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Title: Academics and sustainability at the University of Florida
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Title: Academics and sustainability at the University of Florida
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Language: English
Creator: Tanzer, Kim
Publisher: Office of Sustainability, University of Florida
Place of Publication: Gainesville, Fla.
Copyright Date: 2009
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Full Text


Report by Kim Tonzer, Professor of Archilecture wih Jieun Jeong
June 3, 2009


2 List of Appendices

3 Executive summary

4 Definition of the assignment

5 History of the University of Florida's commitment to sustainability in teaching,
research, service, and extension

5 Efforts to consolidate UF's academic commitment 2008-2009

7 Peer institutions

9 Opportunities
Teaching and curriculum
Extension and service

13 Challenges
Institutional academic leadership
Institutional funding
Faculty obstacles

14 Recommendations
Option 1: Do nothing
Option 2: Create ongoing coordination and interdisciplinary academic
Option 3: Create a university-wide academic institute
Option 4: Develop journals, conferences or other means of international
scholarly exchange


Appendix 1
Appendix 2

Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23

Appendix 24

Appendix 25
Appendix 26

Provost's Charge
2004 Faculty Senate Resolution with Appendix suggesting
responsibilities, including for an Academic Officer
UF History of recent academic sustainability initiatives
Legislative Budget Request (LBR)
2008 Congressional Budget Request (CBR)
Interim Report to the President and Provost
February 2009 workshop presentation
February 2009 workshop notes
Updated faculty interest matrix
Email invitation to join UF faculty academic sustainability wiki
Course inventory
Draft charge to task force
2009 Congressional Budget Request (CBR)
Peer Institutions 2004
Peer Institutions 2009
Bachelor of Science in Sustainability and the Built Environment
Minor in Sustainability Studies
Web of Sustainability
SNRE Undergraduate Program
SNRE Graduate Program
Summary of Proposed Master's in Development Practice Program
Assessing sustainability content in teaching and curricula
Excerpt from APUCC quoting Tanzer recommendations for curriculum
Alignment of UF and national (STARS) assessment metrics: Teaching and
Alignment of UF and national (STARS) assessment metrics: Research
Alignment of UF and national (STARS) assessment metrics: Service


Over the past five years the University of Florida has gained a strong national reputation
for its commitment to sustainability, built largely on the basis of the Office of
Sustainability's efforts to improve campus operations. During this time a number of
faculty initiatives to coordinate academic offerings--including teaching, research, service
learning and extension--have been developed, largely by faculty members serving in
volunteer capacities. Their efforts have been encouraged by UF's President Bernie
Machen, and modestly supported through the Office of Sustainability.

To take advantage of UF's momentum and opportunities emerging nationally, during the
2008-09 academic year, President Machen requested that increased efforts to coordinate
UF's academic sustainability offerings be made. A number of specific tasks were
completed with the goal of reviving, updating, and strengthening faculty commitment to
academic sustainability. Several funding opportunities that arose during this time were
addressed. A prolonged attempt was made to create a process to inventory, assess, and
prepare to report UF's coursework on behalf of our students and for the AASHE STARS
system. These efforts are detailed in the report that follows and its accompanying

Opportunities and challenges were identified. The opportunities, obvious for the past five
years, remain the same. UF has a talented and eager student body, anxious to learn more
about sustainability through their diverse courses of study. A large number of UF faculty
members, nearly 300 people across the university, are capable of meeting this demand.
In addition to their teaching and administrative responsibilities, their research, often well
respected among national and international peers, is varied by discipline and by form of
dissemination. Despite the current economic downturn, public sentiment and funding
opportunities favor a bright future for a comprehensive approach to academic
sustainability at UF. A review of peer AAU institutions reveals that it is not yet too late to
claim a leadership position.

The challenges facing such a program, regrettably, are significant. UF's senior academic
leadership has not sought to nurture the growth of a comprehensive program. Funding
shortfalls, and the perception of competition for scarce funds, makes the faculty cautious
to endorse a new initiative. Finally, the UF faculty itself presents several obstacles.
These include a limited willingness to break the disciplinary boundaries necessary engage
this evolving intellectual paradigm; a skepticism directed toward a top down university-
wide initiative yet paradoxically applied to this effort, which has been built by the
faculty; and vocal opposition to such a program by a few well placed faculty members.

The report concludes with four potential recommendations. The first, to do nothing, is
not recommended. The second, to create ongoing coordination, along with a high level
faculty governing board, is recommended. The third, to create a full-fledged, university-
wide academic institute, is not recommended at this time. The fourth, to develop a
journal, conference, or other means of scholarly exchange, is recommended, particularly
if external funds can be found.


An announcement made by President Machen to the UF community in November 2008,
titled "President's Strategic Initiative on Academics and Sustainability" read:

President Machen has announced a Strategic Initiative to develop the University
of Florida's academic program in sustainability. This initiative will complement
the University's commitment to institutional sustainability, spearheaded by
Director Dedee DeLongpre and the University's Office of Sustainability, and
amplify the work being done by Clinical Law Professor Tom Ankersen, now in
his second year as the Provost's Fellow in Sustainability. President Machen has
assigned Architecture Professor Kim Tanzer to work through the President's
Office with Ankersen, along with UF's Sustainability Committee and the larger
academic community, during the 2008-09 academic year.

President Machen's goal is to develop an interdisciplinary academic program
balanced between teaching, research, and academic service, utilizing UF's deep
resources in this area. Interdisciplinary sustainability programs of this sort are in
their infancy across the country and President Machen believes the University of
Florida has the talent and commitment to be nationally competitive in the
academic arena. He hopes the University's academic accomplishments will
match the high level of national recognition and success already achieved by UF
through the institution's commitment to sustainable campus operations.

President Machen initiated this assignment following a July 2008 discussion, to find
ways to capitalize on UF's substantial academic offerings in sustainability and on the
well deserved national reputation of the Office of Sustainability. At this time, funding
opportunities from public and private sources appeared plentiful, and international
recognition regarding the impact of climate change and related ecological trends was
growing. President Machen asked Tanzer to work with Ankersen who was serving as the
Provost's Fellow in Sustainability.

The two drafted a charge and presented it to Provost Joe Glover in August 2008. It
identified the following goal:

Build the interdisciplinary academic Program in Sustainability as described in the
2007 Florida legislative budget request (LBR), the 2008 Congressional budget
request, the extant Provost's Fellow proposal and the 2008 Vision for a
Sustainable UF. The Program should be developed in anticipation of significant
state or federal funding, yet be able to be launched with more limited resources.
This program should incorporate the Office of Sustainability as an on-campus
laboratory for sustainability research and service learning. It is being developed
as a UF strategic initiative and is expected to have a national presence as quickly
as practicable.

The Provost's Charge, drafted in August 2008, identified four goals: 1) create national
impact, 2) develop the Program's mission, 3) build the UF academic sustainability
community, and 4) propose the Program's structure and perpetual funding. (Appendix 1)
Following Tanzer's return to campus in November 2008 she began working to
accomplish this charge, while Ankersen chose to resign from the joint project. His work
efforts will be reported separately.

