» Sustainability

Global Oneness Project

Our stories explore cultural, social and environmental issues with a humanistic lens. Aligned to National and Common Core standards, our lesson plans, available in both English or Spanish, offer an interdisciplinary approach to learning and facilitates the development of active, critical thinking. Read More

Teaching for a Sustainable Future in Undergraduate Courses

By the time today’s undergraduates send their children to college, there will be more than eight billion people on Earth. Our climate will be punctuated by extreme weather events. One or more major metropolitan areas may have experienced a devastating earthquake or volcanic eruption. Energy resources will be strained and more expensive. This world requires both an Earth literate public and a workforce that can bring geoscience to bear on tough societal issues. Developing widespread Earth literacy and this workforce are the objectives of the InTeGrate project. InTeGrate is a 5-year, NSF-funded STEP Center grant, running from 2012 through 2016. The STEP (STEM Talent Expansion Program) Center program enables “a group of faculty representing a cross section of institutions of higher education to identify a national challenge or opportunity in undergraduate education in science, technology, engineering, and mathematics (STEM) and to propose a comprehensive and coordinated set of activities that will be carried out to address that challenge or opportunity within a national context.” Read More

The Story of Stuff

From a Movie to a Movement We have a problem with Stuff. We use too much, too much of it is toxic and we don’t share it very well. But that’s not the way things have to be. Together, we can build a society based on better not more, sharing not selfishness, community not division. The Story of Stuff Project’s journey began with a 20-minute online movie about the way we make, use and throw away all the Stuff in our lives. Five years and 40 million views later, we’re a Community of more than a million changemakers worldwide, working to build a more healthy and just planet. We invite you to watch and share our movies, participate in our study programs and join our campaigns. Read More

Connecticut Environmental Literacy Plan

Within the United States and in the state of Connecticut, the need for comprehensive environmental education has never been greater. The health of Connecticut’s future depends on its citizens being environmentally literate and able to make informed choices about environmental issues such as water use, air quality, and land development. Consumption of natural resources, air and water pollution, and the impacts of climate change are among the many complex challenges that threaten human health, economic development, and national security. Across the country, communities face the challenge of balancing the economy that provides our livelihoods and the natural resources on which we depend. Solving this critical challenge requires us to understand different points of view, analyze problems, balance competing needs, and take informed action. Environmental education fosters learning that can transform how we think, make decisions, and lead our lives. The future depends on our collective ability to apply an integrated approach to teaching and helping students understand the interrelated elements of sustainable environmental systems – from ecological, economical, and community perspectives. It is critical that every American understands how our community, economy, and the environment are connected and mutually dependent. Environmental education prepares all citizens with 21st Century essential skills that contribute to healthier, more environmentally sustainable, and economically prosperous communities. Read More

EPA Earth Day

On the first Earth Day in 1970, 22 million Americans celebrated clean air, land, and water. At this website, find information about Earth Day, how you can volunteer, teaching resources, and more. Read More

The Innovation Bottom Line (MIT Sloan)

For the fourth year, MIT Sloan Management Review, in partnership with the Boston Consulting Group, conducted a global survey on sustainability, to which more than 4,000 executives and managers of all industries and regions responded. An analysis of the findings was published in the research report, “The Innovation Bottom Line.” Sustainability-Driven Innovators The global study found that many companies are profiting from their sustainability efforts and changing their business models to generate that profit. We call these respondents Sustainability-Driven Innovators (SDIs) and they comprise 23% of our survey respondents. These interactive charts explore what sets SDIs apart from the average respondent. Read More

A National Action Plan for Educating for Sustainability

This plan represents the perspectives of the leading minds and the strongest champions of Education for Sustainability, together with one voice committing to a series of actions that will ensure that by 2040, every student graduating from a U.S. K-12 school will be equipped to shape a more sustainable future. Read More

Sustainability in Curriculum Resources (Lane Community College

In 2008, Lane was awarded an U.S. Environmental Protection Agency Environmental Education Grant to provide training and resources for instructors for the purpose of providing the instructors with the ability to infuse sustainability concepts into their courses. This page provides the materials and resources that were developed during the implementation of this grant. These resources can be used by instructors interested in learning more about infusing sustainability into their curriculum. Read More

The Changing Effect of Economic Development on the Consumption-Based Carbon Intensity of Well-Being, 1990–2008

Recent sustainability science research focuses on tradeoffs between human well-being and stress placed on the environment from fossil fuel consumption, a relationship known as the carbon intensity of well-being (CIWB). In this study we assess how the effect of economic development on consumption-based CIWB—a ratio of consumption-based carbon dioxide emissions to average life expectancy—changed from 1990 to 2008 for 69 nations throughout the world. We examine the effect of development on consumption-based CIWB for the overall sample as well as for smaller samples restricted to mostly high-income OECD nations, Non-OECD nations, and more nuanced regional samples of Non-OECD nations in Africa, Asia, and Latin America. We find that the effect of economic development on CIWB increased through time for the overall sample. However, analyses of the Non-OECD and OECD samples indicate that while the effect of development on CIWB increased from null to a moderate level for the Non-OECD nations, the effect of economic development was much larger, relatively stable through time, and more unsustainable for the OECD nations. Additional findings reveal important regional differences for Non-OECD nations. In the early 1990s, increased development led to a reduction in CIWB for Non-OECD nations in Africa, but in more recent years the relationship changed, becoming less sustainable. For the samples of Non-OECD nations in Asia and Latin America, we find that economic development increased consumption-based CIWB, and increasingly so throughout the 19 year period of study. Read More

Campus-based Learning

All campuses have links to climate through rainfall landing on the campus grounds. All campuses have links to surface water as water lands on impervious buildings and parking lots. People travel to the campus by automobile and bus, which add greenhouse gases to the atmosphere. Education at most institutions does not link to the local context, yet the actual buildings and grounds can be studied, analyzed and even manipulated for research and education. Read More


EERL's mission is to be the best possible online collection of environmental and energy sustainability resources for community college educators and for their students. The resources are also available for practitioners and the public.


EERL is a product of a community college-based National Science Foundation Center, the Advanced Technology Environmental and Energy Center (ATEEC), and its partners.

Contact ATEEC 563.441.4087 or by email ateec@eicc.edu