This course examines alternative conceptions and theoretical underpinnings of sustainable development. It focuses on the sustainability problems of industrial countries, and of developing states and economies in transition. It also explores the sociology of knowledge regarding sustainability, the economic and technological dimensions, and institutional imperatives, along with implications for political constitution of economic performance. 17.181 fulfills the underGraduate / Professional public policy requirement in the Political Science major and minor. Graduate / Professional students are expected to explore the subject in greater depth through reading and individual research.

This course explores the importance of public transportation to social and economic recovery from the COVID-19 pandemic and seeks to identify approaches to restoring transit ridership, with a focus on Metro Boston. We will attempt to (1) understand whether and how the COVID-19 pandemic can advance sustainable mobility, and specifically the role(s) of public transportation in the COVID-19 recovery process, and (2) identify policies and/or interventions that may encourage pre-COVID transit riders to return to transit and attract net new transit ridership.

This course explores the importance of public transportation to social and economic recovery from the COVID-19 pandemic and seeks to identify approaches to restoring transit ridership, with a focus on Metro Boston. We will attempt to (1) understand whether and how the COVID-19 pandemic can advance sustainable mobility, and specifically the role(s) of public transportation in the COVID-19 recovery process, and (2) identify policies and/or interventions that may encourage pre-COVID transit riders to return to transit and attract net new transit ridership.

This writing assignment uses the "Sustainable Development Triangle" as a framework to critically evaluate an environmental issue of the student's choice. This learning activity provides an opportunity for an introductory chemistry student to use the sustainability's "Triple Bottom Line" as a tool to use material learned in the classroom to look at how environmental science helps inform economic and social/cultural factors in the development of sustainable solutions to our environmental challenges.

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The primary goal of this course is to provide a toolset for characterizing and strategizing how nonmarket forces can shape current and future renewable energy markets. The course approaches the exploration and explanation of key concepts in renewable energy and sustainability nonmarket strategies through evidence-based examples. Main topics for the course include: a sociological approach to markets, renewable energy markets, nonmarket conditions, complex systems analysis, and renewable energy technology and business environments. Because renewable energy costs are higher than fossil fuel cost per unit of energy, the main arguments in support of renewable energy, thus far, are functionally nonmarket in character, i.e., environmental (e.g., climate change), political (e.g., energy independence), and/ or social (e.g., good stewardship).

The aim of this module is to introduce students to the concept of ‘sustainability’ as perceived from within the Arts and Humanities, in particular within the disciplines of archaeology, classics, history (including art history and landscape history), music, philosophy and theology. The module will review a number of topical issues – such as climate change, food security, water and waste management, landscape, environment and biodiversity – through the lens of the Arts and Humanities to consider how our disciplines can contribute to current debates and offer new routes to sustainable futures.

It is expected that the module will foster and develop students’ knowledge of issues in sustainability and, by placing evidence in its wider context, encourage students to think critically about possible solutions. Importantly, this module will render students ‘educated consumers’, aware that their daily decisions have an impact and that their choices can be equally influential. Above all it is about giving students the confidence, as individuals, to bring about social change for the future

Dr Naomi Sykes, University of Nottingham

My research focuses on human-animal-landscape relationships and how they inform on the structure, ideology and practice of past societies. My approach is to integrate animal bone data with other categories of material culture, and with wider archaeological, historical, scientific and anthropological discussions. As such, my research has wide geographical and temporal applicability.

There is growing recognition across business that the reductionist ‘mind set’ founded on unlimited economic growth impervious to the social and environmental impacts of commercial activities will not resolve the converging environmental, social and economic crises now faced by the global community. Ever greater numbers of Boards and CEOs are grappling with a notion of sustainability and attempting to define precisely what it means for their business.

The primary aim of this unit is to capture this transition and define what businesses are doing to adopt a more sustainable approach. Looking at a number of case studies, the unit will attempt to demonstrate how individual businesses are attempting to align their activities to address global sustainability challenges such as climate change and carbon reduction, energy and water scarcity and poverty reduction.

This module considers sustainability with respect to water, food, agriculture, forestry and energy. For each of these elements of sustainability, the module illustrates why their sustainable management is important, given that we are living within finite environmental limits. A novel aspect of the module is that in most sessions you update your own personal blog (or offline document), which can be used to provide a record of your opinions on sustainability, details on your awareness of sustainability, and specific examples of sustainability. The module is assessed by means of producing and presenting a poster at an internal “Sustainability Conference”.

