Proposal for a Degree Program

The Richard Stockton College of New Jersey

Patrick Hossay, POLS and Tait Chirenje, ENVL

In collaboration with the Program and the School of Natural Sciences and Mathematics

February, 2011

I. Objectives

We are proposing the creating of a baccalaureate degree program in Sustainability, which would offer both BS and BA degrees as well as a minor. This program is in keeping with Stockton‟s long-standing commitment to innovative teaching, interdisciplinary education, and engaged learning. Partnered with the Environmental Science program, this new degree will expand the opportunities for our students and help meet the growing demand for experts in these fields.

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Sustainability requires in inherently interdisciplinary and innovative approach. A common definition of sustainability is often drawn from of the United Nations in 1987, as meeting “the needs of the present without compromising the ability of future generations to meet their own needs” More particularly, we understand sustainability to mean those social, economic, ethical, and scientific endeavors that help bring human existence into balance with the natural world. Clearly, such an undertaking exists at the nexus of multiple fields of knowledge, including the natural sciences, social sciences, humanities and professional studies. Indeed, by its very nature, the field of sustainability compels a curriculum that might be understood not simply as interdisciplinary, but truly transdiciplinary. Accordingly, the faculty members that have contributed to this proposal, and will participate in the resulting degree program, span multiple disciples, and are drawn from nearly every school of the College.

This program will be founded on a rigorous science core, with each student required to take basic courses in physics, chemistry, mathematics, and the life sciences. This shared foundation will then allow for the development of rigorous core program courses structured around the five principle pillars of sustainability: ethics, , public policy, , and technology. Core courses will explore not only the scientific and societal aspects of sustainability, but also the cultural and ethical elements of the challenges we face. With this core training, students will then pursue specialized courses in their chosen area of concentration, including a BA in Public Policy or Sustainability Management, or a BS in Environmental Quality, Sustainable Biosystems, or Energy.

Each area of concentration will allow students to prepare for the expanding career opportunities as sustainability professionals. The BA concentration in public policy will provide focused study in social sciences, including political science, , economics, and related areas and will help prepare students for careers in , sustainability-related nonprofit work, public policy and advocacy. The concentration in sustainability management is designed to prepare students for careers in the private sector‟s growing need for sustainability professionals, including environmental accounting, management, green operations consulting, and sustainable product development. The BS concentration in Environmental Quality will allow students to pursue a rigorous science training in , remediation, and environmental health, while also establishing a broader perspective in the socioeconomic, ethical and professional elements of sustainability. Similarly, the concentration in Sustainable Biosystems will help prepare students for careers as interpreters, advocates, and managers in the public, private and nonprofit sector. Correspondingly, the concentration in energy will prepare students for careers in the growing clean energy field, as managers, advocates and technical experts.

As the following discussion will make clear, the need for sustainability professionals is significant and poised to grow rapidly over the coming years. We will be training students to meet this pressing need and help define a more promising, prosperous, and ecologically-sound future. A practical, hands on curriculum will ensure their preparation as leaders in the field. At the same time, by building the program on a rigorous science base and developing a core curriculum that is innovative, creative, rigorous, and ethically-informed, we can ensure that our students are both well educated and well trained. The challenge is great: we muse train our students for a wide array of challenging and ever-changing jobs, some of which do not yet exist, and all of which will be vital to our collective future.

II. Need

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There is a clear need for a new generation of environmental leaders, advocates and professionals for a planet under stress. Scientific research increasingly tells us that we are compromising the natural systems on which our lives depend. Indeed, there is a growing consensus that the world requires an urgent response from the public and private sectors to avoid the worst potential threats of global ecological degradation. As an example, in order to stabilize , indications are that we will need to reduce total climate changing emission by eighty percent. Such a task will require significant regulatory adjustments and will likely result in major shifts in business and industry. These are changes that are likely to require a new generation of sustainability professionals in public, private, and non-profit sectors. Indeed, by one assessment, simply stabilizing carbon emission in the US would require an additional 185,000 MW of additional capacity, which would in turn support the creation of an estimated 400,000 jobs.1 It is therefore no surprise that the federal government projects a fifty-two percent rise in environmental and energy-related jobs from 2000 to 2016; this is compared to a relatively-modest fourteen percent for other employment areas.2

Academic programs in sustainability must help create the leaders of this green collar economy. In particular, there is a need for trained professionals who can integrate a critical understanding of sociopolitical, legal and economic realities with a rigorous understanding of the natural and physical sciences; they must posses a thorough command of the challenges that threaten our ecological systems, and appreciation for the constraints that can limit our actions, and an understanding of the technology that may help provide solutions. In order to properly assess not just the need for such a degree but also the proper focus, scope, and character of the curriculum, we have examined the following questions:

 Does sufficient interest exist among potential students to justify such a curriculum?

 What is the current status of sustainability-related public, private, and non-profit sectors?

 What sorts of job opportunities exist nationally for such trained professionals?

 What sort of job opportunities exists in the greater New Jersey region for such professionals and how are these most likely to develop in the future?

 What sorts of graduate study opportunities exist for students who complete such a program?

a. Student Interest

Incoming college freshmen across the nation are expressing a strong interest in sustainability studies. Although there is no definitive national survey data measuring the popularity of sustainability program in particular, it is worth noting that biological science, political science, economics, and business are four of the ten most popular majors in the US; and each of these is a strong component of the interdisciplinary study of sustainability.3 In addition, multiple reports

1 Sarah White and Jason Walsh, Greener Pathways: Jobs and Workforce Development in the Clean Energy Economy. The Workforce Alliance/The Apollo Alliance, 2008. 2 Association for the Advancement of Sustainability in Higher Education, “Green Majors Growing in US Schools.” Dec 29, 2009, accessed at www.aashe.org. 3 Princeton Review accessed at www.princetonreview.com/college/top-ten-majors.aspx on 11/11/10. 3 from various colleges across the nation indicate that sustainability degrees and careers have attracted significant interest among college students.4 And, there are indications of a strong general interest in sustainability among new college students. In a 2010 Princeton Review of 16,000 college applicants and their parents, a full two-thirds expressed an interest in the college‟s sustainability efforts and a quarter said a school‟s environmental profile „very much‟ influenced their choice of college.5 In 2009, more than a quarter of incoming freshmen considered “becoming involved in programs to clean up the environment” as essential or very important, up more than 50 percent from just five year previously.6

