Creating the Triple Bottom Line of Sustainable Development: Healthier Economies, Communities and Ecosystems

1. Creating the Triple Bottom Line of Sustainable Development: Healthier Economies, Communities and Ecosystems Debra Rowe, Ph.D.President U.S. Partnership for Education for Sustainable Developmentwww.uspartnership.orgSenior FellowUniversity Leaders for a Sustainable Futurewww.ulsf.orgCo-coordinator Higher Education Associations’ Sustainability Consortium www.heasc.net Senior Advisor Association for the Advancement of Sustainability in Higher Education dgrowe@oaklandcc.edu

2. Part I What is Sustainable Development? • Part II National Trends and Resources • Part III Actions Required • Part IV Next Steps

3. “meeting the needs of the present without compromising the ability of future generations to meet their own needs” World Commission on Env. and Development. (1987). Our Common Future. England: Oxford University Press. Sustainable Development is often defined as:

4. Social Justice Flourishing Environment Strong Economy Sustainable Society The Three Components of Sustainable Development What Businesses call “The Triple Bottom Line”

5. The United Nations has declared a Decade of Education for Sustainable Development2005-2014

6. Education for a Sustainable Society:“enables people to develop the knowledge, values and skills to participate in decisions …, that will improve the quality of life now without damaging the planet for the future.”

7. Ecosystem Ecosystem Sustainable Communities Public Choices and Behaviors-Laws Applied Knowledge/ Technological Skills Private Choices and Behaviors-Habits Sustainable Economies Ecosystem Ecosystem

8. Why Sustainability Now? We are the first generation capable of determining the habitability of the planet for humans and other species.  

9. Why Sustainability & Why Now? “There is no longer any doubt that every ecosystem that life depends on is compromised and in danger.” U.N. Millennium Ecosystem Assessment, 2005

10. Why Sustainability & Why Now? “Climate change is for real. We have just a small window of opportunity and there is not a moment to lose.” Dr. Rajendra Pachavri, Chairman, Intergovernmental Panel on Climate Change, January, 2005

11. Disruption of food production and the food chain More extreme weather events Disruptions of ecosystems, including water supplies Spread of disease e.g. West Nile, Malaria Submersion of land masses – was 1 to 4 foot sea level rise - now up to 48 feet 50% of world’s population lives on the coasts (75% in 2050) = Civilization disruption Sources: Intergovernmental Panel on Climate Change, EPA EFFECTS IN OUR LIFETIME

12. Why EFS so Important? • Public unaware that we are exceeding the carrying capacity of the planet. • The U.S. has approximately 5% of the world’s population and is consuming 25% of the world’s resources. • Public unaware that we can build stronger economies that will reduce human suffering, environmental degradation and social injustice now. • A rapid shift in mindset is needed and education to action is the key

13. Global Perspective life supporting resources declining consumption of life supporting resources rising

14. From Fossil powered Take, make, waste Living off nature’s capital Market as master Loss of cultural & biological diversity Individual centered Materialism as goal To Solar powered Cyclical production Living off nature’s income Market as servant Increased cultural & biological diversity Community centered Human satisfaction goal Global Transition

15. Why is this so important? We bear a profound moral and social responsibility/opportunity to increase the awareness, knowledge, skills and values needed to create and implement viable solutions to the interconnected environmental, economic, and social problems that now threaten our physical survival as a species and threaten to increase human suffering. Tzedakah – righteousness Tikkun Olam – repairing the world

16. We can share the principles of Sustainability as the lens through which we collectively examine and act upon our shared world systems and through which we analyze our own individual lifestyles. • Outcome – a more just, healthy and prosperous society.

