Let's remember that sustainability is a response to three extraordinary and interconnected challenges- biodiversity loss, species extinction, and climate change. This response entails more than LEED buildings, innovative technologies, and cool new courses. It involves all aspects of campus life, including infrastructure, community, and learning. College and university leadership have a profound responsibility-how to use the campus as an educational opportunity to promote sustainability awareness. We are all sustainability educators now.

I propose that a deeply integrated, values-based approach to sustainability must thoroughly penetrate all aspects of campus life. For higher education, there are nine integrated elements that comprise a sustainable culture. As you survey these nine elements, consider how each one has a dynamic curricular potential, and how you might use each element as a teaching opportunity for all campus constituencies.

Broadly conceived, a sustainable culture for a college or university involves infrastructure, community, and learning.

The infrastructure challenge involves (1) energy, (2) food, and (3) materials. Energy encompasses the carbon budget, renewable energy sources, and conservation efforts-all aspects of the energy system for a campus, from how the buildings are powered and heated to the specific daily, behavioral choices of the campus community. This awareness is crucial for achieving zero-carbon initiatives and meeting the goals of the American College and University Presidents' Climate Commitment.

Food involves all aspects of the food production and consumption system, including the use of local and/or organic foods, whether food is grown on campus, and the extent to which the campus supports a sustainable food system. Do the cafeterias and cafés incorporate an ecologically sound approach to dining?

Materials embody the raw matter of various construction and procurement processes, including the supply chain, recycling, reuse, and toxicity. Is there a seamless connection between the ecological landscape and the campus buildings? Are life cycle criteria applied to materials use?

The community challenge involves (4) governance, (5) investment, and (6) wellness.

Governance reflects decision-making processes, including budget preparationand approval, staff and faculty participation, the board of trustees, and all stakeholders. Do sustainability efforts include multiple decision-makers? Are they strongly supported by the campus leadership? Is there clarity of purpose regarding mission, accountability, responsibility, and agency?

Investment includes all aspects of a college's impact on the finances of the regional community. Does the college serve as a multiplier for regional sustainability efforts? Does it support sustainable business practices? Is its endowment invested in ecologically responsible businesses?

Wellness involves the stress level, general health, physical fitness, and attitude of the organization. Does the college promote healthy living? Does the community emphasize its own physical andmental well-being? Is there a correlation between campus health and the local ecosystem?

The learning challenge emphasizes (7) curriculum, (8) aesthetics, and (9) interpretation.

Curriculum is the ground floor of any college's sustainability efforts. Are sustainability principles (from economics to ecology) thoroughly infused in all aspects of the curriculum, from freshman experiences through professional schools? Are there specific programs to train sustainability practitioners and researchers, tailored to the special strengths and qualities of the institution?

Aesthetics suggests that sustainability initiatives should be implemented with the arts in mind. Are there vivid, imaginative, and interesting exhibits/art projects/installations? Are the visual and musical arts utilized in planning the campus sustainability landscape?

Interpretation means that the campus should serve the broadest possible educational function in calling attention to its sustainability efforts. Here is the perfect place to exercise educational leadership-to use a campus as a venue for challenging instructional opportunities. Are visitors to the college adequately informed about the campus sustainability initiatives? Does the campus have interesting and evocative signage that performs a teaching function?

Broader Discussion is Neccessary

The purpose of these guidelines is to open a discussion regarding the whole system of a sustainable culture. It's not enough just to build a few LEED certified buildings (as admirable as that is!). It's not enough just to have a great sustainability course for freshmen. We need to empower and inspire entirely new ways of thinking. These nine elements imply the depth of our challenge. The college campus is the best place to exemplify these possibilities and to inspire a whole new culture of sustainable practice, living, and thinking.

Here are some rules of thumb to consider in thinking about the educational dimensions of these nine elements.

The Campus is a Sustainability Landscape

Every college and university is a physical landscape with an ecological setting. Its history and culture are deeply reflected in its buildings, grounds, and curriculum. The campus landscape makes a profound impression on everyone who uses it. We admire beautiful campuses because they inspire us. Imagine the
educational potential of a campus whose landscape is totally geared towards sustainability-transparent and innovative use of local or recycled materials, building designs and retrofits that reflect a visible commitment to conservation, edible landscaping and gardens interspersed on grassy lawns or urban street corners, or dormitories with rooftop gardens. What a great way to involve students (and their families), staff, and faculty in learning about sustainability through their daily life routines and habits.

The Sustainable Landscape is a Learning Laboratory

Every sustainability initiative is an educational research experiment. We are fortunate to be living in a time when there are dozens of imaginative, technical, and interesting proposed sustainability solutions. Which of these are most appropriate for our campuses? How do we know? Who is taking notes and gathering the data?

Consider some of the ways that a campus is involved in sustainability research: materials science, renewable energy, ecological architecture, organic agriculture, urban policy, ecological economics, or environmental perception, just for starters. The list of research programs is endless, reflecting how the sustainability agenda is inherently intrinsic to just about any subject. All of these research programs can be visible, tangible, and totally integrated into allaspectsof campus infrastructure. They should involve students and visitors. They should invite comment and critique. The campus will then be perceived as a dynamic learning laboratory for sustainability initiatives.

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