Assessed Interest among HS Students Figure 1

Sustainable Business 44%

Industrial Ecology 33%

Environmental Law 33%

Envl. Advocacy and Policy 41%

Species Protection 22%

Natural Resource Management 11%

Environmental Quality 26%

Alternative Energy 59%

0% 20% 40% 60% 80%

In order to evaluate the potential interest in sustainability studies regionally, we conducted a survey of high school educators in Atlantic, Ocean, and Cape May counties. Participants were asked to assess the potential interest in a degree program in sustainability among their students, the general interest in sustainability among their students, and their perceived general need for such a program. Over one hundred and fifty educators were asked to participate and fifty-two did so. While teachers in the sciences constituted just over half the respondents, teachers of many fields, from English to social studies to special education, were also represented. The results strongly indicate a significant potential interest in the study of sustainability among high school students in the region. A full sixty-eight percent of respondents described their students‟ current interest in sustainability, alternative energy, , and related fields as high or somewhat high.* Similarly, half described their students‟ interest in pursuing a career in a

4 Jillian Berman, “College Students are Flocking to Sustainability Degrees, Careers.” USA Today 3 August 2010. 5 Princeton Review’s 2010 ‘College Hopes and Worries Survey’ Princeton Review, accessed at www.princetonreview.com, on 8/10/10. 6 “The Year‟s Freshmen at 4-Year Colleges: Highlights of a Survey.” Chronicle of Higher Education, 21 Jan 2010. * Response options were “low”, “somewhat low”, “moderate”, “somewhat high”, and “high” 4 sustainability related field as high or somewhat high. Most notably, a full eighty-six percent of respondents rated the need for a degree program in sustainability in the region as high or somewhat high; and seventy-five percent predicted that the appeal of such a program to their future students would be high or somewhat high. Figure 1 identifies the areas these educators identified as being of greatest interest among their students.

A comparable survey was distributed in several Stockton College courses, including an Environmental Science course, a Political Science course, and two General Studies courses. The results indicate a significant interest in this area of study among participants. In all, two hundred students were surveyed. Fifty-six percent rated their current interest in sustainability and related fields as high or somewhat high.* A full eighty percent rated the need for a degree program in sustainability similarly. And fifty-six percent predicted the appeal of such a program to their fellow students to be high or somewhat high. Given the selection bias in the sampling, these numbers are unlikely to reflect the viewpoints of Stockton students more generally; and it is likely that the responses are inflated by enthusiasm for the topic. However, these results nevertheless indicate a fairly strong interest in sustainability studies among a significant proportion of the student body. When asked which possible areas of study were likely to be of greatest interest to their fellow students, respondents identified energy, policy and advocacy, and conservation as the most appealing topics of study.

These findings are further corroborated by the significant interest in the joint POLS-ENVL concentration in sustainability has received since it was initiated in 2007. Presently, nine political science students and twenty-five environmental science students are enrolled in the sustainability concentration.

b. Sustainability-related job sectors

There are strong indicators that the current size and growth of sustainability-related employment is significant. Indeed, it appears a new professional field is developing in relatively short order, often referred to as sustainability professionals. A key element of this growth is the considerable expansion of the so-called clean energy sector. However, similar growth is also apparent in green finance, sustainable product development, environmental auditing and related areas.

However, the overall expansion of sustainability professionals is difficult to quantify precisely, as the field is still being defined and comprises a wide variety of professional areas. The Bureau of Labor Statistics (BLS), for example, does not yet track green technology or sustainability jobs as a distinct category. That is to say, there is no North American Industry Classification System (NAICS) that can allow us to distinguish green jobs, say in the fabrication of solar panels, from similar jobs in the fabrication of other industrial products. Indeed, the BLS‟s first report on a specific green industry, wind power, was just published in September 2010. Nevertheless, BLS projected changes in employment for 2008-18 indicate growth in key sectors that suggest the general expansion of sustainability or environmental-related fields.7

Growth in Key Employment Areas (2008-18) US Department of Labor: Natural Science Manager 15%

7 “Occupational Employment and Job Openings Data and Worker Characteristics” Bureau of Labor Statistics, US Department of Labor, 2009, accessed at www.bls.gov on 8/10/10. 5

Environmental Engineers 17 Environmental Technicians 30 Agriculture Scientist 5 Conservation Scientist 12 Forester 12 Urban and Regional Planner 7 Environmental Scientist 24 Technician 10 Conservation Technician 3 Farming, and Forestry worker 8 Conservation Worker 9

Considering these trends, one might expect an overall 10-25 percent expansion in those employment sectors most closely related to sustainability by 2018. This is significantly greater increase than that projected for the economy as a whole. Regional changes in the mid-Atlantic States reflect a very similar trend.8 However, as the following discussion will make clear, it is likely that sustainability-focused positions will grow even faster than these related general sectors. The following specific review of the private, public, and nonprofit sector will clarify why.

b. 1. Private Sector Sustainability Employment Opportunities

The interest of American business and industry in sustainability is strong. Indeed, despite the recent economic downturn, a full 93 percent of 1000 leading CEOs recently surveyed saw sustainability as critical to their company‟s success.9 This evidence and others seem to signal a fundamental shift in approach and priorities that has entrenched sustainability as an enduring strategic priority for industry. Similarly, recruiting agencies reported a considerable increase in number of postings for Vice President and Director level positions in sustainability and social responsibility in 2009.10 Indeed, several recruiting firms have reported increase job postings for sustainability executives at a rate of roughly 30% annually.11 Such high-level hiring is likely to have a coattail effect, catalyzing the development and growth of lower managerial positions requiring expertise in sustainability. Because many sustainability functions are outsourced, we can also expect an increase in sustainability-related service organizations providing consulting and compliance support.12 In fact, surveys indicate that a full quarter of climate change-related professionals are working in consultancy and advisory firms, with energy and financial and legal organizations following closely behind.13

A recent report by the Pew Charitable Trust provided a national inventory of jobs, companies, and investment aimed at and efficiency, developing renewable energy

8 “Pennsylvania Green Jobs Report” Part 1, Pennsylvania Department of Labor and Industry, January 2010. 9 A New Era of Sustainability: UN Global Compact – Accenture CEO Study 2010, UN Global Compact and Accenture Sustainability Services, 2010. 10 CSR Jobs Report: The State of the CSR Job Market: Key Findings and Trends. No Net Impact / Ellen Weinreb Consulting, 2008. 11 CSR Jobs Report 2008 12 CSR Jobs Report 2008. 13 “The Emergence of the Chief Sustainability Officer” Heidrick and Struggles, CSO White Paper, 12 March 2008. 6 sources, greenhouse gas reduction, and natural resource conservation.14 The report concluded that employment and businesses in the emerging clean energy sector have grown significantly faster than jobs overall. In fact, between 1998 and 2007 and measured conservatively, clean energy jobs - spanning a broad spectrum from blue collar electrician jobs to white collar managerial and design positions – grew by over 9 percent, while the overall national jobs grew by just under four percent. The largest segment of these jobs was in the area of conservation and pollution mitigation, including , , emission mitigation, environmentally sound production, and similar fields. Moreover, these employment opportunities are likely to experience even greater growth as a result of increasing consumer pressure, regulatory changes, and increasing investment. Indeed, a full 80 percent of venture capital investments in 2008 were in the areas of energy efficiency and clean energy.