17. Part II National Trends and Resources

18. Business principles of sustainability: • Cradle to Cradle (McDonough) • Biomimicry (Benyas – Like nature, efficient and not toxic) • World Business Council for Sustainable Development (www.wbcsd.org) • Natural Step (Sweden and U.S.) • Natural Capitalism (Lovins, Harvard Business Review)

19. Business principles of sustainability: • Business for Social Responsibility • CERES • Goldman Sachs, Citibank…

20. GREAT NEWS!!!Growing National Trend:Over 2 dozen national HE associations are creating initiatives on Education for Sustainable Development

21. ACE–Am. Council on Ed. AACU – Ass. of American Colleges and Universities AACC – Am. Ass. of Community Colleges AASCU – State Colleges and Universities AGB – Governing Boards NACA – Campus Activities NAEB – Educational Buyers APPA – Facilities Officers NACUBO – Business Officers 10. SCUP – College and University Planners 11. ACUI – Student Unions 12. ACPA – Student Affairs 13. NACUFS – Food 14. ACEED-I – Events and Conference Directors 15. NACS – Campus Stores AND MORE Engaged National Associations

22. HE Sustainability Examples • Systemic integration • University of Florida • Georgia Tech • University of Michigan • Syracuse University • Curricula • Northern Arizona and Arizona State Universities • University of Georgia • Emory • Minnesota • St. Olaf and Alverno • Lane and Oakland and Maricopa Comm. College • Too many to list – hundreds of colleges

23. U.S. Partnership for Education for Sustainable Development Sector Teams: Business, Higher Education, K-12, Communities,Faith…

24. Trends and resources in other sectors – some examples • Communities - Mayors Climate Protection and Smart Growth, Federal Summit II, GR model • Business - LOHAS, U.S. Business Council for Sustainable Development, SOL Sustainability Consortium, CERES, Businesses for Social Responsibility • K-12 – Nat. Assoc. of Independent Schools, U.S. Partnership • Faith - National Religious Partnership and Interfaith Alliance, Regeneration Project, COEJL – Coalition on the Environment and Jewish Life

25. Part III Actions Required

26. Students and staff at Hillel institutions have an important and unique contribution to make to a sustainable future

27. What other organizations have done – Possibilities for You • Curricula • Professional Development • Standards – Tenure, Building, Operations, Endowments • Pledges – Sustainability and Climate Neutrality • Legislation Formation • Public Information • Cross- Sector projects

28. Higher Education Associations Sustainability Consortium (www.heasc.net) Sample Resources for your members to use and improve from ACPA and others: • Learning Outcomes • Change Agent/Civic Engagement Skills • List of possible campus activities • Sustainability primer • Socially/environmentally responsible operations • http://www.myacpa.org/task%2Dforce/sustainability/

29. KEY THRUST Change norms so all students and the Jewish community becomes: • environmentally responsible • socially responsible • economically responsible

30. Key places to place it and institutionalize it with each Hillel: Programming for student life Programming for the community Permanent signs Websites Hillel and HE Mission and Planning Interaction in the community and the world

31. Learn and explore (i) the facts regarding ecosystem degradation, human suffering and economic regulations; (ii) the importance of real economic and social and political freedom; (iii) what social scientists and others know about how to change societal culture and CHANGE IT! It is powerful and fun!! Make sustainability behaviors and policies the new norm!!!

32. Examples of how students can make a difference in this world:1. South Africa divestment2. Jewish involvement in civil rights… 3. The Nike story4. Campus climate challenge (www.climatechallenge.org)

33. Building self-concepts in yourself and others You can help change society!!Imagine students literate in the real world sustainability challenges and engaged in the solutionsProvide the models and opportunities for practicing the changing of behaviors and policies

34. www.playagreaterpart.org Imagine a country where all college students get credit for helping to solve our societal problems through their academic assignments.

35. Real world sustainability projects Match making website – Students can work on real world sustainability projects from government, business, non-profits, etc. Assignments that make a difference in the world. Build a positive change agent self-concept! www.playagreaterpart.org

36. Examples of Student Led ProjectsAcademic Credit for Students • Sustainability audits • Sustainable purchasing • Campaigns to change company practices (e.g. Nike, endowments) • Greenhouse gas reductions (www.energyaction.net and www.hecap.org) • Student generated film and speaker series, poetry nights, behavior campaigns, and futures fairs • Green building designs and sustainable living “campaigns” • Info on sustainability in career office, orientation, first year experience • Many more possibilities

