1.201J/11.545J/ESD.210J is required for all first-year Master of Science in Transportation students. It would be of interest to, as well as accessible to, students in Urban Studies and Planning, Political Science, Technology and Policy, Management, and various engineering departments. It is a good subject for those who plan to take only one subject in transportation and serves as an entry point to other transportation subjects as well.
The subject focuses on fundamental principles of transportation systems, introduces transportation systems components and networks, and addresses how one invests in and operates them effectively. The tie between transportation and related systems is emphasized.

This assignment sequence seeks to stimulate students' thinking and writing about food production in the western Washington bioregion through a series of activities combining readings, class discussion, fieldwork, and writing assignments. Collaborative work in and outside of class culminates in students' interviewing local farmers and vendors at farmers markets and writing a surprising informative essay.

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A system for the capture and distribution of rainwater and graywater for the Living Canopy school garden project.

In this field activity students ponder sustainability issues such as point and non-point sources of pollution (including personal contributions), impacts of pollution, and potential mitigations.

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The Journal of Management for Global Sustainability is a peer-reviewed scholarly journal devoted exclusively to the publication of original research in the field of management and global sustainability. Global sustainability is the broad set of interconnected issues that encompass, but are not limited to, achieving environmental preservation, social entrepreneurship, poverty eradication, social justice, desirable production and consumption patterns, species preservation, and spiritually rich lives at this time in our species’ history on this planet. The journal publishes articles on how productive enterprises contribute to realizing and achieving global sustainability to create socially just and spiritually-whole ways for all species to thrive forever.

The journal welcomes submissions from all disciplines for manuscripts that contribute to our academic understanding of the role of management in achieving global sustainability. These articles shall be subject to a double-blind review process overseen by an international editorial board. Submissions of theoretical work, empirical studies, book reviews, pedagogical tools and practitioner manuscripts are all encouraged.

This activity is a set of student-centered exercises that enable students to learn about the individual stories of Goldman environmental prize winners, the activism and organizing that grounds their work, and the underlying political and social contexts from which their struggles emerge. The lesson inspires critical reflection about justice, power, and democracy in green politics, and encourages ways to make personal connections to activism and environmental work.

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Students begin this investigation by watching several short videos and reading a NOAA article to learn about some some of the ways that declining fish populations have come to be, what fishing management and sustainable catches mean, and how the U.S. established fisheries to monitor fishing. In Part B, students examine graphs and read data maps to explore how the increase in the global number of fishing vessels and the ability for fishing to take place over more of the global ocean by more people than ever before led to a decline in the numbers of fish available. The investigation concludes with students reading the data from the UN's FAO to learn about how fish are used after they're caught - both for food and non-food uses.

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Students begin this investigation with an introduction to the types of fishing gear and how its use has changed over time. Students learn about irresponsible fishing practices and methods that can be used to make fishing more sustainable. They then watch a short video produced by PBS FlipSide Science, which outlines some tips for becoming a more responsible seafood consumer. The investigation culminates with students conducting an independent group research project exploring the availability of sustainable seafood in their community.

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Students begin this investigation by reading about the basic premises of Ecosystem-Based Management (EBM) and how it can be applied to fisheries management — Ecosystem-Based Fisheries Management (EBFM). In Part B of the investigation, students learn about Integrated Ecosystem Assessments and how they are used as a tool for ecosystem-based fisheries management.

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This lab activity introduces students to overfishing, using Georges Bank groundfish as a case study. In Part A, students learn about overfishing by examining trends in annual haddock landings and mortality in Georges Bank from 1969-2016. In Part B, they learn about what it means for a species to be overfished by examining trends in Georges Bank Atlantic cod recruitments and spawning biomass from 1978-2014. In Part C, students explore the issue of the still-collapsed cod stocks and the role ocean warming may play in the failure to for the stock to rebound.

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In a column devoted to interactive resoures for the K-5 classroom, this article features Recycle City, an EPA-produced, student-friendly web site designed to teach students about actions that create a sustainable community. Students will learn about recycling, reducing waste, and using less energy. The column regularly appears in the free, online magazine Beyond Weather and the Water Cycle, which focuses on the essential principles of climate literacy.

The aim of this module is to provide students with an overview of current work and debates on the subject of Sustainability. Sustainability is a complex term that can mean different things to different people depending upon their cultural and subject backgrounds, and the context within which they live and work.

Dr Sarah Speigh, University of Nottingham

The lesson activity titles are:

What are systems? (Purpose: to have students understand what a "system" is, in the broadest sense)
How is the natural environment of the tribal community a system? (Purpose: to tie what students learned during the year about the tribal community and its natural environment to the concept of what a "system" is)
How did settlers of European descent change the tribe's ecosystem? (Purpose: to explore the connections between what European settlers did to the tribe's ecosystem and what the effects have been on the ecosystem)
What can be done? What should be done? (Purpose: to explore and evaluate policy options for future environmental sustenance)

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The project is used in two courses, both with the theme of understanding the environmental implications of our use of energy, exploring personal energy use, and learning about the types of energy available to Canadians. One is a face-to-face course for Education majors, the other is an on-line course available to all upper-level (3rd and 4th year) students.

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This five-week project asks students to examine the environmental outcomes of their lifestyle choices, to investigate and try out more sustainable choices, and to write about their experiences.

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I use the Lifestyle Project in my Introduction to Environmental Issues class. This 3-week project asks students to make changes to their everyday environmental habits. This helps students realize that they have control of their lives and they can make decisions and make changes if they want to. And, given this empowerment, students can think about their impacts on Earth and their obligations to the planet and our society.

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This three-week project begins with a measurement of "baseline" consumptive behavior followed by two weeks of working to reduce the use of water, energy, high-impact foods, and other materials. The assignment uses an Excel spreadsheet that calculates direct energy and water use as well as indirect CO2 and water use associated with food consumption.

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Students are introduced to the correct technical vocabulary for lighting, which is different than layperson's terms. They learn about lamp (light bulb) technology and how to identify the various types of lighting in their spaces. They are also introduced to lighting controls as a means for saving energy- reducing costs, human energy consumption, and greenhouse gas emissions on the environment. Using an accompanying worksheet, students embark on a guided audit in which they survey the lighting in their classroom and identify the potential savings from using controls.

Literary Studies for a Sustainable Future: An Introductory Course with Social Justice and Ecocriticism Intersections is a university literature textbook that offers a sampling of the vast array of storytelling and literary traditions from around the world. Led by course outcomes, the book’s readings, activities, and assignments aim to establish a 21st century framework. Novice literary scholars establish correlations between local and regional literature with those from distant lands on relevant concerns and topics, like those outlined by the United Nations Sustainable Development Goals. Through songs and folklore, film clips, poetry, myth, storytelling, and satirical theater, its chapters feature key literary texts and terms to present literature as vital community-sustaining cultural expressions. Learners witness the roles literature has in climate, ecology, and social justice challenges.

Students research an organism/commodity in the colonial period of American history, and write a first-person narrative/autobiography of its history as European settlers reshaped the environment (mental and physical) of North America.

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