Overall, the nation‟s growing clean energy economy now constitutes three-quarter of a million jobs. These jobs are projected to grow not only due to growth in solar and wind energy (19 and 24 percent growth respectively from 1998-2007), but also due to the need to develop, implement, and manage tomorrow‟s energy delivery systems. Research by the US Bureau of Labor Statistics strongly supports these estimates.15 In addition, the development of smart grid technologies, smart meters, and other efficiency upgrades is poised to significantly change the energy infrastructure and catalyze new industries and jobs. At the moment, the majority of jobs in this clean energy sector are in conservation and pollution mitigation (65%), with roughly ten percent each in clean energy and energy efficiency, and about 7 percent each in training and support and environmentally friendly production. This last category is projected to grow significantly, and has already grown by 67 percent from 1998 to 2007, outpacing even the significant growth in clean energy and efficiency (23 and 18 percent respectively).

In New Jersey in particular, clean energy jobs have not grown as consistently, experiencing a recent decline due most likely to changes in state regulations and a decline in clean energy incentives. However, New Jersey, along with New York and Pennsylvania, ranks among the top ten states for total jobs in the clean energy economy and is a national leader in solar energy installation. New Jersey is also a leading state in attracting venture capital investment in alternative energy.

A similar trend has been defined by the increase in green building design and construction. Green construction in the US currently supports two million jobs according to the US Green Building Council (USGBC); and the USGBC expects this number to increase four-fold within the next three years.16 This includes jobs for carpenters, plumbers and others, of course; but it also includes jobs for sustainability professionals such as LEED Accredited Professionals, and remediation specialists, designers, green product sales, and others. Indeed, the USBGC estimates that LEED related spending alone will support nearly a quarter of a million jobs by 2013. While these estimates may seem optimistic, we should keep in mind that the green construction market has already demonstrated a fourteen-fold increase over the past decade.

Similarly, we can expect growth in associated business fields, including, for example, green finance. There is a growing need for professionals with financial expertise to assist businesses

14 “The Clean Energy Economy: Repowering Jobs, Business and Investment Across America.” The Pew Charitable Trust, Washington DC, 2010. 15 James Hamilton and Drew Liming, “Careers in Wind Energy” Bureau of Labor Statistics Sept 2010.

16 Green Jobs Study, Report prepared for the US Green Building Council by Booz Allen Hamilton, McLean, Va, 2009. 7 with the development and management of green energy infrastructure, investment, and emissions credits management. It is hard to quantify the expansion of so-called clean tech jobs. However, there are reasons to expect the secondary and tertiary positions supporting the expansion of clean energy and green production to expand considerable.

b. 2. Public Sector Employment

Local public authorities across the US have developed an increased interest in sustainability. More than 1000 municipalities across the United States have signed the Mayor's Climate Protection Agreement, pledging to reduce green house gas emissions to levels outlined in the . The vast majority of major cities in the US have created an office of sustainability with a staff focused on energy efficiency, green construction, open space, waste and climate change policies. More than 600 municipalities from across the nation are members of Local Governments for Sustainability, an international membership association of local authorities dedicated to sustainability and climate protection. These local governments represent nearly a third of the total US ; and this membership experienced a full 25 percent growth in 2008 alone.17 In addition, the American Recovery and Reinvestment Act (ARRA), has significantly increased the sustainability activities of many local agencies, providing unprecedented funds for clean energy and climate change initiatives.

These activities have created opportunities for sustainability professionals both working for local authorities, as planners, managers, and officials, and collaborating with local authorities as consultants and partners. As the public programs and public-private partnerships resulting from these new priorities and initiatives increase, we expect to see a continuing growth in sustainability-related jobs for managers, planners, and technicians in local government.

Federal jobs have not defined a similar pattern in recent years. Federal employment in the natural sciences, environment and agriculture have been steady or on the decrease since 2000. And, more recently, employment figures in the Department of the Interior and Agriculture have decreased slightly. Employment at the Environmental Protection Agency has been relatively stable over the past decade, with a recent slight rise. However, it is equally clear that the existing federal employment opportunities increasingly value professionals with interdisciplinary training, and expertise in both social and natural sciences. Indeed, federal job postings frequently identify expertise in an aspect of sustainability as a desirable feature. Hence, graduates with sustainability training may be well position to pursue these career possibilities even if they are not on the increase.

b. 3. Non-Profit Employment

Sustainability-related nonprofit organizations and activities have grown significantly in recent years and can be expected to continue to grow. The National Center for Charitable Statistics reports that in the decade before 2008, registered public charities and private foundations both grew by over 60 percent.18 In about the same period, the number of environmental organizations in particular more than doubled; and the assets available to these organizations nearly tripled.19

17 “Measuring Up Report” ICLEI, Local Governments for Sustainability, Boston 2009 and ICLEI Annual Report, 2009. 18 National Center for Charitable Statistics, accessed at nccs.urban.org, 8/11/10. 19 Amy Blackwood, Kennard T. Wing and Thomas H. Pollak, “The Nonprofit Sector in Brief.” National Center for Charitable Statistics, 2008. 8

The focus of these organizations include expected concerns such as natural resource conservation, wildlife protection, air and water pollution reduction; but they also increasingly extend beyond traditional environmental concerns to include community health, urban community design, , , and multiple other issues that combine socioeconomic and cultural concerns with environmental conservation.

