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by paying fair wages, caring about employee well-being, creating a better society.” She says, “This is so important. If we don’t educate our

students to be responsible business women and men—and citizens—who will?”



workshopping Lepkowska-White is among the 22 faculty members—in fields from English and math to social work and music—who have par- ticipated in two-day workshops that helped them each revise a course syllabus to incorporate sustainability issues. She added an assignment to design a marketing plan for a green business in her “Foundations of Marketing” course. In foreign languages, Shirley Smith appreciated that the


It’s complicated Marx notes that sustainability requires a deep understanding and also a personal commitment. “Sustainability has implic- it in it the idea of sacrifice, of changing certain lifestyles,” he says. “Unlike strains of environ- mentalism that are primarily focused on preserving the planet, using the term sustainability puts humans firm- ly in the equation.” It helps “remind college-aged students that the choices we make now will impact how hu-

mans live in the future. It connects us not only globally, but across time.”

workshop’s message was not “we are doomed” but rather “we can all do something now.” She built sustainability into her “Elementary Italian” course— “we talked about the slow food movement in Italy, plus the politics of waste management, as part of a unit on the condi- tional mood of verbs”—and also into her “Food in Italian Literature.” Caitlin Jorgenson, who

teaches the English course “The Rhetoric of Food De- bates,” says the workshop helped her think about giving her students “oppositional voices.” She explains, “They need to think through all sides, weigh them carefully, and de- velop their own basis for judg- ment.” Education studies professor

Hope Casto took the workshop to weave sustainability into her Scribner Seminar “No Place Like Home: An Exploration of Place.” As a result, she added to her objectives for student learning “to understand and apply the concept of sustain- ability and then interrogate and develop a connection be- tween a sense of place and the concept of sustainability.”

As ES faculty member Nurcan Atalan-Helicke tells her students, “There’s never a solution that will make every interested party happy. We have to think about solutions that are acceptable to as many people as possible.” Kellogg agrees, “You have to learn to help people reach a compro- mise or you’re never going to make change.”

A small sampling of courses

“Origin and Distribution of Natural Resources”

“Themes in American Culture: The Machine in the Garden”

“Anthropology and Environmental Health” “Ecology of Food”

“Sustainable Development”

“The Ecology and Engineering of Energy” “Environmental Politics and Policy”

“Ecofeminism, Women, and the Environment”

“Industry, Empire, and the Environment” “Business, Ethics, and Society” “Environmental Philosophy” “Religion and Ecology”

“Women in the Global Economy”

“Conservation and Use of Forested Landscapes”

Gabriel Herrera ’14, an anthro- pology major with minors in ES and Spanish, wants to work in sustainable urban development. During the course of his senior capstone project in anthropolo- gy, examining public discourse and perceptions of sustainabili- ty in Saratoga Springs, he also learned that “nothing is simple. Every action will, undoubtedly, garner resistance or present challenges on some front. To pursue sustainable initiatives you must recognize there is never an easy way.”

Easy or not, a collegewide strategic plan for sustainability is in the works, with a mission statement that underscores the high stakes: “Teaching, learn- ing, and living in accordance with the tenet of sustainability fosters broad education and civic engagement of our com- munity members, and prepares our students to be informed, active citizens and leaders in re- alizing sustainable futures. The health and well-being of future generations is dependent upon their success.”

22 SCOPE FALL 2014

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