(See Appendix 1, Provost's Charge)


Faculty commitment to what is now called sustainability has developed over many
decades at the University of Florida. Early proponents, whose teaching and research is
nationally prominent, include Dr. Archie Carr, a zoologist whose work ranged from sea
turtle conservation to local conservation efforts and Dr. H.T. Odum, one of the pioneers
of systems ecology. Their efforts, and those of others, spawned a second generation of
teaching-scholars who, in the 1990s began advocating for campus sustainability
initiatives while evolving their own teaching and scholarship toward the emerging field
of what is now described as sustainability. A third wave of academic interest emerged in
the early 2000s, as a second ad hoc university-wide group formally recommended an
academic component be developed along with an Office of Sustainability focused on
campus operations. This proposal was put in the form of a Faculty Senate Resolution,
passed in December 2004. (Appendix 2) Since 2004, a series of volunteer faculty efforts
have continued to evolve the concept of an interdisciplinary campus-wide academic
program in sustainability. (Appendix 3) This vision was more fully described in the 2007
Legislative Budget Request (Appendix 4), and reaffirmed during the February 2009
university-wide faculty workshops, described below. The 2007 LBR was recast as a
Congressional Budget Request, and forwarded through UF's Vice Presidents to the KBR
Group in Washington D.C. for consideration among the 2008 congressional budget
requests. (Appendix 5)

(See Appendix 2, 2004 Faculty Senate Resolution i/ ith Appendix \'-,'e\ltiu-,
responsibilities, includingfor an Academic Officer, Appendix 3, UF History; Appendix 4,
2007 Legislative Budget Request; Appendix 5, 2008 Congressional Budget Request)


Beginning in November 2008, the academic year was spent addressing three types of
issues 1) reviving cross-campus interest in a university-wide academic program, 2)
consolidating disparate initiatives and lists for future use, and 3) responding to requests
made through the Office of Sustainability, including one to provide objective data
regarding UF's academic programs. Efforts between November 2008 and January 2009

were chronicled in an Interim Report delivered to the President and Provost and shared
with the Sustainability Committee. (Appendix 6)

From November 2008 through April 2009 a number of individuals and groups on the UF
campus were interviewed, to understand varied institutional perspectives and seek advice.
Among those interviewed were Ken Berns, Director of the Genetics Institute; Peggy Carr,
Associate Dean of Design, Construction, and Planning; Dedee DeLongpre, Director of
the Office of Sustainability; Joe Glover, Provost; Wendy Graham, Director of the Water
Institute: Stephen Humphrey and Jim Cato, School of Natural Resources and the
Environment; Angel Kwollek-Folland, Associate Provost; Win Phillips, Vice President
for Research; Eric Wachsman, Director of the Florida Institute of Sustainable Energy;
Marie Zeglen, Assistant Provost and Director of Institutional Research.

At the same time, many reports and documents created and collected to date were
reviewed. Some are included as appendices in this report, and others found on the Office
of Sustainability website at http://www.sustainability.ufl.edu/academics-
research/mai ors.html.

This research was used to develop a two-day workshop in February 2009, open to the
entire faculty. The workshop was publicized through the Faculty Senate, using a DDD
memo, and by individual invitations to nearly 200 faculty members using the existing
Office of Sustainability faculty list serve and augmented by other existing lists. The
workshop was also announced on the Office of Sustainability website and featured in the
Office's monthly e-newsletter. As a result of widespread publicity approximately 120
people signed up for one of the two workshops, ranging from senior administrators to
adjunct faculty members. The workshop was structured using a powerpoint presentation
(Appendix 7) and resulted in a series of lively collaborative discussions, captured as notes
and circulated widely for comments and corrections. (Appendix 8) It followed up on the
Office of Sustainability UF Vision process and document, completed during the 2007-08
academic year. (See http://www.sustainability.ufl.edu/documents/sustainability-

The process of advertising the workshops led to the development of a revitalized list of
interested faculty members, which has been used to update the faculty sustainability list
serve and can be used for future communications. The list contains nearly 300 faculty
names. (Appendix 9)

Because it is difficult to find convenient times for UF's hardworking faculty to meet face-
to-face, a wiki was created to facilitate ongoing faculty exchange. The wiki can be found
at http://sites.google.com/site/ufacademicsustainabilitv/ The wiki is structured to reflect
major categories of faculty interest at UF. Initial folders include:

-Definitions of sustainability
-Interdisciplinarity and transdisciplinarity
-National comparators and benchmarks
-UF coursework

-UF degrees, concentrations, certificates
-UF faculty
-UF research themes
-UF research, centers, institutes
-UF university-wide proposals

The creation of the wiki was announced to the UF faculty through and email sent to the
sustainability faculty list serve. (Appendix 10)

Over the course of the spring semester, a series of 18 course lists were consolidated into
one list with 361 courses, identifying departments, course numbers, and course titles, for
use in inventorying UF's curricular offerings and creating a searchable database.
(Appendix 11) It is envisioned that such a comprehensive database may be used to
advise students regarding appropriate courses of study as well as for external reporting
and promotional purposes. A proposed process to create the database was presented to
Provost Glover on April 1, 2009, and at his request draft charge was created. (Appendix

Finally, in January 2009, working with Vice President Adams and her staff, and Vice
President Poppell and his staff, a second congressional budget request, for a
demonstration project on the UF campus, was crafted. This request is pending.
(Appendix 13)

(See Appendix 6, Interim report to the President and Provost; Appendix 7, February
2009 workshop presentation; Appendix 8, February 2009 workshop notes; Appendix 9,
Updatedfaculty interest matrix; Appendix 10, Email invitation to join UFfaculty
academic sustainability wiki; Appendix 11, Course inventory; Appendix 12, Draft Task
Force charge; Appendix 13, 2009 Congressional Budget Request)


Intuitively, many UF faculty members recognize we have substantial strengths in
sustainability-related disciplines as compared to our peers at other AAU public
universities. In preparation for a 2004 request to the Faculty Senate, the ad hoc
Committee on Sustainability contacted knowledgeable representatives at 17 such
universities and summarized their findings in Appendix C of the 2004 Report to the
Faculty Senate. (Appendix 14) The universities were selected based on their national
rankings, with those placing higher than UF among public AAU universities selected for
study. The 2004 comparison focused on campus operations and on academics. Each
institution was researched by a different committee member, who typically contacted a
representative known to him or her, leading to potentially uneven responses. The
summaries tended to emphasize campus operations, either because of the questions asked
or the institutions' efforts.

In spring 2009, in preparation for this report, the same universities were surveyed again,
this time with an academic focus. (Appendix 15) Two sources were reviewed. First, the
primary website of each institution was reviewed. After scrutinizing the homepage, a web
search sought the primary sustainability program or office within each institution. When
available, this website was reviewed according to criteria targeted to uncover cross-
campus curricular and research efforts.

The Association for the Advancement of Sustainability in Higher Education (AASHE)
website provided a second comparable set of information. Here member institutions'
reports, described as "campus sustainability profiles" which had been submitted for a
national Campus Sustainability Leadership Awards, were reviewed. Not all peer
institutions self-nominated for this award (offered 2006-08), and not all reports addressed
Curriculum and Research. This information was noted, and the narratives provided by
other institutions (when available) were evaluated against UF's submittal.