The environmental non-profit sector is characterized by a core of established and active national organizations and a larger and more-rapidly growing arena of smaller, vibrant, and often locally- focused organizations. The latter are dynamic, emerging relatively quickly to address local challenges, new concerns, constituencies, or approaches. Taken as a whole, the environmental non-profit sector has grown consistently for a half-century in both members and revenue; and has exhibited more energetic, community-centered growth and a renewed emphasis on social and democratic initiatives in recent years. The larger, national organizations are clustered in a few major cities, Washington DC, New York, San Francisco, and others, and are relatively stable in overall size. The younger, local organizations, on he other hand, have grown faster, and exhibit a more dynamic mix of funding sources.20 With a trans-disciplinary, rigorous and engaged education focused in sustainability, our graduates will be well placed to lead this new generation of environmental change.

b. 4. Present Regional Jobs and Future Projections

The growth in sustainability-related jobs nationally and regionally will encompass both traditional jobs, which have sustainability-related goals and duties as an added element, and those positions specifically focused on sustainability. Along these lines, this so-called green collar workforce, will likely be composed of two sorts of professionals: a relatively small group of experts who maintain a focus on sustainable technology, practices, policies, and concepts; and a much larger group of professionals who maintain more traditional roles but will be required to develop a broader perspective that can incorporate sustainability priorities into existing jobs. For many positions, the incorporation of sustainability knowledge will not be unlike the incorporation of computer knowledge for the past generation of professionals. Such a shift implies a need for specialists who can train and continuously retrain for the changing skills and practices needed in a greener business climate.

In assessing the potential future development of this field, and more fully appreciate the sorts of professional and managerial careers that might be most available to students who have completed an undergraduate degree in sustainability in this region, we have closely reviewed multiple jobs reports and employment data from private, public, and non-profit sources. In addition, we reviewed job postings on eight major internet employment sites. These employment services were selected because they represented the major sources of job listings in sustainability-related areas. Several hundred job listings were reviewed, and those that included characteristics of energy, natural resources, pollution, or other environmental or sustainability related topics were examined to evaluate their suitability for a new college graduate. One hundred and sixteen jobs in New Jersey, Delaware, New York, and Pennsylvania were identified that would be suitable for a new graduate in sustainability. These postings indicate a fairly strong employment prospects for

20 Baird Straughan, Thomas H. Pollak, “The Broader Movement: Nonprofit Environmental and Conservation Organizations, 1989-2005.” Urban Institute, 2008

9 graduates in this field, and when reviewed in the context of the existing national data, allow for a more complete understanding of the types of jobs available to sustainability professionals and the sorts of skills needed to successfully obtain these positions. The results of this research have allowed us to assess the specific types of sustainability careers available to sustainability graduates from Stockton College now and in the near future. Some of the most notable and frequently-found positions are listed here:

 Business sustainability officers and managers  Sustainability auditors  Sustainability consultant  Energy consultant  Environmentally friendly production  Design and materials consultant  Green construction management  Organic and sustainable food production  Nonprofit management  Policy advocate  Community organizer  Educator  Planner or municipal sustainability official  Regulatory agent c. Opportunities for Graduate Study in Field

There is a growing interest in sustainability in higher education, exemplified by an expanding number of interdisciplinary research centers at the nation‟s leading universities. Columbia University‟s Earth Institute, the University of California‟s Energy Institute, and MIT‟s Environmental Research Council, are just a few of the multiple and diverse examples. These are joined by a rising number of graduate level programs in the sustainability field. Hence, the potential for Stockton graduates to continue graduate studies at some of the nations leading universities is high.

Opportunities for professional graduate studies in design, planning, , law and related areas are also very good. Increasing numbers of professional graduate programs are expanding and enriching their opportunities for advanced sustainability-related training. A major in sustainability could also be a desirable background for law-school-bound undergraduates. It is worth noting that the nation‟s leading law schools with an environmental focus, including Vermont Law, Lewis and Clark, and others, have grown consistently over the past two decades.

Of course, students might also choose to continue their studies at Stockton, taking advantage of the recently-initiated Professional Science Masters program. This interdisciplinary graduate degree prepares working professionals and highly qualified undergraduates for advancement in the private and public sphere. The program is now developing a sustainability concentration that could provide a promising opportunity for integration with the undergraduate sustainability degree.

d. Alignment with Stockton Master Plan and Priorities

Stockton has a long-standing commitment to . As New Jersey‟s Green

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College, we have expressed a continuing dedication to sustainability in our infrastructure and operations as well as our curriculum. Of course, the College‟s Environmental Science and Marine Science programs rank among the best in the nation. However, with a growing interest in sustainability, and a growing need for broadly trained professionals in the field, it is time Stockton develop a degree program focused in this field. When we consider that in 20 years the majority (60%) of current high school students will be in fields or jobs that currently do not exist, the need for innovative and interdisciplinary education is increasingly clear.21 In this vein, the Sustainability program will augment our existing excellence in Environmental and Marine sciences, and allow us to continue to lead the state in innovative education that meets pressing environmental and social challenges.

More generally, this program is a good fit with the college‟s ongoing commitment to a rich liberal arts undergraduate education with strong career opportunities. This curriculum is conceived as interdisciplinary, a hallmark of the Stockton undergraduate degree; while building on a solid core in the sciences, the program also integrates training in the social sciences, humanities, business, and health sciences. A more detailed description of the curriculum will be provided in the subsequent section.

As New Jersey‟s Green College, we have a clear interest in the development of sustainability coursework across the curriculum. Indeed, we already have a host of engaging courses in the General Studies curriculum that address sustainability issues. This new program will facilitate the continued development of such courses and the development of sustainability-related courses within programs as well. Indeed, even at this early stage, faculty members in Economics, Business, Finance, and Health Services have agreed to develop new courses that could support this degree and enrich their respective curricula. So, this program would not only allow student the opportunity to incorporate this faculty expertise into a coherent and focused curriculum of study, but it would also encourage cross-disciplinary cooperation and collaboration in the development of sustainability-related academic endeavors.

