<html><head><meta http-equiv="Content-Type" content="text/html; charset=utf-8"></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; line-break: after-white-space;" class=""><br class=""><div><div class=""><div style="word-wrap: break-word; -webkit-nbsp-mode: space; line-break: after-white-space;" class=""><div class=""><div class=""><meta http-equiv="Content-Type" content="text/html; charset=utf-8" class=""><div style="word-wrap: break-word; -webkit-nbsp-mode: space; line-break: after-white-space;" class=""><font size="4" class=""><b class=""><u class="">Sustainability Curriculum Consortium (SCC) Roundtable</u><br class=""> <br class="">Tuesday, January 26, 2021<br class="">12:00 Noon Eastern/9:00 AM Pacific<br class=""><br class="">“Sharing Perspectives on the National Academies Report on Sustainability in Higher Education”</b></font><div class=""><font size="4" class=""><b class=""><br class=""></b></font></div><div class=""><b class=""><span style="font-size: large;" class="">To pre-register, go to:</span><br class=""><br class=""><span style="font-size: large;" class=""><font color="#0432ff" class=""><a href="http://bit.ly/39M6RqA" class="">http://bit.ly/39M6RqA</a></font></span></b><br class=""><font size="4" class=""> </font><br class=""><u style="font-size: large;" class="">Invited panelists</u><font size="4" class="">:</font><br class=""><br class="">(affiliations for identification purposes only)<br class=""><br class=""><font size="4" class="">Rebecca Potter, University of Dayton</font><br class=""><br class=""><font size="4" class="">Todd LeVasseur, College of Charleston</font><br class=""><br class=""><font size="4" class="">Krista Hiser, University of Hawaii</font><br class=""><br class=""><font size="4" class="">Michael Reiter, Bethune-Cookman University</font><br class=""><br class=""><font size="4" class="">Paul Barresi, Southern New Hampshire University</font><br class=""><br class=""><font size="4" class="">David Blockstein, AESS and Solve Climate 2030</font><br class=""><br class=""><font size="4" class="">Madhavi Venkatesan, Sustainable Practices, Ltd. and Northeastern University</font><br class=""><br class=""><font size="4" class="">Cody Edwards, George Mason University</font><br class=""><br class=""><font size="4" class="">Aaron Redman, Arizona State University</font><br class=""><br class=""><font size="4" class="">Peter Soyka, Soyka & Co.</font><br class=""><font size="4" class=""> </font><br class=""><font size="4" class="">This Roundtable brings together a panel of leaders in sustainability in higher education to share their perspectives on the recently-published report from the National Academies, "Strengthening Sustainability Programs and Curricula at the Undergraduate and Graduate Levels." All of the individuals invited have followed the 18-month process that resulted in this report. Some attended workshops in the process; others were advance reviewers of the report; and all are actively involved in the ongoing discourse on sustainability curricula, competencies and learning outcomes.<br class=""><br class="">The purpose of this Roundtable is <b class="">not</b> to recap or summarize the National Academies report. <b class="">The discussion assumes that attendees will familiarize themselves with the report in advance. The link to the free download from the National Academies website is provided below</b>. </font></div><div class=""><font size="4" class=""><br class=""></font></div><div class=""><font size="4" class="">Several members of the 6-person committee tasked by the National Academies have appeared at recent major conferences -- including the AASHE and NCSE/Drawdown online events -- to present their committee's take on the report's findings and to offer their recommendations. Those summary presentations are available on the respective conference websites.<br class=""><br class="">The Roundtable format will be a moderated discussion. We expect to elicit varied views and opinions reflecting the range of reactions to the report in the community of practice thus far. The panelists will present their own individual insights and analyses and are not speaking for their institutions. None of the panelists have been asked to preview or tailor their remarks. All have simply been asked to prepare in response to the following three questions: What topics are covered well in the report; what topics could have been covered better or more completely; and where has the report missed the boat? </font></div><div class=""><font size="4" class=""><br class=""></font></div><div class=""><font size="4" class="">After the anticipated lively panel discussion, attendees will have the opportunity to comment or ask questions via the moderator, as we have done in all SCC webinars.<br class=""><br class=""><b class="">To pre-register, go to:<br class=""><br class=""><font color="#0432ff" class=""><a href="http://bit.ly/39M6RqA" class="">http://bit.ly/39M6RqA</a></font><br class=""></b></font><br class=""> <br class=""><br class=""><b class="">Strengthening Sustainability Programs and Curricula at the Undergraduate and Graduate Levels (2020)<br class=""><br class="">Free download from the National Academies website:<br class=""></b><br class=""><font color="#0432ff" class=""><a href="https://www.nap.edu/catalog/25821/strengthening-sustainability-programs-and-curricula-at-the-undergraduate-and-graduate-levels" class="">https://www.nap.edu/catalog/25821/strengthening-sustainability-programs-and-curricula-at-the-undergraduate-and-graduate-levels</a></font><br class=""><br class=""><b class="">Description from the National Academies website:</b><br class=""> <br class="">Over the past decade there has been a growing interest in sustainability education in colleges and universities across the United States, with a marked increase in the number of undergraduate and graduate degree programs, research institutes, and centers focused on sustainability. Evidence-based core competencies for interdisciplinary sustainability programs can provide suitable guidance for curricular and program development, research, policy, communication, and pedagogical approaches at academic institutions. They can also serve as a guide for students to select academic programs and potential career options, a reference for employers to understand qualifications of graduates, and the foundation for a potential specialized accreditation for interdisciplinary sustainability programs. The growing demand for well-qualified sustainability professionals within the public, private, and nonprofit sectors also points to the value of developing core competencies.<br class=""> <br class=""><br class=""><div class=""><b class="">Ira Feldman<br class="">founder & managing director<br class="">Sustainability Curriculum Consortium (tm)<br class=""><a href="http://www.curriculumforsustainability.org/" class="">www.curriculumforsustainability.org</a><br class="">202-669-1858<br class="">skype: irafeldman</b><br class=""></div></div></div></div></div><br class=""></div></div></div><br class=""></body></html>