This review indicates that, while UF remains among the leaders in academic emphasis on
sustainability in curriculum and research, many other schools are eagerly embracing
interdisciplinary academic sustainability. The data collected are still largely non-
comparable, making the AASHE STARS process, highlighted elsewhere in this report,
more important to UF's future leadership.

A summary of the website comparison indicates the following: The Universities of
Michigan, Virginia, and Georgia Tech mention sustainability on the institution's
homepage, suggested its strategic importance to these universities. Every university
reviewed has a dedicated sustainability web presence. All the university's sustainability
websites have an academic component and most mention either courses or programs
offered. Many mention both. Faculty research, by faculty names and by research themes,
is mentioned on all but four-UC Santa Barbara, and the Universities of Washington,
Indiana, and Virginia. Particular research strengths are identified on all but six of the 17

The AASHE profiles indicate the following: Of the 17 universities reviewed, eight did
not submit applications for the sustainability awards, so no reports were available. Of the
remaining nine, the nature of the reports, particularly whether they utilized quantitative or
anecdotal information, made the reports hard to compare. Nonetheless, a few trends were
revealed. Two universities, UC-Irvine and the University of Illinois-Urbana Champaign,
did not include the component Curriculum and Research in their submittal. Of the
remaining seven, many have offerings across campus in teaching and research, but few
have institution-wide collaborations beyond particular research programs. The
exceptions are UC-Santa Barbara, whose Faculty Senate is considering a campus-wide
course requirement; UNC-Chapel Hill which offers a campus-wide minor; and Georgia
Tech, which expresses the desire for each student to take one course in sustainability. In
this regard, UF's minor and DCP major place UF among the leaders in cross-campus
curricular offerings. The University of Michigan, UC-Berkeley, UNC-Chapel Hill, and
Georgia Tech, along with UF, reflect robust curricular and research offerings, while UC
San Diego concentrates more explicitly on research initiatives. Universities with

comparable or superior institution-wide initiatives are UC-Berkeley, UC-Santa Barbara,
the University of Michigan, and Georgia Tech.

Finally, it is important to note that many universities not among those formally studied
offer inventive and/or comprehensive approaches to academic sustainability. In addition
to many liberal arts colleges, which have different populations and missions than UF, two
large public universities merit mention. Arizona State University created a university-
wide institute, entitled the Global Institute of Sustainability, with the help of a major gift.
It boasts a curricular, research, and outreach emphasis and includes many affiliated
faculty. While it offers a promising model, informal reports suggests the Institute is not
without shortcomings. A second university-wide effort is found at Portland State
University. It, too, coordinates curriculum and research through an academic
coordination process.

This brief recitation of benchmarking considerations calls attention to one important fact:
Because sustainability is an evolving academic perspective, accurate comparisons are
difficult to make. As a result the STARS system developed by AASHE, which will in
time generate objective comparisons between schools, is vitally important. For the
University of Florida to maintain a leadership role nationally it is imperative that
university administrators and faculty make a serious effort to inventory, track, and report
our sustainability curriculum and research within this nationally respected framework.

(See Appendix 14, Peer institutions 2004; Appendix 15, Peer institutions 2009)


Opportunities: Teaching and curriculum
The University of Florida has an abundance of course offerings and programs in
sustainability related topics, and several in sustainability focused topics. Approximately
360 courses have been identified through a combination of catalogue scrutiny and self
reporting, offered at the undergraduate and graduate level, described in Appendix 11.

Several sustainability-focused undergraduate programs open to students across the
university have been developed in the past year. The Bachelor of Science in
Sustainability and the Built Environment (BSSBE), offered through the College of DCP,
prompted a change to the national Classification of Instructional Programs (CIP) as the
first such program in the country. (Appendix 16) An interdisciplinary undergraduate
minor in Sustainability Studies is offered through the College of Liberal Arts and
Sciences. (Appendix 17) A graduate program in law, a Masters of Law in Environmental
and Land Use Law, is a third sustainability-focused degree offered at UF.

In addition, a number of sustainability-related degrees, concentrations and certificates are
available. (Appendix 18) Among the most widely appreciated across campus are those
offered through the School of Natural Resources and the Environment in IFAS. These
are the undergraduate degree in Environmental Science and the graduate degree in

Interdisciplinary Ecology. (Appendix 19, 20) A new masters degree, entitled the Masters
in Sustainable Development Practices (MDP) is in the final phases of consideration for
MacArthur Foundation funding. (Appendix 20) This degree would build on existing
strengths within Tropical Conservation and Development, African, and Latin American
Studies, and work with practitioners in the developing urban and rural world to design
and create sustainable futures. Beyond these broader interdisciplinary efforts, the
College of Engineering, the College of Design, Construction and Planning, and several
other colleges offer graduate certificates and concentrations.

The terms sustainability-focused and sustainability-related have been adopted by AASHE
to distinguish between levels of understanding of this emerging field. The term
"sustainability-focused" describes a comprehensive understanding, thoroughly integrated
into all facets of a discipline. The term "sustainability-related" describes subject matter
within existing disciplines that contributes to an understanding of and the ability to act in
a sustainable manner. The terms and the characteristics they describe will be helpful as
UF attempts to appropriately catalogue and promote its efforts, in several ways. A task
force to define these terms in the UF context and to apply them to courses, programs, and
potentially degrees has been recommended to the Provost and awaits implementation as
described above and in Appendix 12.

First and foremost, to properly advise our students and to offer credible courses,
certificates, concentrations, or degrees, it will be important for the UF faculty to verify
the sustainability content of our many offerings. Second, UF is a leading member of
AASHE, whose STARS rating system is on track to become the primary national
comparative system, and we are virtually obligated to report on our academic efforts
along with our campus efforts. It is unlikely UF will remain a national leader if we
choose not to participate in academic reporting. Third, the American College and
University Presidents Climate Commitment (ACUPCC), signed by President Machen,
requires that the signatories' institutions assure that all students receive sustainability
education. I participated in the development of the ACUPCC implementation document,
and wrote the portion on assessing progress. (Appendix 22, 23)

Over the past several years UF's sustainability community has refined its goals for an
academic program in sustainability using two visioning processes. The first was an
informal collaboration which led to the creation of the 2007 LBR, hosted by the
Academics Subcommittee of the Sustainability Committee. The second was the more
formal Academics & Research component of the UF Vision process, hosted by the Office
of Sustainability. At the same time, the STARS national assessment program created a
series of objective criteria to evaluate academic programs across the country. In order to
coordinate these goals, and in preparation for the February 2009 workshops, a matrix
aligning this metrics was developed. It sought to compare the goals of each process and
the means identified to measure them. This matrix includes a column (the first) listing
goals identified in one or more of the visions. Some, but not all of these goals were
identified by UF's internal visioning process. This matrix may be useful in coordinating
UF's internal assessment and external reporting in the future. (Appendix 24)

The common UF and/or STARS goals for teaching and curriculum are highlighted here:

-Identify existing courses with sustainability focused/related content.
-Identify how many students (undergrad/grad) take these courses.
-Create new courses when needed.
-Identify departments that currently offer sustainability focused/related content as part of
core curriculum.
-Encourage or require all departments to offer sustainability focused/related content as
part of core curriculum.
-Identify sustainability focused/related courses by credit hours.
-Encourage or require more students to take courses with sustainability content.
-Identify current programs offered beyond CLAS Minor and the DCP Bachelor of
Sciences in Sustainability and the Built Environment (BSSBE), if any.
-Determine whether and how to offer a graduate certificate/concentration.
-Identify masters levels interdisciplinary majors offered, if any.
-Identify doctoral levels interdisciplinary majors offered, if any.
-Identify sustainability related/focused study abroad programs.
-Identify existing service learning courses or modules with sustainability focused/related
-Consider engaging national metrics for service learning.
-Identify T&P guidelines that recognize service learning via publications, etc.
-Consider developing entry and exist exams of students' understanding of sustainability.
-Continue to incentivize development of new courses through continued mini-grants,
release time, etc.
-Review admissions process and consider requirements that focus on civic leadership,
collaboration, etc.
-Contribute to the development of national assessment metrics.
-Collect data on students employed in fields requiring sustainability knowledge, focusing
on improving UF's contribution to leadership across all disciplines.