We believe this program could also help define an academic core to the multiple sustainability- related projects that take place across the college. There are significant sustainability-related endeavors taking place in the management of the campus, from the development of green buildings and alternative energy, to the enactment of green purchasing guidelines and transportation alternatives. A sustainability program could provide a useful focus and impetus for the necessary cooperative efforts between the college‟s administrative offices, such as the Office of Facilities and Plant, and the expertise on faculty. By the same token, it will allow our students the opportunity to gain valuable experience while helping to make Stockton a more sustainable institution. e. Existing Programs

US colleges and universities launched more than 100 sustainability-themed majors, minors or certificates in 2009; that is up from 27 sustainability-themed programs in 2007, and just three in 2005.22 There are now 17 BA degree programs and 16 BS degree programs in sustainability registered with the Association for the Advancement of Sustainability in Higher Education. Several of the nation‟s leading universities have defined innovative interdisciplinary schools of

21 Conference Presentation, The Center for Strategic and International Studies (7 Revolutions Project), 2009. 22 Association for the Advancement of Sustainability in Higher Education, “Green Majors Growing in US Schools.” Dec 29, 2009, accessed at www.aashe.org. 11 sustainability. Perhaps the most frequently noted of these is Arizona State University which in 2007 established the School of Sustainability as part of their Global Institute of Sustainability. The school offers both BS and BA degrees, each with multiple concentrations. Similarly, the Johns Hopkins University offers an innovative program of study that spans the natural sciences, social sciences, planning and design in their program in Global Environmental Change and Sustainability. Other Primarily Undergraduate Institutions that offer BA degrees in Sustainability include George Mason University, Dalhouise University and Meredith College. Similar institutions offering BS degrees in Sustainability include Appalachian State University, Furman University and St Petersburg College.

With the exception of those notable programs that have defined an innovative and truly interdisciplinary curriculum, most new majors in sustainability have defined their core in an existing field of study, while incorporating, with varying degrees of success, courses from other disciplines to achieve a broader „sustainability‟ character. Taken in the main, most undergraduate sustainability programs can be understood as falling in one of four general categories. In a rough order of prevalence, these categories are:

(1) Degree programs with a policy, economic, and development focus. Often these programs have a focus on community organization, local or international sustainable development, or cultural and ethical studies. In a few instances, such programs have adopted a liberal arts core, focusing on history and philosophy, augmented by the social sciences and natural sciences. Programs at Dalhouise University (BA in Environment, Sustainability and Society), San Francisco State University (BA in Environmental Sustainability and Social Justice) and Johns Hopkins University (BA in Global Change and Sustainability) meet these criteria to different extents. The two at Columbia University (BA in Sustainable Development, major and concentration) and Drew University (BA in and Sustainability) are also good examples.

(2) Programs with an ecological focus. These departments are often associated with or augment an existing environmental studies degree program. Most often, such majors simply add social science or humanities courses to an established environmental science curriculum. Although many Environmental Science / Studies programs tend to be housed in the Biological Sciences, this trend was not evident in Sustainability programs. The programs at Rochester Institute of Technology (BS in Environmental Sustainability) and Mountain State University (BS in Environmental Sustainability) were the only ones that had this focus.

(3) Programs in technology, energy or design. These degrees provide training in professional fields such as planning or design, or general instruction in areas such as energy management and policy. Programs at the University of Florida (BS in Sustainability and the ), Pennsylvania State University and Murdoch University (BS in Management) address components of this.

(4) General programs with only a few core courses defined. Often, such broad programs offer a curriculum that may be changed to suit student interests or to better align with the requirements of an existing major or department. Most often, these programs seem focused in a particular department or faculty member, with an option to incorporate existing classes from other departments. Most BA and BS programs

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in the country are structured this way. Programs at Dalhousie University (BS in Environmental Sustainability and Society), Baldwin Wallace College (BA in Sustainability), and Acadia University (BA in Environmental and Sustainability Studies) are good examples.

In addition, there are multiple new concentrations, tracks, or certificate programs across the nation that provide focused education and training in sustainability. While it is not possible to provide a simple synopsis of these initiatives, it is important to note that departments of as well as business and professional studies have often adopted such options rather than defining a new degree in sustainability.

In New Jersey, three universities have established sustainability degrees. Kean University has developed a degree in . As the title implies, this degree is particularly focused on the sciences, with the addition of social science courses in sociology, political science and economics. Drew University has incorporated social science course options, such as economics, , and public policy into their Environmental Science degree, to define a curriculum in Environmental Science and Sustainability (ESS). The Departments of Chemistry and Environmental Science at New Jersey Institute of Technology offers an interdisciplinary program entitled Sustainable Earth, which incorporates policy, history, and economics courses with an environmental science core. NJIT also offer an Environmental Science degree and an Studies degree, both with a clear science focus. While several other schools offer degrees in environmental science, these are the only ones we are aware of that have defined specific interdisciplinary programs in sustainability.

Rowan University, established a Senate Ad Hoc Committee to look into ways of incorporating Sustainability into its curriculum. Among other things, its recommendations were to establish a concrete plan to “integrate sustainability into the curriculum and making it a part of the educational experience”. Although Rowan University does not have a free standing Environmental Science department, the departments of Biology, Environmental Engineering and offer a variety of courses in the field of environmental sustainability. A notable short term goal discussed in their plan is the establishment of community outreach programs targeting the local community. This is all to be done within the scope of a integrated curriculum that infuses sustainability in most every field. The notable desired long term outcome is the establishment of programs and degrees, including at the graduate level, in sustainability. The plan also proposes the development of “national and international connections with global sustainability and development programs” and “an effective political voice in the arguments pertaining to sustainability and development”. (See http://www.rowan.edu/rugreen/files/CurriculumDraft.pdf)

The degree in Sustainability at Stockton will follow the lead of the best of these programs, and avoid the pitfalls of the worst. A full discussion of the Stockton curriculum is in a subsequent section.

III. Students and Development

Estimations of enrollment patterns are based on surveys of student interest, a review of the experiences of similar programs at other institutions, and the history of the joint political science- environmental science sustainability concentration that was implemented at Stockton in 2007. Because this program is committed to rigorous study, and will require natural science and mathematics courses that are generally perceived by students to be challenging, we expect to start 13 with relatively low enrollments. However, as we build the reputation of the program we anticipate that the degree option will draw interest because of, rather than despite, its rigorous nature.

In the first few years, we expect that perhaps ten to fifteen students already at Stockton might transfer into the program. In addition with focused recruitment and promotion, we anticipate an additional five to ten new freshmen enrollments annually. Hence, by the third year of the program, we estimate an enrollment of perhaps twenty to forty students. As the program‟s reputation and notability extends, we anticipate increasing enrollments, with a stable level of perhaps fifty to ninety full time students.

The admission criteria for students in the BA and BS degrees in Environmental Sustainability will be equivalent to those of their counterparts in the BA and BS options of the Environmental Science degree.

Because some sustainability courses will be cross-listed with existing degree programs, we expect enrollments in program courses to be good. All required 2000 level courses in the ENVL program are taught at near full capacity every time they are offered (90% or better) in 20 or 35 seat sections (ENVL 2200/2205 and ENVL 2400). We do not anticipate the new students to cause overflow in these courses in the short term. The upper level ENVL and POLS courses that will be required of SUST students average about 75% enrolment in the last three years. We also do not expect the additional students to cause overflow.