Dr Simon Gosling, University of Nottingham.

My main interests are in understanding the impacts of climate change on natural and human systems, and bridging the boundary between physical science and impact and policy-related areas.

Much of my current research investigates the potential impact of climate change on global- and catchment-scale hydrology and water resources. I am interested in understanding how average conditions and extremes (floods and droughts) might be affected by climate change. I apply a variety of climate and hydrological numerical models to achieve this. I also have strong interests in modelling the relationship between climate and human health; specifically, on the association between extreme temperature events (heat waves and cold snaps) and temperature-related mortality.

To reduce the environmental footprint of the aviation sector we need to start a clean sky revolution. Discover the latest developments in this field –from airplane design, energy carriers, operations, to human behavior– and learn how you can play a role.

Sustainable aviation is a key area for climate action. In this course, we will introduce you to various aircraft technologies, and recent innovations and promising future developments in the field of aviation. All necessary mathematical and engineering concepts will explained.

We will start from the basics of how aircraft fly and how they impact the environment. You will gain present-day knowledge of technical solutions and possibilities of modern engineering to make aviation more sustainable.

Next, we will discuss solutions. you will learn about alternative propulsion methods, energy carriers (batteries, fuel cells) and novel aircraft designs (including the Flying V project at TU Delft, a new design for a highly energy-efficient and long-distance commercial aircraft.) We will also bust some common myths about the topics along the way, like why it is a very unpractical thought to simply cover up the entire aircraft with solar cells.

But the solutions presented will not cover just the technical aspects. You will discover the importance of the ecosystem surrounding aviation for its sustainability, including manufacturing and operations. The course will stimulate critical and creative thought about the future of aviation and how you can be part of those solutions.

With its long history of research of aircraft design, operations and climate effects, the world-class experts from the The Faculty of Aerospace Engineering at TU Delft will guide you through this journey to sustainable aviation. The course will also include guest lectures from industry professionals from leading aviation companies such as Airbus.

“We need climate-neutral aviation. The challenges are enormous, but solutions must and will be found. Through this MOOC we want to share what we know, so that all of you can be part of this ‘clean sky revolution’.” – Henri Werij, Dean Faculty of Aerospace Engineering

What You'll Learn
After completing this course, you will be able to:

Recognize how the fundamentals of commercial air transport operations and the life cycle of aircraft impact the environment.
Explain the inherent challenges in making aviation sustainable, and how these challenges stem from the principles of flight, propulsion, production and operation (there are no easy solutions!)
Present the current technological possibilities for making aviation more sustainable, how these possibilities can be implemented, and what their limitations are.
Discuss solutions for reducing the environmental impact of aviation on both the personal and the larger scale.

The issue of sustainability and specifically sustainable business is of increasing interest and importance to students of business and also students in the sciences, government, public policy, planning and other fields. There can be significant benefits from students learning about sustainable business from the rich experiences of business practice.

The Sustainable Business Case Book by Gittell, Magnusson and Merenda is one of the first of its kind. It combines the the theory of sustainability with key concepts, analytical information and contextual information with a collection of cases which provide insights, perspective and practical guidance on how sustainable businesses operate from different business functional area perspectives.

The Sustainable Business Case Book can be used as a stand-alone text or as a supplemental textbook for undergraduate courses that have an interest in sustainable business. While the book's primary focus is on the relationship between business and sustainability, the book can also be used in courses offered in fields other than business, including environmental and earth systems sciences, environmental studies, urban planning, economics and public policy.

The first part of The Sustainable Business Case Book, Chapter 1 through Chapter 3, introduces students to the meaning of sustainability, and the practice of sustainable business. The introductory chapters also describe key concepts, analytical frameworks, and contextual information relevant for the understanding of business sustainability. Chapter 1, defines sustainability and describes how and why businesses choose to engage in sustainable practices and how sustainable business practices relate to corporate profitability and social responsibility. Chapters 2 and 3 provide important background and contextual information affecting sustainable business practice. Chapter 2, The Science of Sustainability, reviews scientific evidence about climate change and the human and business influences on climate change. Chapter 3, Sustainability, Public Policy and Business, describes the significant role of government and public policy in sustainability, including setting the rules, regulations and laws that define the market and market opportunities for sustainable business practice.

