We recently launched our 2012 Annual Campaign with a goal of raising $12,500 before the end of our fiscal year on Sept. 30th.
Please click the "donate" button to the left to help us get there.
To date this year we've raised $3,279 ... that leaves $9,221 -- please chip in today!
Looking upstream to support education for sustainability -- creating more and more sustainability champions who will effectively lead efforts to address climate change, poverty, toxics, deforestation, injustice, and all of the complex and interrelated social and ecological challenges -- is among the most strategic ways to allocate your charitable donations.
Please take a moment to donate now.
Thank you for your support!
Check out the results of one of the thesis projects from the MSLS class of 2012 about spreading awareness and understanding of the Framework for Strategic Sustainable Development. The authors write:
What needs to be done in order to diffuse (spread) the Framework for Strategic Sustainable Development (FSSD) more widely? This is the question our thesis begins to answer. It was submitted in June of 2012 for completion of the Master’s course in Strategic Leadership Towards Sustainability (MSLS) at Blekinge Institute of Technology, Karlskrona, Sweden. Three different documents are available on this site for those wishing to further explore this topic. More detailed information can be sent on request.
Learn more about this project and the results here: www.fssddiffusion.com
Here's our challenge: raise $12,500 before Sept. 30.
That's approximately what it costs an international student to attend the groundbreaking Master's in Strategic Leadership towards Sustainability programme at the Blekinge Institute of Technology (BTH) in Karlskrona, Sweden.
Please donate today by clicking the "Donate" button on the left side of the screen and giving what you can. In years past, donors to the StratLeade Annual Campaign have given generously -- enabling students like Samuel Brizuela from Guatemala and Olivier Mazimpaka from Rwanda to attend the programme, and bring their sustainability leadership skills back home to make significant contributions to our world's greatest problems.
The founders of the MSLS programme, Dr. Karl-Henrik Robèrt & Dr Göran Broman, have said: "The question of reaching sustainability is not about if we will have the money or the technology to do it - those we have. The question is, will there be enough leaders in time?"
Supporting the development of such leaders from all over the world is critical if we are to be successful in creating a sustainable society by tackling the many big, systemic challenges we face -- from poverty to climate change, from oppression to toxics, from income inequality to biodiviersity loss.
Please give whatever you can to help us meet our goal by Sept. 30th.
Celia Peterson, MSLS '06 has worked on Nokia's sustainability team for the past few years. They just released their 2011 Sustainability Report.
Read the press release here and watch the video below to learn more.
by Georges Dyer, MSLS '06
Preparedness. Opportunity. Innovation. These words capture the essence of higher education’s critical role in creating a healthy, just and sustainable society. Leaders in higher education are standing up to the greatest challenge of our time by providing education for sustainability, preparing graduates to create a sustainable economy. They are providing the opportunity for more students to access higher education by reigning in costs through energy efficiency and smart building. And by demonstrating sustainability solutions on campus, through research, and in partnership with local communities, they are driving the innovation needed for a true and lasting economic recovery.
Five years ago, a small group of visionary college and university presidents gathered to initiate the American College & University Presidents’ Climate Commitment (ACUPCC). They were motivated by their conviction that higher education had the capacity and responsibility to make a significant commitment to climate and sustainability action for the sake of their students and society.
As the ACUPCC celebrates its fifth anniversary, 675 colleges and universities are currently active members of this dynamic network, representing more than one-third of U.S. college and university students. These institutions across the country have completed hundreds of projects to reduce energy use, reduce greenhouse gas emissions, and save money in the process—demonstrating powerful and necessary leadership-by-example for the rest of society... Read the rest at the New England Journal of Higher Education.
by Georges Dyer, MSLS '06
Over the past year at Second Nature I’ve been coordinating the “Higher Education Adaptation Committee” – a group of college and university administrators, climate scientists, sustainability professionals and educators exploring higher education’s role and responsibility in ensuring that society is prepared to weather the storms of climate change.
On Monday at the Smart and Sustainable Campuses Conference at the University of Maryland, I co-facilitated a session on this topic with David Caruso, President of Antioch University New England (who serves on the Adaptation Committee).