IV. Program Resources and Institutionalization

The development of this program was catalyzed by conversations between Professors Hossay and Chirenje, with the strong support of Dean Weiss and Provost Kesselman. Curricula for the BS was principally developed by a committee of faculty composed of Professors Hossay (POLS), Chirenje (ENVL), Zimmerman (ENVL), and Moscovici (ENVL). Curricula for the BA were principally shaped by a committee of faculty members from across the college and representing almost every school, and in close consultations with the Environmental Science program. Early discussions with Provost Kesselman indicated strong support for the development of such a program.

The implementation of the Sustainability Degree will require a replacement hire for Professor Hossay, now in Political Science, as he would move to the School of Natural Sciences to serve as the coordinator of the new degree. The new degree will be housed in the Environmental Science and Geology program with a coordinator who administers the program through a Sustainability Degree Committee composed of Environmental Science and other Stockton faculty teaching courses offered in the Sustainability degree. Decisions on curriculum and other issues will be made by this committee. The Professional Science Masters (PSM) in Environmental Science is currently being administered using this model. The Director of the PSM runs the program through the PSM Committee and all decisions they make must be approved by the ENVL program.

Because of the inherently interdisciplinary nature of this endeavor, the Sustainability degree will require the support and cooperation of experts from across the college. Hence, the ecumenical nature of the courses and curriculum will be reflected in the management structure of the program. All full-time faculty members who have taught a program or cross-listed course, tutorial, practicum, or special project, or precepted Sustainability students within the past two years may serve as Associated Faculty and are automatic members of the Sustainability Degree Committee. This committee will meet periodically and when necessary to make curricular and management decisions for the degree program. The Sustainability program coordinator will 14 manage and facilitate these meetings as well as implement any changes in policy or curriculum with the guidance and consent of the advisory committee and the ENVL program.

Several members of the Stockton faculty outside the Environmental Science program contributed directly to the development of this curriculum. This includes Michael Busler (BSNS), Jack Connor (GENS), Oliver Cook (ECON), Rodger Jackson (PHIL), Maritza Jauregui (PUBH), Evonne Kruger (BSNS), Robert Nichols (HIST), Kathy Sedia (BIOL), Mark Sullivan (MARS). Several have committed to the development of courses to support this degree. For example, Oliver Cook has agreed to develop an course that will serve as a core course for the degree. Yvonne Kruger has agreed to develop a green business course. Michael Busler has agreed to develop a course in environmental accounting and finance, and Maritza Jauregui is developing a course in Environmental Communications and Management. Each of these courses would enrich and expand their respective program course offerings while providing vital courses for this new major.

Current faculty affiliated with the new Sustainability Degree

Faculty member School and area of Courses to be offered expertise

Michael Busler BSNS, Finance and Environmental Accounting and finance Financial Institutions, Economics Tait Chirenje NAMS, Environmental Sustainability, Environmental environmental Pollution and Regulation, Water Chemistry, quality, trace metals Environmental Remediation and Biotechnology, geochemistry, aquatic Sustainability Seminar chemistry Jack Connor GENS, Writing about nature, Ornithology Oliver Cook SOBL, Urban / Environmental Economics Jamie Cromartie NAMS, Ecology, Ecological Principles Aquatic Ecology Michael Geller NAMS, Population Ecological principles ecology, wetlands Patrick Hossay SOBL(will move to Environmental Sustainability, Environmental NAMS), Sustainable and Policy, Global Sustainability, development, Sustainable Technologies, Natural Resources environmental policy, Policy, Sustainability seminar energy and . Rodger Jackson ARHU, Bioethics, Environmental Ethics Maritza Jauregui HLTH, Environmental Risk Communication and Environmental health Management Yvonne Kruger BSNS, Strategic Green Business Management, Organization Behavior, 15

Daniel Moscovici NAMS, and Policy, Energy Environmental Management Planning Robert Nichols ARHU, Environmental History, History of Social Movements Kathy Sedia NAMS, Community Ecology, Plant Ecology and ecosystem ecology Mark Sullivan NAMS, Fisheries management, ocean sustainability George NAMS, Forest Statistics and Computers, Dendrology, Forest Zimmermann Ecology, Forest Ecology Management

Although no new library resources will be required to support this program, the sustainability degree program will rely heavily on the continued availability of existing resources. In general, this would include the continued purchase of library assets that support the study of environmental science, economics, political science, biological and physical sciences, and related fields. More particularly, the program will rely heavily on electronic resources currently available through the library. These include Science Direct, Academic Search Complete, Cambridge Scientific Abstracts, Lexis-Nexis, and others. Given the rapidly changing nature of the field of sustainability, and the importance of maintaining engagement with current issues and public debates, continued access to these electronic resources will be vital to the success of this program.

This new degree program will also necessitate access to teaching resources that are not currently available at Stockton. In particular, because courses on alternative energy and sustainable technology, materials, and design are relatively new to the college, they will require the acquisition of teaching tools, instruments, and software. In addition, the hiring of a specialist in energy would be required within the first few years of the program.

Teaching tools will include alternative energy equipment, such as small wind turbines, solar panels, solar thermal panels, inverters, micro hydroelectric generators, and similar equipment that can demonstrate renewable energy technologies and allow student hands-on experiences working with cutting-edge equipment. In addition, demonstration materials will be required. These will include samples of sustainable or renewable industrial and building materials, insulation materials, high-performance building features, and similar items.

Needed instruments include energy analysis tools such as thermographic equipment, solar and wind siting instruments, building energy instrumentation and tools that will allow students to gain hands-on training on building analysis, materials evaluation, and renewable energy. Needed software includes applications on building energy, design and analysis, solar and wind energy, environmental accounting, carbon emissions analysis, and additional related areas.

In addition, a dedicated space on the main campus to serve as an alternative energy laboratory is highly desirable. Demonstration and testing equipment, and items such as solar panels, turbines, and related equipment often weigh in excess of 80 pounds each and are not easily moved. Hence,

16 a teaching space dedicated to such learning equipment is needed to allow for applied courses and practicums on energy, design and sustainable technologies.