In this lesson from the World Affairs Council - Seattle, students will explore the United Nations Sustainable Development Goal #7: Affordable and Clean Energy. They will learn about efforts to provide universal access to clean and affordable energy across various sectors, identify barriers faced by communities, and understand how sustainable energy policies can lead to positive outcomes. Students will evaluate the impact of specific energy sources on global greenhouse emissions and explore renewable alternatives like wind, solar, and thermal energy. Through interactive activities and analysis of new technologies, students will collaboratively develop proposals for improving access to clean energy. They will gain awareness of initiatives for equitable societies and climate change mitigation, and explain how reliable, affordable clean energy can transform lives globally.

In this lesson from the World Affairs Council of Seattle - Global Classroom Program, students learn about United Nations Sustainable Development Goal #13: Climate Action. They will examine the causes and consequences of climate change and explore possible courses of action to address the issue. Students will engage in activities to reflect on previous knowledge, develop new learning, and encourage creative and critical thinking.Some of the activities in this lesson include a KWL Chart using Jamboard, a think-pair-share, a cause and effect graphic organizer, and a Flip video. These individual and collaborative learning experiences will help students deepen their understanding of climate change and its impact on communities locally and globally. Through these activities, students will communicate what they have learned about climate change and sustainability and utilize problem-solving skills to generate tangible solutions. 

In this lesson from the World Affairs Council - Seattle, students explore United Nations Sustainable Development Goal #14: Life Below Water. Through individual and collaborative activities, they will learn the importance of conserving and sustainably using oceans, seas, and marine resources. In small groups, students will assess how proactive policies and collective action can address ocean challenges. They can choose to evaluate issues like plastic waste, warming oceans, acidification, or damaged ecosystems. Students will research various pollutants and consider how individuals and societies can support marine biodiversity. By connecting "life below water" with health, economic interests, and climate change, they will examine the work of local, national, and global organizations in waterway sustainability. This lesson will engage students in understanding the crucial role of ocean sustainability for our future

In this lesson from the World Affairs Council - Seattle, students will comprehensively understand SDG #15: Life on Land, including its key targets and significance. They will learn the importance of sustainable practices to protect and restore biodiversity, exploring how economic activities like agribusiness drive deforestation and its broader impacts. Students will examine the link between biodiversity loss and human health, understanding the interconnectedness of planetary and human health. They will discover how biotechnology and regenerative farming can combat climate change and restore ecosystems. Through critical thinking and reflection, students will identify resonant targets, propose land restoration steps, and develop a personal connection to the material. Working in small groups, they will enhance collaboration and communication skills, create a social media campaign to raise awareness, and engage in student-driven assessments. Finally, they will research local and global efforts in restoring forests and ecosystems, linking classroom learning to real-world actions, equipping them with knowledge and skills for environmental sustainability.

In this lesson, from the World Affairs Council of Seattle - Global Classroom Program, students learn about United Nations Sustainable Development Goal #1: No Poverty. They will watch a series of short videos that will provide an introduction to the SDGs and the no poverty goal. This specific lesson has students explore the connection between environmental issues (one of the themes of this module series) and poverty.Students will engage in small and large group activities that require them to analyze secondary sources and participate in collaborative discussions about the impact of environmental challenges, such as climate change, on poverty levels in different contexts. These learning activities include completing a graphic organizer, reflecting on the conclusions of their peers in a gallery walk, and researching efforts to alleviate poverty in a specific local, national, or global community. Finally, students will evaluate what is being done to address poverty and how they could take action individually and collectively to address the issue.

A transition to sustainable energy is needed for our climate and welfare. In this engineering course, you will learn how to assess the potential for energy reduction and the potential of renewable energy sources like wind, solar and biomass. You’ll learn how to integrate these sources in an energy system, like an electricity network and take an engineering approach to look for solutions and design a 100% sustainable energy system.

SYNOPSIS: In this lesson, students engage in critical media literacy, investigate the impacts of petroleum extraction, and create media to promote sustainable alternatives to petroleum-based products.

SCIENTIST NOTES: The effects of petroleum exploration on the environment and human health are covered in this lesson for the pupils. Petroleum drilling is typically done on Native territories, in low-income areas, and in Black neighborhoods. Since unsustainable oil extraction will endanger lives and communities, the course is aimed to give students the tools they need to develop media and advocacy messages that would encourage systemic change. This lesson passed our science review process after all the materials were fact-checked.