(See Appendix 11 Course inventory; Appendix 12, Draft charge to task force; Appendix
16, Bachelor of Science in Sustainability and the Built Environment; Appendix 17, Minor
in Sustainability Studies; Appendix 18, Web of Sustainability; Appendix 19, 20, SNRE
degrees; Appendix 21, MDP; Appendix 22, Assessing sustainability content in teaching
and curricula; Appendix 23, Excerpt from APUCC quoting Tanzer recommendations for
curriculum assessment; Appendix 24, Alignment of UF and national (STARS) assessment
metrics: Teaching and Curriculum)

Opportunities: Research
The University of Florida's research efforts in sustainability-related fields are deep and
plentiful. As reported of UF's Office of Sustainability website, three major initiatives
reflect faculty strengths. These are the Water Institute, the Florida Institute for
Sustainable Energy, and the McGuire Center for Lepidoptera and Biodiversity. The
McGuire Center is embedded within the Florida Museum of Natural History, many of
whose curators and other faculty work in sustainability-based areas and garner

international attention for their work. A fourth multi-college group is emerging to study
climate change, based on an IFAS initiative.

In addition to these large, multi-college research efforts which rely largely on external
funding, many individuals and small groups of faculty work in sustainability-related or
sustainability-focused research across campus. It is important to note that UF has no way
of tracking the research and scholarship of faculty members working independently on
projects such a books, articles or other creative works not recognized by the Office of
Research. Funded research is largely confined to the physical sciences and technology-
driven disciplines, so that faculty working in humanities, social sciences and the arts are
often excluded from research consideration. Because sustainability requires a balanced
focus on ecology, economy, and social equity, it is clear that much of UF's best research
effort is not yet yoked to the larger institutional research mission.

The same processes described above to envision UF's teaching and curriculum was used
to consider UF's research goals. A similar matrix aligning goals developed during the
creation of the 2007 LBR, the 2007-08 UF Vision, and those elaborated in the STARS
document, was developed. (Appendix 25) Again, the first column highlights goals found
in one or more of the visions or assessment systems. It is worth noting that UF places
more emphasis on research than does the STARS system. The shared research goals
found in some portion of the matrix are summarized here:

-Inventory existing research.
-Provide interested faculty opportunities to broaden their academic knowledge in
sustainable perspectives within their disciplines.
-Identify faculty involved in sustainability research, by category.
-Identify departments with specific percentage of faculty engaged in sustainability
-Identify existing internal funding programs focused on some aspect of sustainability.
-Determine amount of funding per year allocated to this research.
-Identify existing funded research focused on some aspect of sustainability.
-Determine amount of funding per year awarded to this research.
-Identify existing mechanisms for interdisciplinary research, particularly as used in T&P.
-Develop a UF-wide process to share these mechanisms across disciplines.
-Reward faculty who cross disciplinary boundaries.
-Create structures for broader interdisciplinary collaboration organized around critical

In addition, it is worth noting several goals UF identified through its internal processes
that are absent from the STARS goals:

-Disseminate basic research.
-Disseminate applied research.
-Develop the UF campus as a living laboratory.

(See Appendix 25, Alignment of UF and national (STARS) assessment metrics:

Opportunities: Extension and service learning
Across the country, community outreach and service learning are seen as important
carriers of the sustainability perspective. UF has an extensive outreach system through
its land-grant driven IAS extension office. Numerous programs devoted to agricultural
development and suburban development are cast as sustainable alternatives to agrarian
business as usual in Florida. In addition, across campus many faculty members teach
students using service learning pedagogies within existing coursework. As well, the
Division of Student Affairs includes a Center for Leadership and Service that pairs
students with local organizations to provide service to the community, much of which
deepens students' understanding of principles of sustainability.

In reviewing the two internal UF visioning processes prior to 2009, and the STARS
metrics, only the 2007 LBR highlights the importance of the extension aspect of
academic service, perhaps because UF is well positioned to contribute in this area.
(Appendix 26)

(See Appendix 26, Alignment of UF and national (STARS) assessment metrics: Service)


Challenges: Institutional academic leadership
Across campus, several academic units, notably the colleges of Design, Construction and
Planning, Engineering, Law, and IFAS have developed academic sustainability programs.
Beyond these deans, however, there is not strong interest among the university's senior
administrators, either in academics or in research, to further consolidate programs. The
current system, which includes numerous courses, degree programs, and research
initiatives, appears to allow each unit to live solely within its own domain. However, the
limitations of scholarly collaboration (disciplinary parochialism, budgetary
defensiveness) so often present at UF are particularly daunting in this emerging field.
The reluctance to get involved with academic sustainability among senior administrators
may be rooted in intellectual skepticism about the rigor and longevity of sustainability as
a perspective or discipline. In addition, competing demands on the time and resources of
senior administrators may explain the lack of focus on this emerging movement,
particularly during this challenging economic time.

Challenges: Institutional funding-the University's current budget model and ghosts
of budget models past.
Sustainability is inherently interdisciplinary, which makes it a natural means of
developing cross-campus scholarly collaborations. At the same time, UF's emerging
budget model of resource centered management, along with residues of the "Bank"
budget model developed in the late 1990s, lead faculty members and administrators to be
suspicious of contributing to a university-wide effort. They fear, perhaps rightly, that
contributions made to the larger project will not be reflected in their future resource
allocations. This is a particularly real concern during this time of shrinking resources.

Challenges: Faculty obstacles
Of the nearly 300 faculty members identified whose teaching and/or research touches
sustainability, the vast majority appear to support the creation of an interdisciplinary
program in academic sustainability. This was the prevailing sense among the 120 faculty
members who participated in the February 23 and 24 workshops, and among those with
whom I have communicated this year and in years past. At the same time, several
obstacles have made it more difficult to move this agenda forward during the past year.

First, because of the long-term stress on faculty who have grown accustomed to
producing more teaching and research with fewer resources, many faculty members
simply do not have time to answer further emails, attend more meetings, and participate
in a proper, long term collaborative effort to build a program. In addition, based on my
experience as Senate Chair, many good faculty members are uninterested in developing
governance structures, but would be happy to participate substantively if such a structure
were in place.

