In collaboration with the AASHE, Dickinson College invites faculty from other colleges and universities to participate in Valley & Ridge Faculty Development Workshop, May 22-24 in Carlisle, Pennsylvania. Valley & Ridge brings together faculty members from all academic disciplines to work collaboratively to introduce and enhance sustainability content in new and existing courses across the curriculum. Faculty that are thinking about integrating social, economic and/or environmental sustainability into their undergraduate teaching are encouraged to apply no later than March 31. Dickinson College is one of 13 regional AASHE Centers for Sustainability Across the Curriculum.

The International Sustainable Campus Network invites submissions for projects that demonstrate how the environmental, social and economic issues of our time provide opportunities for university administrations and faculty alike to improve campus infrastructures and recognize opportunities to integrate them into their research and learning activities. Applications are due by March 3.

Since STARS 2.1 was launched in spring 2015, each submission now undergoes a collaborative review and revision process, where AASHE staff work with STARS liaisons to address any identified issues prior to report publication. This helps to identify common issues in reporting and increases report quality. To help reduce the revision burden on liaisons and expedite the report review process, AASHE staff have put together this list of tips that institutions can follow before submitting a STARS report.

Released by the Leonardo Academy, the report includes survey data regarding the level of LEED participation compared to other available programs, driving factors for pursuing LEED and its specific applications, such as LEED for New Construction, and level of importance to key stakeholders.

This edited collection explores what educational methods and practices might exist on the horizon of sustainability education. Authors imagine alternative futures for the field and attempt to rethink environmental and sustainability education institutionally, intellectually and pedagogically. Authors chart how emerging modes of critical speculation might function as a means to remap and redesign the future of environmental and sustainability education today.