Title

The Sustainable Learning Community: One University's Journey to the Future

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Abstract

“This is not an academic exercise. The Sustainable Learning Community describes the ten-year transformation of a university with ideas and aesthetics: using organic farming techniques to train and feed students; constructing a 12.7 mile pipeline to bring landfill gas to a new co-generation plant; and fostering lively engagement in public policy. An outstanding accomplishment! A privilege to read. A beacon and blueprint for all.”—Paul R. Epstein, M.D., M. P. H., Center for Health and the Global Environment, Harvard Medical School

Case studies from the University of New Hampshire explore all the dimensions of sustainability in campus life, combining frugality and creativityUniversity communities have the potential to serve as models in the development and application of sustainability principles and practices, not only by what they teach and study, but also by how they operate facilities and engage with off-campus partners. With the oldest endowed campus-wide sustainability program in the country, established in 1997, the University of New Hampshire has become a leader in advancing a campus culture of sustainability. The UNH experience provides a unique window into the development of a new and integrated approach to teaching, learning, research, and operations. It is also a valuable guide for other institutions that aim to enhance the quality of campus life while reducing their environmental footprint. The book’s organization along four functional domains (curriculum, operations, research, and engagement) allows faculty, staff, students, and managers to focus on sections of particular relevance to their university roles. Each chapter develops standards of best practices and presents interesting case studies to humanize the larger effort.

Publication Date

Fall 2009

Publisher

University Press of New England

Document Type

Book