Second, a long-term suspicion of academic efforts proposed "from the top" makes the
faculty reluctant to endorse an effort that has been set up for them to work within. I
found this sentiment during the past few months, despite my frequent assurances that
academic sustainability has emerged from the faculty, through committees and individual
advocates. I encountered this same suspicion directed at me, although I have strong
credentials as an advocate for the faculty rather than as a spokesperson for the
administration. The result seems to be that, unless a high level academic leader is elected
from among the involved faculty, such a leader will have to work hard to earn the trust of
the faculty.

Finally, although the vast majority of faculty members support a university-wide effort,
some are vocally opposed and are actively working to subvert such an effort. Regrettably,
these include several who are positioned in visible roles within UF's sustainability
community. In effect, they have worked to block efforts to organize coordinated
university-wide efforts, apparently believing that such a program will self-organize in
time. It is worth noting that many of the efforts that have occurred over the past five
years have been built on volunteer efforts of which they may be unaware. In any case, I
believe continued volunteer efforts are unsustainable, especially given the other
constraints on faculty service during a time of decreased resources and rewards.


Option 1: Do nothing.
Allow the newly created Office of Sustainability wiki to self-organize the coursework,
faculty research efforts, and service/extension, or, lacking faculty participation, to fall
increasingly out of date. Existing programs, research, and degrees offered within colleges
will continue to emerge and flourish based on the efforts of faculty and the leadership of
individual college administrations.

It is unlikely that UF will maximize its faculty members' talents or adequately respond to
its students needs in this fashion. In addition, UF will quickly lose its leadership position,
as there will be no way to advance a university perspective in national or international
arenas. It is important to recognize that UF's academic efforts to date have been
coordinated by a combination of volunteers working on a succession of sustainability
committees and the efforts of the staff of the Office of Sustainability. While the Office,
with additional resources, may be able to provide continued or enhanced academic
coordination, given the increased stress of faculty resources, faculty commitment is likely
to wane still further. This approach is not recommended.

Option 2: Create ongoing coordination and interdisciplinary academic oversight
with a modest increased financial investment.
This option has three parts, additional paid staff within the Office of Sustainability, an
enhanced faculty governing board, focused purely on academic oversight, and faculty
education to expand an understanding about sustainability beyond disciplinary

Part 1: Create an academic clearinghouse within the Office of Sustainability, staffed by
an academic liaison. The academic staff will:
1) Continually update a database devoted to courses, programs, degrees, and research
projects on behalf of the UF faculty,
1) Make formal reports to AASHE, ACUPCC and others as needed,
3) Field requests for information, expertise or funding offers (for example) that routinely
come to the Office,
4) Initiate facilitated workshops (described in Part 3 below) for faculty who self identify,
thus building a deeper knowledge of and commitment to the interdisciplinary nature of
sustainability, and
5) Staff the governance board, described below.

Part 2: Create an interdisciplinary governing board, including college representatives
such as associate deans along with highly respected teachers and researchers from across
campus. The governing board will:

1) Define the terms sustainability, sustainability-related and sustainability-focused for UF
purposes, considering national rubrics,
2) Utilize these definitions to identify courses for purposes of internal (UF) assessment
and improvement and external (national STARS and ACUPCC, etc.) reporting,
3) Utilize these definitions to identify degrees, certificates, concentrations and other
academic and research programs, and
4) Consider utilizing these definitions and other criteria such as access and quality to
endorse certain programs as part of an interdisciplinary university-wide set of offerings.
Programs to be considered will include the DCP Bachelor of Science in Sustainability
and the Built Environment, CLAS Sustainability minor, SNRE undergraduate degree and
interdisciplinary ecology graduate degrees, and the Masters in Sustainable Development

Part 3: Develop a short-course on sustainability for all committed faculty members. This
course should be rigorous but efficient, providing faculty members a broader
understanding of the evolving field of sustainability. It will help faculty members reach
beyond their disciplinary boundaries to provide students with a better sustainability-
focused education and to collaborate more successfully in sustainability-focused research.

This approach is recommended. It will allow UF to build the intellectual and reporting
infrastructure needed to move to Option 3, below, without incurring the cost and faculty
enmity associated with creating a new program/power base.

Option 3: Create a university-wide academic institute, with nationally prominent
academic leadership to focus on curriculum and research.
The UF Sustainability Committee proposed creation of a university-wide academic
institute through its 2007 Legislative Budget Request, and affirmed the desirability of
such an institute in the February 2009 university-wide workshops. Such an institute
would have the capacity to truly transform UF's intellectual capacity and to facilitate and
showcase UF's expertise to State, national and international audiences.

Nonetheless, in the current economic climate such an investment might be greeted with
skepticism by a vocal minority of the UF academic community. As well, this vocal
minority prefers decentralization as it has the consequence of conferring prestige on those
individual elements of the university already more organized and/or politically prominent.
Unless a strong leader can be appointed (internally or from a national pool) who is
unaffiliated with but trusted by existing faculty constituencies, a university-wide institute
will face an uphill climb for acceptance and effectiveness. This approach is not
recommended at this time.

Option 4: Develop a journal, conferences, or other means of international scholarly
This option might work with any of the three options outlined above. A senior
administrator or the director of the Office of Sustainability might direct funding toward
certain faculty members or groups. Alternatively, a competitive process could be
established to select a faculty group, utilizing the interdisciplinary task force described in
Option 2, above. This approach is recommended especially if external funding can be

APPENDIX 1. Proost's Charge
Original prepared for Provost Joe Glover
Original prepared by Krn Tanzer and Thomas T Ankersen
Original prepared August 2008
Three pages

The Academic Program in Sustainability: A University of Florida Strategic Initiative
The Charge to the Provost's Fellows in Sustainability

Thomas T. Ankersen, Levin College of Law
Kim Tanzer, College of Design Construction and Planning

August 2008 May 2009
Build the interdisciplinary academic Program in Sustainability as described in the 2007 Florida Legislative
Budget Request (LBR). the 2008 Congressional budget request, the extant Provost's Fellow proposal and
the 2008 Vision for a Sustainable UF. The Program should be developed in anticipation of significant
state or federal funding, yet be able to be launched with more limited resources. This program should
incorporate the Office of Sustainability as an on-campus laboratory for sustainability research and service
learning It is being developed as a UF strategic initiative and is expected to have a national presence as
quickly as practicable

1. Create national Impact:
-Assess existing academic sustainability programs at peer and other institutions.
-Develop benchmarks for achievement based on nationally recognized academic programs
-Determine appropriate venues for maximum impact dissemination of academic products
(research or teaching outcomes)
-Engage a national audience

2. Develop the Program's mission:
-Facilitate a coherent vision that represents a consensus of the most interested faculty
concerning the pedagogical approach, academic rigor, market value, and institutional home of the
-Work with faculty to determine specific interdisciplinary research themes appropriate for the
Program, and appropriate outcomes.
-Work with faculty to determine the appropriate balance of teaching (including lecture, studio, and
seminar formats as well as service learning and extension), research and service.

3. Build the UFacademic sustainability community:
-Continue to enhance educational opportunities and credentialing, including curriculum grants,
the interdisciplinary undergraduate minor, and current and proposed academic emphases.
-Update and refine the Provost's 2006 UF sustainability curriculum review,
-Build the academic community across campus through occasional but predictable meetings and
networking events.
-Reaffirm the general structure and goals of the LBR with this community and ensure the
Program's conceptual framework is acceptable to the University and its academic participants.
-Identify opportunities to develop sustainability service leading at UF. Opportunities to engage
the statewide IFAS extension network in sustainability service learning should also be considered.

