silos” that often do plague the university system, this resource provides helpful tips for all professors, not just those who focus on or specialize in environmental studies, to integrate concepts of sustainability into their curriculums.  In general, the book encourages a whole systems approach to teaching sustainability so that the concept reaches every single college and university student, regardless of program of study.  Throughout the work, the authors cite various additional texts that may also prove helpful to any educator wishing to integrate sustainability into the classroom. 

Several of the specific tips provided in the book are worth sharing here but I encourage any educator interested in integrating topics of sustainability into any curriculum to review this resource in depth. 

• “Introduce the Notion that We Are Nature” – The authors note that students may gain a more thorough and appreciative understanding of the fragility of the environment if they can grasp the concept that “’humans are one member of a complex, interconnected system.’”
• “Connect Capitalism and Sustainability” – Making the connection between capitalism, democratic ideals, and sustainable practices can help students gain a more full understanding of the many ways in which these concepts seem to work at cross purposes and how they can begin affecting meaningful change.
•  “Rethink Basic Rights” – The premise of this tip is that few students realize the most fundamental right that is currently being denied to nearly every citizen on earth: a clean and sustainable environment.
• “Conduct an Ecological Footprint Audit” – The authors point out that conducting such an audit within a classroom or encouraging students to conduct a personal audit as part of a class project may lead to a larger institutionalized commitment from the college or university leadership. 
• “Tie Classes and Programs Together” – By providing, for example, a case study that clearly illustrates implications for environmental, economic, and societal health, on which students focus, they may be able to gain a more focused and holistic understanding of the integrative nature of issues related to the environment.

In the most recent issue of McKinsey & Company’s publication, McKinsey Quarterly, the editors explore the looming issue of water scarcity through a special report and two interviews with leaders of two companies, Nestle and Rio Tinto, who are taking the problem very seriously as they formulate their business plans for the coming years.

In “The Business Opportunity in Water Conservation,” Giulio Boccaletti, Merle Grobbel, and Martin R. Stuchtey explore methods for turning water scarcity into business opportunity.  The authors point out that the issue of water scarcity has come to such a crisis level that in 2004, for example, Pepsi Bottling and Coca-Cola “closed down plants in India that local farmers and urban interests believed were competing with them for water.”  Global companies are finding that they are increasingly unable to operate in areas where water is particularly scarce – as is seen in the example above.  When such companies are able to continue operations in areas of the world in which water is scarce, they must often take significant (and often expensive) measures to ensure that any waste water runoff will not contaminate scarce drinking supplies for local communities. 

The current water scarcity situation is predicted to grow even worse in coming decades.  The authors note that “assuming continued economic and population growth, by 2030 water supplies will satisfy only 60 percent of global demand and less than 50 percent in many developing regions where water supply is already under stress…”  As many companies strive to find ways of reducing their water consumption in an attempt to be respectful of the already scarce water resources, other companies are devising innovative technologies to help them with the process.  The authors point out that “the broadest range of opportunities for new products and services [to help reduce water consumption] falls into three areas: improving the productivity of water treatment and distribution, of water-intensive industrial and power processes, or of water usage in agriculture.” 

The authors reference several countries that have developed innovative means of conserving water.  In Singapore, for example, wastewater, runoff rainwater, and melted snow are collected separately and purified to various standards depending on the purpose for which the collected water is to be used.  In a planned community in Abu Dhabi, urban designers have designed collection systems that will allow the community to recycle up to 80 percent of the water needed.  Another example of innovative water usage can be found in Hong Kong’s usage of seawater in toilets and proposed use of seawater to cool commercial buildings. 

Also in the McKinsey issue are two interviews by business leaders Peter Brabeck-Letmathe, Chairman of Nestle, and Tom Albanese, CEO of Rio Tinto.  Each have recognized the importance of managing their consumption of water and have incorporated sustainable water usage into their respective business plans.  

Scarcity of water is one of the most pressing concerns of our time.  As businesses face growing concern from consumers and stakeholders to green their operations and product lines, water conservation is becoming increasingly important.  I recommend this particular issue of McKinsey Quarterly to anyone interested in issues related to sustainability, water specifically, and business.

The National Association of College and University Business Officers (NACUBO) is a great resource for anyone in higher education.  In 2009, NACUBO teamed with Second Nature to publish a book titled, Boldly Sustainable: Hope and Opportunity for Higher Education in the Age of Climate Change.  The book, written by Second Nature leaders Peter Bardaglio and Andrea Putnam, is a must-read for anyone interested in the issue of climate change as it relates to higher education.  Virtually every aspect of the higher education environment is addressed from the perspective of climate change.  From sustainable business models to greening dining halls and dormitories, the authors have managed to create a veritable encyclopedia of sustainability for higher education leaders interested in sustainability.  In September 2009, American Public University System’s (APUS) President, Wallace Boston, Jr., published a thorough review of Boldly Sustainable on his blog.  I encourage you to read President Boston’s thoughts on the work and take a look at Bardaglio and Putnam’s book for yourself.  I am sure that you will find it worthwhile.