Moreover the sorts of applied training emphasized and needed in this curriculum could be facilitated by a dedicated space for class and individual projects, research, and assignments. Students will be conducting energy audits in partnerships with local nonprofit agencies, carbon emissions inventories with regional municipalities, environmental assessments, and other similar undertaking. All of these projects will require dedicated space for meetings, planning, coordination, and research. In addition, similar community partnerships, such as homeowner energy training and community sustainability workshops, will benefit from a devoted space. An ideal location for this would be the so-called “Energy House” on Duerer Road. This building was dedicated to energy demonstration and research in the early 1970s and used by Professors Harold Taylor and Lynn Stiles into the 1980s to conduct community trainings, group demonstrations of thermal solar and wind generators, and related student and faculty research. This facility enabled grants for these undertakings and renewable energy testing. With significant renovation, the facility could be once again used for such purposes and serve as a field station for sustainability students at relatively low cost to the College. Such a facility could also facilitate cooperation between Facilities and Plant and faculty specialists on campus sustainability efforts.

A tabulated summary of necessary resources and support to enable this new program is provided at the end of this document.

V. Degree Requirements a. Background to Curricular Development

It is useful to begin a discussion of the curriculum with a review of the professional skills and knowledge areas now needed in the field. The field is broad, to be sure. However, certain important core skills can be identified across these variations. In fact, a review of leading employment surveys, the regional survey conducted for this proposal, and discussion with leading employers in the region have allowed us to identify important patterns.

Research by the International Society of Sustainability Professionals interviewed 379 leaders in the sustainability field in order to identify those skills most needed by professionals in the field. In terms of broad skills, respondents identified three as being “of extremely high importance”: Strategic planning 78% Systems Thinking 72% Project Management 67%

When asked to identify more-specific skills, respondents mentioned several, including: Communications (verbal and written) 41% Technical Expertise 14% Sustainability principles 12% Systems Thinking 11% Analytical Skills 10% It is clear that written and verbal skills were valued highly, mentioned nearly three times more frequently than any other skill.23 These findings are very strongly aligned with the results of our survey and discussions with regional employers in related fields.

23 International Society of Sustainability Professionals 2010 p. 23. 17

Additional concrete skills, expertise and techniques were also highly valued. Those mentioned most frequently include: Financial analysis 43% Auditing (GHG, sustainability) 38% Policy 36 Lifecycle assessment 36 Technology expertise 24 Science expertise 23

Funding and grant writing skills were highly valued in all job sectors. Among public sector and education leaders, a full two-thirds identified the ability to achieve funding for initiatives as “of extremely high importance” Slightly over half of respondents in consulting firms did likewise, and one-third of respondents in the manufacturing and service sector.24

When considering the results of numerous employment studies in green/clean energy and sustainability areas and discussions with employers, the following general skills appear repeatedly: communications (written and oral), leadership or management abilities, critical thinking and problem solving, systems thinking, and planning and strategic management. Often, beliefs and principles are identified as highly valued, most frequently including: A Global Mindset, Ethics, Passion for Sustainability, Innovation and Flexibility.

The regional survey of environmentally-related jobs undertaken for this proposal allows us to further sharpen these general patterns. In this survey, a full thirty-nine percent of positions identified strategic planning as a primary skill required of candidates. The next most frequently- cited primary skill was capacities in leadership and management, identified in thirty percent of regional listings. It is important to note that the most frequently noted skills cited in job listings overall, as either a primary requirement or desirable trait, was communication, with thirty percent of listings identifying written skills as important and an additional fifty-six percent listing verbal communications skills as desirable. Knowledge of sustainability principles was identified in twenty-eight percent of listings, though never as a primary requirement. Team building skills and a commitment or passion for sustainability were also frequently identified as desirable.

b. Curricular Priorities

With these lessons in mind, the development of this curriculum begins with several key imperatives: 1. To define a truly trans-disciplinary base of understanding. 2. To provide a broad and rigorous education with a focus on critical thinking, analysis, and written and spoken communications. 3. To develop a sequence of coursework and experience that will allow the student to build understanding and skills in a specialized field of knowledge. 4. To provide an engaged curriculum that connects learning experiences to real-world applications and practice. 5. To provide applied training as well as a broad education.

24 ISSP p. 22. 18

In order to achieve these aims, the following characteristics have been adopted for this new degree program as core elements: 1. A set of core courses that consciously adopt an interdisciplinary approach to the central areas of understanding in the study of sustainability, to be followed after concentration coursework by an interdisciplinary senior seminar that can help reintegrate the student‟s area of concentration with the broader field while providing a coalescing capstone experience. 2. The integration of critical thinking, reading, and analysis skills in all core courses and areas of concentration, along with a strong focus on written and spoken communication in several core courses and senior seminar. 3. Concentrations within the major that can help (1) identify career preparation options and areas of development for new students and (2) provide a sequence of coursework that enables a student to develop a useful expertise in a specified area of study. 4. The integration of engagement opportunities in multiple program courses, and a program requirement of an internship or project for every student. 5. Multiple applied courses, tutorial, or practicums that will ensure students are both well educated and well trained.

Moreover, in conceptualize a sustainability curriculum, we have identified the following key areas of knowledge. These might be understood as necessary „pillars‟ of a sustainability curriculum, reflecting the central concepts and areas of knowledge in which every student, in the BA or BS program and regardless of concentration, should be trained:  Society and Polity  Markets and Resources  Technology  The Functions of the Natural World

In addition, we have defined core conceptual pillars, reflecting the conceptual abilities desirable in sustainability professionals. These include  Critical Thinking  Written and Spoken Communication  Systems Thinking  Ethical thinking and Values b. Curriculum Description

All degrees in Sustainability would require a set of six core course in sustainability: An introductory course (Environmental Sustainability or Introduction to Environmental Studies) and a course each of four principal concepts areas of sustainability: Policy and Law, Economics, Ecology, and Technology. In addition, as previously noted, each student will be required to complete a senior seminar course in sustainability after they have completed their concentration requirements and electives. All of these courses could potentially be taught by available faculty, with Professors Hossay and Chirenje teaching the introductory course (when needed) and senior seminar in alternating fashion, Professor Hossay teaching the Environmental Policy and Law course and the Sustainable Technologies course, Environmental Science faculty members teaching the Ecology course, and Professor Oliver Cooke in Economics teaching the Environmental Economics course.