4. Propose the Program's structure and perpetual funding:
-Recommend an organizational structure for the program after reviewing interdisciplinary options
currently found at UF and among peer and other institutions The Office of Sustainability should
be integral to the program by envisioning the campus as a laboratory for research and service
-Recommend the Program's structure based on a combination of State funding, funded research,
and endowment support
-Research, target and develop programmatic extramural funding opportunities

APPENDIX 1. Proost's Charge
Original prepared for Provost Joe Glover
Original prepared by Krn Tanzer and Thomas T Ankersen
Original prepared August 2008
Three pages


December 2008
1. Create national impact
-A Review of best-in-class university-wide sustainability examples and developed benchmarks.
A proposal for interdisciplinary graduate certificate in sustainability to complement the
undergraduate minor.
Publicize cntical national venues for dissemination of research and teaching to UF community.
-A fund and criteria for travel to national venues for program's academic "ambassadors "

2. Develop the Program's mission
-Host 1-2 meetings to engage faculty in a discussion of Program elements and structure.
research themes and appropriate balance between teaching. gleaming and service.

3. Build the UF academic sustainablity community
-Share conclusions derived from review of interdisciplinary teaching and research models at UF
and of national models in academic sustainability.
-Build consensus regarding 1) internal structure of Program. 2) organizational structure of
Program within UF; 3) funding structure of program within UF context; 4) initial interdisciplinary
research themes.
-Restructure and advertise curriculum grants through the Sustainability Committee
Discuss developments with the Provost and the President on an ongoing basis
-Provide written update to the Provost, the Sustainability Committee and the broader UF
academic sustainability community

4. Propose the Program's structure and perpetual funding
-Develop and present conceptual models for institutionalized interdisciplinary teaching and
research collaboration.
-Respond to funding opportunities when they arise from public and private sources through
donations, grants and contracts.
March 2008
Host 1-2 additional meeting/networking events) for UF academic sustainability community.
-Present a consensus based draft strategic plan which addresses: 1) the internal structure of
Program, 2) the organizational structure of Program 3) the funding structure of Program, 4) initial
interdisciplinary research themes
Participate in/initiate ad hoc fundraising whenever possible, including public and private sources
and grants.
-Work with appropriate sources (Foundation. DSR and Provost) to develop funding streams
based on strategic plan draft.
May 2008
1. Create national impact
-Finalize strategic plan and formally launch Program through state and national vehicles.

2. Develop the Program's mission
-Finalize academic mission statement, including near and long term goals.

3. Build the UF academic sustainability community
-Host 2-3 additional meeting/networking events) for UF academic sustainability community.
-Transition to new Program leadership, through a permanent academic director or a new
Provost's Fellow in Sustainability

4. Propose the Program's structure and perpetual funding
-Present final strategic plan, which will recommend steps for immediate implementation based on
available resources.
-Prepare strategic plan for review by BOT if appropriate

APPENDIX 1. Proost's Charge
Original prepared for Provost Joe Gtover
Original prepared by Krn Tanzer and Thomas T Ankersen
Original prepared August 2008
Three pages

(Note This budget incorporates elements of the 2007 LBR and extant Provost Fellow's charge. The
LBR is attached.)

1. Program building

Provost Fellow release time, to be negotiated by Provost and Deans Silver and Jerry respectively

Kim Tanzer, College of Design, Construction and Planning
Fall, 2008 (two course release @ 12 credit hours, 18 contact hours x Va
Spring. 2009 (one course release @ 3 credit hours 3 contact hours)

Tom Ankersen. College of Law
Fall, 2008 (no release requested)
Spring. 2009 (.33 FTE salary replacement)

OPS Research Assistance
$1,500 Fall 2008
$2,500 Spring 2009

Provost Fellows' Travel
$6000 2 x 2 trips at $1,500 each, with brief written reports to Program.

2. Cross campus research agenda building and research dissemination

On Campus Program Development & Networking Events
$2000 3-5 events such as receptions or lunches at $300- $500 each

Program Academic Ambassadors' Travel
$7 500 5 trips at $1,500 each, to be awarded competitively, with brief written reports to
Program required

3. Cross campus curriculum building

Certificate Program Funding
$7.500 Summer salary for graduate coordinator (one time summer salary for course/program
development, parallel to undergraduate coordinator's 2008 summer salary)
$7,500 GTA for graduate certificate director, initial and proposed recurring
$7,500 GTA for undergraduate minor director, proposed recurring

4. Faculty Curriculum/Program Development Grants1
$30,000 3-6 grants at $5 -10,000 each, following review and adjustment of previous round of

TOTAL $72,000 (excluding faculty release time)

' In the Spring of 2008. the Sustainability Committee awarded I I curriculum enhancement "mini-granmis" for a total
of S25.)00 provided by the Provost, modeled after ihe International Ccnrcr's "mlnlaiionaliiingu the curriculum"
mini-grant program. While this initial round of mini-grants accomplished some of its intent, there was subsequent
discussion by the Committee concerning oilier 'ay.s to allocate these funds to accomplish curriculum enhancement.
Hlllore renewing this program. we would revisit the concept with the Committee and the Pro 'os, Office and
consider recommending that it be more closely aligned with this strategic initiative, which could include targeting
the individual colleges or departments included in the LBR with larger sums designed to achieve new and more
permanent sustainability curriculum enhancement.

APPENDIX 2 2004 Faculty Senate Resolution with Appendix Suggesting Responsibilities Including for an Academic Officer
Original prepared for Faculty Senate
Original prepared by Sustainability Commntee
Original prepared December 2004
Three pages

Submission from the Sustainability Committee to the Faculty Senate
For Consideration as a Senate Resolution
December 2004

Whereas, Sustainability is an emerging field of study involving multi-disciplinary and interdisciplinary
research and teaching;

Whereas. Sustainabilit) is a proven forward-ihinking approach to operations that advance environmental
stewardship and the responsible use of human and natural resources;

Whereas. efforts aimed at making the University of Flolrida a global leader in sustainability are under way;

Whereas. the University of Florida has a ten-year history of pursuing sustainability initiatives as
demonstrated in the following milestones:
1994: UFjoined 310 universities world-wide in signing the Talloires Declaration. pledging
support to reduce environmental degradation and natural resource depletion.
October 1997: The Greening L F program was initiated as a grassroots movement of students,
faculty and staff from across the campus for environmental stewardship.
September 2000: An Office of Sustainability was established within the College of Design.
Construction and Planning to facilitate, among other things, sustainability initiatives on campus
and in the community.
March 201 I: A Sustainability Task Force was created jointly by the President and Faculty Senate. following a
Faculty Senate proposal of December 2000.
July 2002: The Task Force released the Final Report.
October 2002: The Faculty Senate endorsed the Task Force Final Report, but asked for
continuation of its term until Fall 2004 for developing an implementation plan.
March 2003: In response to a request from President Young. the Task Force identified high
priority recommendations from the Final Report.
April 2004: A Student Senate resolution (#1041) urged the creation of a university office of
sustainability with "full administrative support."
September 2004: An ad-hoc Sustainability Committee was established through appointments from
the Faculty Senate and President Machen.