37. Helpful simulation tool “We Can Afford to Solve the World’s Problems – The World Game Institute - 18 strategies for confronting the major systemic problems confronting humanity” http://www.unesco.org/education/tlsf/theme_a/mod02/www.worldgame.org/wwwproject/index.shtml

38. Students–Beyond Armchair pontification! Provide academic and student life opportunities to build CHANGE AGENT identities, skills and behaviors • Campus Ecology www.nwf.org/campusecology/ • U.S. Fair Trade www.transfairusa.org • Climate Challenge Campaign - http://www.energyaction.net and www.hecap.org

39. Help students understand the consequences of their choices as consumers and investors • The Natural Step - www.naturalstep.org • Smart Consumer’s Website - http://ibuydifferent.org • Consumer and Investor Power for Social Change - http://www.coopamerica.org/ • Ecological Footprint Calculator - http://www.rprogress.organdhttp://www.myfootprint.org • Center for a New American Dream – http://www.newdream.org/

40. Utilize outside stakeholders and powerful cross sector collaboration • STUDENTS AND….. • Businesses • City and county government • Non-profit organizations • Alumni

41. Key strategies to build the perceived critical mass • Positioning the initiative as the least threatening choice • Key places to place it and institutionalize it – Mission, Strategic Planning, Orientation, Curricula Review, First Year Experience, Student Life • Combine diversity, international education, service learning, environmental, human rights groups to work for sustainability • Preventing burnout

42. PreventingBurnout - The ABCs Ask for help - Build Support Systems - Celebrate the Baby Steps of Success Dream big! - Eliminate Griping & Move to Problem Solving Foster Self-care, Physical & Mental Health Get Flexible and Take a Multi-pronged Long-term Approach Humor those who participate - Involve everyone affected by decisions Jazz up meetings with creativity - Keep on keepin’ on to get energy Laugh a lot - Make light of problems - Nature is renewing: connect with it! Open your eyes and heart to the beauty around you Picture your joy when the tide starts to turn Quit worrying! - Re-live past successes to renew commitment Say the kind things every time you think of one - Thank all who helped Understand that slow beats stop - Visualize the joy of success Wait with confidence that your persistence will matter Xeroxa joke of the day with your logo to hand out Yell a little, just for fun Zealously assure yourself a good night’s rest every night! Thanks to Norma T Bauer

43. Skills: Be An Agent of Change: Create new norms at the university • 1st semester – Educate • 2nd semester – Engage in a changing the world campaign • 2nd year – Create new campaigns • Create brown bag lunches – invite everyone • Use, “I’m wondering…” • THINK and ACT BIG!!!

44. Use the media strategically • As often as possible • Create new angles • Multiple avenues for multiple audiences

45. Imagine a world where… national trends in the business sector, higher education sector and faith sector come together… to demand and support legislation that will foster a sustainable future

46. Emphasize the benefits - Embracing esd can: • Students prepared for citizenship and career • Attraction of students, faculty, community and funding • Save $ and other resources for Hillel and society while reducing pollution and human suffering • Create pilots that are national models (e.g. freshman pledge for sustainability) • Help improve town/gown relationships • Fulfill moral and social responsibility • Improve strategic positioning regarding higher education

47. Conclusions 1. The U.S. public is not educated enough about sustainability issues and solutions. 2. We need sustainability literacy and engagement for ALL. We all need skills to change consumption, investment and civic behaviors and to support appropriate market modifications (legislation) for sustainability. 3. Learn systems thinking and change agent skills 4. Model life long learning and change agent identities 5. Some exciting developments, too many to report, but much more needs to be done. You are in a key position to make this happen. 6. There are many resources and strategies to help you infuse sustainability into Hillel, higher education and the larger society. We can assist you. 7. Document all you do and share.

48. More Resources for your Association • Association for the Advancement of Sustainability in Higher Education – aashe.org • Higher Education Associations’ Sustainability Consortium – heasc.net • Association of University Leaders for a Sustainable Future – ulsf.org • U.S. Partnership for Education for Sustainable Development – uspartnership.org • Stuart Hart, Jeff Sachs, Prahalad, David Orr, Bill McDonough, Loeb

49. We can choose our future or

50. The Power of What You Do • We can choose a sustainable future