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Sustainability Core Coursework

Title Credits SUST 2XXX Environmental Sustainability or Introduction to ENVL 1100 Environmental Studies 4 SUST 3XXX Environmental Policy and Law 4 SUST 2XXX (final title TBD) 4 SUST 3XXX Sustainable Technologies and Lab 5 ENVL 2200 Ecological Principles and Lab 5 SUST 4XXX Sustainability Seminar 4 SUST 4800 Senior Project or Senior Internship 1-4 SUST 4900 Total 27-30

Both BA and BS degrees will be built on a solid base in the natural sciences and mathematics. However, different supporting courses will be required for the two options. This is principally because advanced courses in the BS concentrations will require a more rigorous background in mathematics and science.

Sustainability BA Cognates CHEM 2100/2115 Chemistry I 5 and Evolution or Cells and BIOL 1400/1200/15 Molecules 5 ENVL 2400/POLS 2150/ECON 2210 Statistics and Computers / Research Methods 4 PHYS 2110/2115 Physics for Life Sciences I 5 Total 19 Sustainability BS Cognates MATH 2215 Calculus I 5 CHEM 2100/2115 Chemistry I 5 PHYS 2220/2225 Physics I 5 BIOL 1400/1200/15 Biodiversity and Evolution or Cells and or Molecules 5 ENVL 2400 Statistics and Computers 4 Total 24

When course requirements for the five defined concentrations are added, the complete curricula for the BS and BA degree are as appear on the following pages.

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Curricula for BS Degrees in Sustainability Cognates MATH 2215 Calculus I 5 CHEM 2110/15 Chemistry 1 5 PHYS 2220/5 Physics I 5 BIOL 1200/1400 /15 Cells and Molecules or Biodiversity and Evolution and Lab 5 ENVL 2400 Statistics and Computers 4 Total 24 Program Core SUST 2XXX Environmental Sustainability or ENVL 1100 4 SUST 3XXX Environmental Policy and Law 4 SUST 2XXX Ecological Economics 4 SUST 3XXX Sustainable Technologies + Lab 5 ENVL2200/2205 Ecological Principles + Lab 5 SUST 4XXX Sustainability Seminar 4 SUST 4800 Senior Project or 2 SUST 4900 Senior Internship Total 28 Concentration in Energy (Select 28 credits) PHYS 2230/5 Physics II 5 MATH 2216 Calculus II 5 SUST 3XXX Energy Practicum 4 SUST 3XXX Energy Planning 4 SUST 3XXX Energy Management 4 Electives or special project(s) 6 Total 28 OR Concentration in Environmental Quality (Select 28 credits) ENVL 3421 Environmental Pollution and Regulation 4 ENVL 3432 Soil Science 4 ENVL 3434 Watershed Hydrology 4 ENVL 4446 Environmental Remediation and Biotechnology 4 Electives or special project(s) 12 Total 28 OR Concentration in Sustainable Biosystems (Select 28 credits)

ENVL 3419 Ecological Forest Management 4 ENVL 3413 Population Biology 4 ENVL 2100/05 Physical Geography and Lab 5 BIOL 3121 Wildlife Management 4 Electives or special project(s) 11 Total 28 Overall Total 80

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Curricula for BA Degree in Sustainability Cognates CHEM 2110/15 Chemistry 1 5 BIOL 1200 / 1400/15 Cells and Molecules or Biodiversity and Evolution + Lab 5 ENVL 2400 Statistics or POLS 2150 or ECON 2210 4 PHYS 2110/5 Physics for Life Sciences 5 Total 19 Program Core SUST 2XXX Environmental Sustainability 4 SUST 3XXX Environmental Policy and Law 4 SUST 2XXX Ecological Economics 4 SUST 3XXX Sustainable Technologies + Lab 5 ENVL 2200/2205 Ecological Principles 5 SUST 4XXX Sustainability Seminar 4 SUST 4800 Senior Project or 2 SUST 4900 Senior Internship Total 28

Concentration in Sustainability Management (Select 3 and additional credits from approved courses and experiences) BUSN 3XXX Green Finance (Title TBD) 4 SUST 3XXX Green Business 4 PUBH 3XXX Envl Risk Communications and Management 4

Approved electives or special project(s) 5 OR Concentration in Policy and Economy(Select 3 and additional credits from approved courses and experiences) SUST 3XXX Environmental Planning and Policy 4 SUST 3XXX Natural Resource Policy 4 SUST 3XXX Global Sustainability 4

Approved electives or special project(s) 5

Total 17

Overall Total 64

c. Assessment

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Due to the relative small nature of the program at its onset, and the need for relatively quick feedback in the program‟s early years, assessment efforts will incorporate two practices that will help identify opportunities and challenges early in the new program‟s development. This will be in addition to the application of appropriate assessment tools at the course level to determine that learning outcomes as specified by the program and participating faculty are being met. First, SUST degree students will be interviewed in the format of a focus group prior to graduation. Such efforts can be incorporated into the mandatory Senior Seminar course and have proven highly effective in other Stockton programs. This will allow for immediate, rich and qualitative feedback in a structured and interactive forum. Second, the program will interview alumni and current employers of alumni to develop a clear sense of how well we prepare our graduates for their professional careers. As the program develops, assessment protocols/mechanisms similar to those used by the ENVL program may be used in the SUST degree. For example, a pre and post test for all entering and graduating students will be developed and administered at the appropriate times. Detail assessment plans for the ENVL program are available on request.

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Cost of Sustainability Program Development FY12 FY13 FY14 FY15 FY16 Faculty Tenure- Cost of faculty search for Cost of faculty search for energy 1 SUST/ENVL line for 1 POLS line (replacement for Hossay) No new lines Track Lines Hossay replacement specialist energy specialist

Release for SUST 6 TCH 6 TCH 6 TCH 6 TCH Coordinator $15000  $5k Summer Fac. Sustainability 7000 Workshop  None None  $5k Faculty Workshop  $5k Student Assistant 7000  $2kPromotion/Recru  $2kPromotion/Recru Start-Up Support  $2k Promotion/Recruiting  $4k  $2k Promotion/Recruiting iting iting $5k Student Assistant Promotion/Recruit  $5k Student Assistant $5k Student Assistant $5k Student Assistant  ing Materials $1k Participation/Travel regional „green‟ events Dedicated laboratory space on campus Renovation of “Energy for alternative energy labs and Facilities House” - $250k practicum Rededication of “Energy House”

$10,000 Energy and Environmental Accounting $6000 Laboratory/field instruments Software and equipment $5000 Software Materials and $10,000 Classroom displays, $15000 Alternative Energy displays $10000 Laboratory/field research Resources demonstration devices (solar and equipment for use at Energy instruments. panels, thermal solar House devices, inverter, small wind turbine)

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