Review of Boldly Sustainable: Hope and Opportunity for Higher Education in the Age of Climate Change by Peter Bardaglio and Andrea Putman

Boldly Sustainable is not a hydrology book but its subject matter is quite relevant for university education in general and hydrologic education in particular. Unlike most books, this book has been sponsored by the Office of Energy Efficiency and Renewable Energy (EERE) of the U.S. Department of Energy; Bank of America; Johnson Controls, Inc.; Park Foundation; and Sodexo Education. These sponsors and their diversity allude to the importance of sustainability in our lives. The book reflects on a direction for the leadership at the highest ranks of the academe; the contribution of higher education to sustainable society; that collaboration among administrators, faculty, staff, and students; sustainability can be a boon not only to campus life but also economic well-being; the role of colleges and universities in providing leadership to the sustainable movement; and approaches to advancing the sustainable agenda.

In a foreword to Boldly Sustainable, Anthony D. Cortese sums up the essence of the book: “Peter Bardaglio and Andrea Putman explore how these new ways of thinking, learning, and behaving can transform our higher education system to help move toward a more sustainable future. They make clear that sustainability in higher education, as in all areas of our society and our economy, must become a core strategy that fosters innovation and creative problem solving.”

The subject matter of the book is divided into eight chapters plus introduction and conclusion, and five appendices. The introductory chapter discusses sustainability; awakening for the sustainable movement; quiet transformation toward new ways of thinking, learning, and managing; a paradigm shift in higher education; the emphasis on interdisciplinarity, interconnectedness, and integration; and shared governance. The chapter concludes as

the primary thesis of the book is that adopting an approach that models collaborative learning, inclusivity, and mutual respect allows academic institutions to provide the kind of leadership that results in more sustainable communities. As Thomas Friedman observed, we are moving ‘from a primarily vertical (command and control) creation model to an increasingly horizontal (connect-and-collaborate) creation model.’ In higher education, undertaking this shift means abandoning the ivory tower with its well-entrenched silos and becoming a ‘community greenhouse’ where academics work across departments in teams, addressing ‘real-world problems’ and discovering crossbreed shoots of knowledge to share with each other, their students, and the rest of the community.

The chapter is written in a lucid and captivating manner.

Chapter 1 sketches the big picture. Among all sectors of society there is an increased commitment to environmental stewardship. The role of humanity in global warming is unequivocal. Climate change and its consequences are scientifically indisputable. There is increased emphasis on energy efficiency and development of renewable energy resources and reduction of carbon footprint. A number of policy initiatives at the local, state, national, and international levels have been launched over the last three decades to curb greenhouse gas emissions—a direct result of acceptance that climate change is human-triggered. Carbon markets and trading are becoming more common with each passing year, even when there is lack of federal leadership in this direction. The chapter is beautifully written.

Adopting new leadership models for sustainability is the theme of Chapter 2. The opening sentence begins: “‘There are two types of education,’ John Adams shrewdly observed. ‘One should teach us how to make a living, and the other how to live.’” These words capture the essence of what higher education should emphasize. To build a sustainable society, these two seemingly disparate approaches must be brought together. Discussing the value of both liberal arts and sciences or professional studies, the development of culture of sustainability requires both. The chapter narrates inspiring stories of campus sustainability leadership on a number of campuses. It is a fascinating chapter.

Chapter 3 deals with gaining a competitive edge and building value. Colleges and universities are better equipped in today’s environment if they factor sustainability in their organizations and educational approaches. Creativity and innovation are the keys to success and human capital is the most important resource. The chapter discusses in detail intangible assets and sustainability; branding and marketing; recruitment, retention, and productivity; and ranking and awards. On the whole, this is an excellent chapter.

Transforming teaching and learning is discussed in Chapter 4. The opening paragraph says, “Although the sustainability movement in higher education has made considerable headway in research, campus operations, and community outreach, it has been much less successful in greening the classroom.” This failure is a manifestation of the dominant paradigm in academe, which promotes the tendency toward specialization, which draws boundaries and creates divisions, whereas sustainability encourages whole-systems thinking that explores interconnections, feedback, and synergies. The present higher education model focuses on the transmission of knowledge and treats the student as a passive consumer. Narrating beautifully the stories of several university campuses that have infused sustainability across curricula, the chapter goes on to discussing the steps toward sustainability education, practical lessons from sustainability education, and advancing sustainability in a digital world. The chapter is a pleasant read.

Transforming campus life is the subject matter of Chapter 5. It states that “students who want to create a campus that is in closer alignment with their values often spark the move toward sustainability.” The chapter discusses greening dorms, a green house for the college president, dining and healthy eating, wellness, conference and event planning, and changing behavior and cultural shift. It concludes with a discussion of a graduation pledge of social and environmental responsibility.

Chapter 6 discusses sustainability, economic development, and community partnerships. The opening paragraph sums up the chapter: “As engines of creativity, colleges and universities have the capacity to generate solutions to such fundamental issues as climate change, clean energy, and sustainable development while preparing a skilled workforce to compete in the new global knowledge economy. To meet new workforce needs, from green architects to solar energy engineers, they are integrating sustainability throughout the curriculum, and giving students hands-on learning. But if these institutions are to fulfill their potential to improve peoples’ lives, then they must find even better ways to carry out the transfer of knowledge and bring innovation to the marketplace.” The chapter goes on to discuss the Phoenix and the new American University; from the rust belt to green collar in Grand Rapids, Michigan; town-gown collaboration in Ithaca, New York; and greening the economy. It is an excellent chapter.

Chapter 7 sketches a blueprint for climate neutrality as a roadmap to success. Climate neutrality, also called carbon neutrality, is gaining momentum in higher education, as students, faculty, alumni, and other stakeholders pressurize colleges and universities to track and reduce greenhouse gas emissions. It is encouraging that energy efficiency and renewable technologies are improving, energy markets and policies are maturing, and demand is increasing. The chapter discusses energy management in existing buildings, human dimension, Leadership in Energy and Environmental Design (LEED) standards for new and existing buildings, laboratories, renewable energy, guidelines for carbon offset projects, space optimization, water conservation, transportation, green roofs and landscaping, recycling and source reduction purchasing, Association for the Advancement of Sustainability in Higher Education (AASHE) sustainability tracking, assessment, and rating systems, planning, and adaptation. This is a well-written chapter.

Financing campus sustainable projects is the theme of Chapter 8. When resources are limited, the focus on college campuses should be on better management of energy costs. The chapter discusses energy efficiency, renewable energy, transportation, why now, sources of funding, the American College and University Presidents’ Climate Commitment (ACUPCC)–Clinton climate partnership, endowments, gifts, utility rebates and grants and system benefit charges, revolving loan funds, renewable energy hedges, student fees, research grants and funding, and sustainability as an investment. This is an excellent chapter.

Sustainability as a core strategy in higher education concludes the book. It discusses integrity, empathy, inclusivity, and democracy, and working together on alternative energy research. ACUPCC is discussed in Appendix 1, ACUPCC signatories by institution in Appendix 2, the Higher Education Associations Sustainability Consortium in Appendix 3, and ACUPCC voluntary carbon offset protocol in Appendix 4.

The book is a joy to read; it is captivating and imaginative. It must become compulsory reading in every college curriculum.