POSITIVES:
-Students engage and interact with multimedia and develop critical media literacy skills.
-Students participate in hands-on learning to aid in understanding and participation.
-Students participate in group discussions to share diverse ideas and perspectives.
-Students have agency and choice over their culminating project and next steps to display their work further.

ADDITIONAL PREREQUISITES:
-This lesson is designed to be taught as a multi-day lesson in five parts. The Multi-Day Schedule Visual provides appropriate stopping points.
-Students should have some background knowledge about petroleum and should know that it is a broad category that includes both crude oil and petroleum products.

DIFFERENTIATION:
-The culminating project can be completed independently, in pairs, or in small groups. Teachers may choose to allow students to work individually based on students' preferences and needs.
-Worksheets may be completed individually, in mixed-ability groups, or as a whole group led by the teacher.
-Videos may be paused and discussed in short segments.

Introduces students to principles of sustainable tourism. Instruments for sustainable tourism development are examined in case studies (international, national, regional, and local). Methods and techniques that reconcile the different interests are discussed and applied in various contexts: urban vs. rural areas developed vs. less economically developed countries. Students gain an understanding of their role as leaders in managing a sustainable tourism business while addressing global sustainability issues such as poverty, climate change, globalization/localization, and environmental degradation.

Course Objectives:
1. Assess the scope and principles of sustainable development and sustainable tourism.
2. Identify challenges, weaknesses, and strengths of sustainable tourism within different geo-cultural contexts.
3. Recognize socio-cultural, environmental, and economic impacts of tourism at the individual, community, and greater society levels.
4. Develop and apply intervention strategies to mediate tourism development impacts identified.
5. Use course content to analyze plans, policies, and approaches currently being used to guide sustainable tourism development within multiple
contexts.
6. Recognize various stakeholder groups’ concerns about sustainable tourism development.
7. Apply principles of sustainable development in a case study evaluation.

Introduces students to principles of sustainable tourism. Instruments for sustainable tourism development are examined in case studies (international, national, regional, and local). Methods and techniques that reconcile the different interests are discussed and applied in various contexts: urban vs. rural areas developed vs. less economically developed countries. Students gain an understanding of their role as leaders in managing a sustainable tourism business while addressing global sustainability issues such as poverty, climate change, globalization/localization, and environmental degradation.

Course Objectives:
1. Assess the scope and principles of sustainable development and sustainable tourism.
2. Identify challenges, weaknesses, and strengths of sustainable tourism within different geo-cultural contexts.
3. Recognize socio-cultural, environmental, and economic impacts of tourism at the individual, community, and greater society levels.
4. Develop and apply intervention strategies to mediate tourism development impacts identified.
5. Use course content to analyze plans, policies, and approaches currently being used to guide sustainable tourism development within multiple contexts.
6. Recognize various stakeholder groups’ concerns about sustainable tourism development.
7. Apply principles of sustainable development in a case study evaluation.

Life in the city relies on the smooth operation of urban logistics. Everything from retail to services, construction to waste collection rely on an efficient and reliable freight transport system. However, with the increasing pressures of urbanization, this has to be balanced with the environmental and social impacts caused by transport activity. This is the challenge of City Logistics, a field of study that has significant practical implications for the world and the cities we live in. It is not merely a question of what is involved, but what can be done about urban freight transport to improve it for the sake of economic efficiency, quality of life, and sustainability.

From a systematic scientific foundation of the field, this course will take you on a journey to learn how city logistics is understood and practiced in cities around the world. Our instructors, members of a renowned global expert network, will teach you the basics of this highly complex social system. Using their experience in real-world projects, they will illustrate how the knowledge learnt in this course is applied across industry and the public sector.

This course caters primarily to university students or professionals working in urban transport infrastructure planning or logistics management. Whether you are simply curious about the topic or you intend to develop a career in these fields, this course will give you the tools you need to understand the complexities of urban freight transport systems.

The course emphasizes the theoretical foundation, the rigorous evaluation, and a multi-disciplinary approach to this complex area. Course participants will benefit from numerous case studies of best practice in selected cities around the world, in a variety of business settings. Our emphasis on the global perspective is particularly relevant, since an understanding of local culture and political climate is an important factor in the success of any city logistics intervention. The course will provide an avenue for students to learn from their peers about the challenges faced in their respective cities, and how to apply the principles learned to the challenges faced in their own cities.