Abstract
Education for sustainable development (ESD) in higher education in the USA and Canada differs significantly from ESD elsewhere in that it has evolved from environmental studies and is coupled to sustainable operations. As education for sustainability (EfS) developed, there was a growing need for a binational professional home that was initially filled by regional organizations and meetings. In 2006, the Association for the Advancement of Sustainability in Higher Education emerged as such an organization. AASHE has responded to the campus demands by creating an online resource center, a weekly bulletin, professional development workshops for faculty and staff, an annual conference, and the Sustainability Tracking, Assessment & Rating System (STARS).
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Notes
- 1.
A clear exception to the environmental approach is that taken by Kelly who argues that sustainability developed as a critique of post–World War II development efforts and that fundamentally “sustainability is nothing less than applied moral and political philosophy” (Kelly, 2010).
- 2.
Agenda 21 emerged as a blueprint for sustainable development activities from the United Nations Conference on Environment and Development (UNCED). Chapter 36 of Agenda 21 describes the role of education in sustainable development.
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Rowland, P. (2013). Working with Institutions of Higher Education. In: McKeown, R., Nolet, V. (eds) Schooling for Sustainable Development in Canada and the United States. Schooling for Sustainable Development, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4273-4_17
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