The Faculty Senate accepts the following recommendations of Sustainability Committee aimed at
enhancing initiatives for making the University of Florida a global leader in sustainability.

I. The University of Florida shall establish a university-level Office of Sustainability. effective before or during
the 2U05-2006 academic year. for facilitating teaching, research, service, administrative, and fundraismg
initiatives in sustainability.

11. The Ad-Hoc Sustainability Committee shall remain empanelled until Fall semester 2005. at
which time a permanent joint-comminee on sustainability shall be empanelled through
amendment to the University Constitution.

APPENDIX 22004 Faculty Senate Resolution with Appendix Suggesting Responsibilities Including for an Academic Officer
Original prepared for Faculty Senate
Original prepared by Sustainability Commitee
Original prepared December 2004
Three pages

Appendix A:
Suggested Responsibilities and Reporting Structure of the Office of Sustainabilit3

A crucial component of raising the University o" Florida to a position of global leadership in sustainability is the creation of a
university -wide O(ffce ol'Sustainability. Its slaffing. reporting structure, objectives and responsibilities are outlined below.


The office will be staffed by a full-lime Director. a Chief Academic Officer. a secretarial staffassistant, and one (iRA (.33 FTE).
Staff may also include grant-s riling assistants, interns, student-workers, and GRAs funded through external and project related

Reporting Structucr

The Director of the Office of Susiainabiliyt will report directly to the Vice-President of Finance and Administration. The staff
assistant and GRA will report to the Director.

The Chief Academic Officer %\ ill report to the IProosi

Objectives and Responsibilities

Director of the Office o Sustaiinabililt

I. Initiate, facilitate and coordinate opportunities to improve the sustainability of the University's physical
operations, including energy and natural resource conservation, waste management. procurement, planning.
design and construction. This task includes:
a) providing feasibility. studies for new uustiainabilitl projects and practices and outlining best management practices
b) disseminating information to and \working with all units on campus, including the UF Foundalion and the UAA. to
improve the sustainabilit. of their current practices and implement changes
c) monitoring, evaluating and reporting on sustainability projects and practice, in place and making
recommendations for further improvement
2. Publish a biannual Sustaindbilitl Indi.aturn Report based on Global Reporting Initiative Guidelines.
3. Foster involvement, support and leadership for sustainability practices and projects among faculty. staff and students to
create and maintain an institutional culture ofsustainability. This nwsponsibilit. includes
al developing a suslainabiliti awareness program on campus and the creation ot'on-campus learning sites that
capture the imagination and interests of all stakeholders
b) faci I laling the integraion of sustainability concerns into job descriptions of administrative. USPS. and TEAM
pouitiins where appropriate
4. Develop and implement an incentives, recognition. and awards program for Uni\ ersit> units engcagd in ~u"ildinability
efforts Initiate, facilitate and coordinate opportunities to extend UF's comnmunitl outreach and services in sustainahiliii -
related areas.
5. Initiate. facilitate and coordinate opponunities to extend UF's comnirnullil outreach and services in areas related to
operations sustainability .
6. Work with the Chief Academic Officer to communicate, publicize, and promote UF sustainability related efforts within
and beyond the UF community. This duty includes
a) managing a university suslainabiliti weebpage
b) publishing an e-newsletter
c) regular press releases
d) acti:ehl participating in local, state, national, and international committees, organizations and conferences to
promote susamnabilitq and engage in partnerships with other institutions to further sustainability efforts
7. Idenit and aggressi% ely pursue external funding. including grants and gilts. for sustainability practices and projects
relating to outreach and operations, including but not limited to those directly administered by the Office of Sustainabilit.
Assist faculIt and staff in the pursuit of grants and external funding.
8. Work with the Chief Academic Officer to develop opportunities for l F faculty and students to engage in interdisciplinar)
research and teaching Ihat explonit I IF operations as a model laboratory

APPENDIX 22004 Faculty Senate Resolution with Appendix Suggesting Responsibilities Including for an Academic Officer
Original prepared for Faculty Senate
Original prepared by Sustainability Commntee
Original prepared December 2004
Three pages
9. Serve as an ex-officio member of the Committee on Sustainabilit) and work with the Committee tojoinll% develop policy
10. Submit an annual report to the Vice-President of Finance and Administration and the Committee on
Sustainabiliit that outlines the objectives and accomplishments of the Ollice of Sustainabilit This report will
address and evaluate collecting e efforts with the Chief Academic cOfficer.

Chief Academic Olficcr of Ihe Oflice of Sustanabilil\

I. Stimnilale the development of sstainabiliti -related undergraduate and graduate courses and seminars. This task includes
a. pursuing opportunities for the devclopmeni of new courses and/or the integration of sustainability-related topics in
current courses. Oversee seed grant program in this area.
b. fostering the development of inierdisciplina general education courses related to sustainability and
environmental literacy
2. Heighten research collaboration and production it% in suiaiainhilit-reladed areas across campus. This respnnsibility includes
a. Overseeing a program that funds graduate research assistants whose efforts are directly linked to sustainabilinr -
related research pursued by UF faculty.
b. Working under the auspices of the I Iniverirt Scholars Program and or developing other programs to lfacilitate
suitainabil it%-related research among undergraduates and collaborative faculty -undergraduate research efforts.
c. Collaborating with the UF Office lf Community Service to stimulate and coordinate undergraduate internships
and service learning opporlunities in sustainahility -related areas
3. Work with the Director to develop opportunities lor UF faculty and students to engage in interdisciplinary research and
teaching that ma\ exploit UF operations as a model laboratory. Oversee matching grant program in this area.
4. Identify and aggreshi el% pursue external funding, including grant and gifis. lor sustainability practices and projects
relating to teaching, research, outreach, including but not limited to those directly\ administered by the Office of
Su_.lanahiilt% Assist facullk in the pursuit of grants and external funding.
5. Initiate, facilitate and coordinate opportunities to extend UF's community outreach and services in areas related to
suilamnabiliti oriented teaching and research.
6. Work with the Director oft li Olfice of Sustainabilil to communicate, puhlicize. and promote UF's sustainahlil% related
efforts within and beyond the LIF community. This duty includes actively paricipating in local, state, national, and
international committees, organizations and conterences to promote sustainability and engage in partnerships with other
institutions to further uistainahilit% efforts.
7. Serve as an ex-officio member of the Coimmittee on Sustainability and work with the Committee to jointly develop police.
8. Submit an annual report to the Proaost and the Comminitt on Sustainability that outlines academic objecti'.s and
accomplishments related to sustainability. This report will address and evaluate collective efforts with the Director.

Original prepared for the UF academic community
Original prepared by Kir Tanzer
Original prepared February 2009
One Page
History of efforts to create an interdisciplinary academic program in sustainability at the
University of Florida

2003 Task Force report identifies highlighted academic offerings, recommends creation of Office
of Sustainability

2004 Ad hoc Committee recommends, among other things, academic
complement to proposed Office of Sustainability. Report identifies dozens of
courses, centers, programs with sustainability content.. Recommendation
endorsed by Faculty Senate

2005: Facets of Sustainability, interdisciplinary undergraduate class, first taught.
Course organized and by Committee, taught by committee member, and sponsored by Faculty
Senate Office

2005-06- Faculty Senate Office continues to build inventory on website through
discussions with college faculties and deans

2006-08' Sustainability Committee sponsors university-wide mini-grants

2006-07: Sustainability Committee subcommittee proposes academic program, to be funded by
State legislative budget request. Includes six initial colleges, program is endorsed by vice
presidents. No LBRs funded, statewide.