It proved to be a timely event. On the day of the session, temperatures in New Hampshire were expected to reach the 90s (in April!). It’s been a warm spring all over the northeastern US. And it was a warm winter. Not really a winter at all in many places. Here, the mild weather doesn’t feel all that bad. But if you understand the implications of climate disruption, it’s pretty horrifying.
I won’t run through the usual list of climate impacts – but here are just a few of recent headlines:
The following video does a great job of explaining how increases in the global average temperatures (global warming) drives all kinds of complex climactic changes - what's become known as "global weirding":
On May 5, 2012, the global network of concerned citizens under the 350.org banner will be “connecting the dots” between these impacts of climate change and what they represent in terms of economic damage, ecological destruction and human suffering.
To minimize this damage, we need to continue to create better ways of doing things. We need to eliminate our greenhouse gas emissions and land-use changes that are driving climate change.
We also have a moral obligation to prepare our society the best we can for the impacts of climate change that are already happening and will continue to happen based on changes already “locked in” from past emissions.
Higher education has a particularly critical role - and responsibility - with regard to climate preparedness, which brings me back to our conference session:
I provided a quick overview of the Adaptation Committee’s work and the report we published in November – Higher Education’s Role in Adapting to a Changing Climate – which provides a high-level look at what colleges and university are and should be doing through education, research, community engagement, and campus operations to prepare society for the impacts of climate disruption.
Dr. Caruso spoke about the role of presidents and senior administrators in this process – emphasizing the need to engage governing boards in the process. He also provided compelling examples about how Antioch is weaving climate mitigation and adaptation through cross cutting activities that encompass curriculum, research, campus operations, and community engagement.
With the average tenure of a college president around five years, it’s important to ensure continuity and long-term commitment via the trustees. In most cases, it will likely require a few years of persistent and skillful leadership from the president to really integrate this understanding and perspective throughout the Board. But Trustees need to understand the risks climate change poses to their campus – they have the fiduciary responsibility for the institution. If they don’t understand these risks, they aren’t fulfilling that responsibility.
The economic damages to campuses from stemming from climate impacts can be enormous (for example, see "Learning from Disaster" (pdf) - a report by UNCF on the impacts of Hurricane Katrina). More important than the costs, they pose serious health and safety risks to the students, faculty and staff. These could be direct impacts from extreme weather events on campus, or indirect from disruptions to agricultural production, supply chains, or critical infrastructure.
Beyond the responsibility to their own campuses and constituents, colleges and universities have a responsibility to all of society to provide the education and research needed to prepare for climate impacts.
During our session, we engaged the group in a dialogue about what was happening on their campuses, and around ways to teach students in all disciplines not just about climate adaptation, but for adaptation – so that it’s not just climate scientists and ecologists who understand the importance of adapting to these changes, but also economists, policy-makers, city planners, journalists, teachers, and so on.
We spoke about how low-income communities and communities of color are often more vulnerable in the face of climate impacts, and are often hit “first and worst” by them. This dynamics brings up important social justice issues that must be front-of-mind in this work.
While many universities are conducting important research to help communities in their regions understand the expected impacts and how to respond to them, more comprehensive approaches are needed to ensure the level of response that this challenge demands.
On the bright side, a recent poll shows that most Americans link these extreme weather events to global warming, and intuitively understand - at least to some degree - the risks. It's on all of us to ensure that we translate that understanding into action so we are as prepared as possible to minimize the damage and hardship.
Check out this great video slideshow highlighting fun moments in student life at the Masters in Strategic Leadership towards Sustainability (MSLS) program at BTH:
This video illustrates the experiences and friendships gained through the 8 classes of the Masters program 'Strategic Leadership towards Sustainability' (MSLS). This international program is taught using innovative learning processes at Blekinge Institute of Technology (BTH), Karlskrona, Sweden. It gives a small taste of the amazing and unique atmosphere the program creates with the wonderful students it attracts....Are you the next sustainability leader? For more information about the program and the application process please visit www.bth.se/msls