2008-09- Provost's Fellow appointed

2007: State legislative budget request recast as federal request, endorsed by
vice presidents and forwarded to Washington DC

2007-08: Academic vision created as part of university-wide visioning process

2008: Undergraduate minor offered through CLAS

2008: Undergraduate major offered through DCP

2008: Solicited proposal for research endowment presented in conjunction with college

2008: UF participates in STARS national pilot project sponsored by AASHE.
including academic assessment measures

2008: President appoints advisor to consider next steps for university-wide
academic effort

2009: Federal request to fund demonstration project on UF campus forwarded to Washington DC

2009: Sustainability Committee continues to provide guidance on academic and operational
issues at UF

2009: Faculty workshops to determine future direction of academic program

APPENDIX 4. Legislative Budget Request l.BR)
Original prepared for the Florida Board of Governors on behalf of tne UF Sustainability Committee
Original prepared by ThonasT Ankersan and Kim Tanzer
Original prepared May 2007
Sit Pages

State University System of Florida
Educational and General
2008-2009 Legislative Operating Budget Issue
Form I

Descriptive Issue Title:
Interdisciplinary Program in
Sustainabilily and a Healthy Environment

Check only one of the following to indicate which SUS Strategic Plan Goal/Objective
this issue will address:

[] Access to and Production of Degrees (Examples of issues that may be included
under this goal would be new enrollment growth, outreach, recruitment, financial aid,
academic tracking, advising, etc.)
E Meeting Statewide Professional and Workforce Needs (Examples of issues that
may be included under this goal would be new or expanded targeted and'or educated
citizenry / worAforce programs. retention of students.).
E Building World-class Academic Programs and Research Capacity (Examples of
issues that may be included under this goal would be new and/or expanded research
initiatives, t'nhance'ments of certain academic programs or program implt'mentation /
expansion ofnon-targeted programs )
X Meeting Community Needs and Fulfilling Unique Institutional Responsibilities
f (Examples could include issues important to a regional area or specific to an institution's

1. Needs Statement (What need will be addressed with the provision of funds
for this issue. The needs statement should be brief and succinct.):

SustainabilitN is a quickly evolving cross-cutting perspective that links teaching, research,
extension and service across disciplines involving ecology, economy and social equity,
set in a global context. It is integral to nine of the twelve "Strategies for Maximum
Impact" identified in the University of Florida Strategic Work Plan.' It also coheres with
the growing recognition around the world, including at the 2002 United Nations W\orld
SummLit on sustainable Development, which declared that developing sustainable
lifewa3 and livelihoods must become ci\ ilization's axial social organizing principle.
This belief was accurately grounded on the recognition that the health and prosperity of
human beings and nature are intimately related.

The University of Florida's Mission Statement, included in the Board of Governors'
Strategic Plan, specifically recognizes that "changing times will require that we

SThe strategies most closely tied to sustainability are: 2) Internationalization. 3) Life Sciences. 4) Ecology
and the Environment. 5) Energy. 6) Agrictillure and its impact. 9) Professional Prcparation. 10) Health
Professionals and Health Care. 11) Children and I-anliecs. and 12) Aging Each of these strategies, and the
svnergies the, generate, will increasingly benefit from adoption of the knowledge bases, research methods
and lehical positions described by sibtiaiIablhn.
2008-2009 LBR

APPENDIX 4. Legislative Budget Request tLBR)
Original prepared for the Florida Board of Governors on behalf of tne UF Sustainability Committee
Original prepared by Th"nasT Ankersan and Kim Tanzer
Original prepared May 2007
Sit Pages
continually expand and evaluate our academic aspiration," and that the "Uni ersity of
Florida aspires to advance the state, nation and the international community by
strengthening the human condition and improving the quality of life." The proposed
interdisciplinary Program in Sustainability and a Healihy Environment directly addresses
this culminating element in the University's Mission Statement.

[1. Justification
A. Description of service or program to be provided: (Include whether this is
a new or expaInded service program m If expanded, what has been
accomplished with the current service program?)

The Program for Sustainability and a Healthy Environment will be a new program
designed to utilize expertise developed internationally to promote sustainability literamc
through graduate and undergraduate teaching and to promote sustainable development in
Florida through research and extension. It i ill connect not duplicate, ontgoilg research
programs. It will formalize the relationship between UF's nationally recognized campus
sustainability practices and the academic mission by incorporating the Office of
Sustainability into this new comprehensive program. Utilizing the campus itself as a
laboratory for sustainability research will more efficiently connect our state ide
researchers on campus and extension personnel in the field. The Program proposes the
following linked components:

The Sustainable Development Laboratory (incorporating the existing Office of
LUndergraduate Certificate in Sustainability Studies (fostering sustainability
Graduate Certificate in Sustainability and a Healthy Environment (training
interdisciplinary professionals for the work force: creating new forms of service
Program in Applied Sustainabilith Research (de% eloping new technologies and
addressing human behavioral change)
Extension Program in Sustainability (ensuring that technologies and knowledge
are transferred where they are needed in Florida and beyond)

The Certificate programs will be campus-wide and incorporate experiential service
learning into their pedagogy. The research and extension programs will bring new
resources to the following campus units: The Warrington College of Business
Administration, The College of Design Construction and Planning, The College of
Engineering, The Levin College of Law. The School of Natural Resources and the
Environment, The College of Liberal Arts and Sciences, and IFAS. including the IFAS
Cooperative Extension Service.

B. Description of current university initiatives, and their resources, that will
strengthen the provision of this service/program:

The new program will build on current and proposed sustainability initiatives at UF.
2008-2009 LBR

APPENDIX 4. Legislative Budget Request l.BR)
Original prepared for the Florida Board of Governors on behalf of tne UF Sustainability Committee
Original prepared by ThomasT Ankersan and Kim Tanzer
Original prepared May 2007
Sit Pages

First, the Office of Sustainability, viewed as a national leader, and created as a five-year
project by the President. will be institutionalized and explicitly linked to the academic
program by creation of the Campus Sustainable Development Laboratory. This virtual
facility will utilize the entire campus as the basis for experimentation in sustainable
technologies and behavioral change.

Second. current research Centers, Institutes and Progranms at UF have some focus on
sustainability as it relates to \water, energy, land use, natural resources and the built
environment, among others, but consider sustainability) from discrete disciplinary
perspecti\ es. This program will use sustainability's triple bottom line to integrate
research between and among these campus units through projecl-based collaborations.

Third, the IFAS Cooperative Extension Service has formed a fledgling sustainability
working group and has recently retained several new county agents explicitly tasked with
a sustainability mission. Still on-campus extension programming does not currently
deliver kno ledge generated by all of UF's Colleges; some such as Business
Admiinistration and Design Construction and Planning are critical to addressing
sustainability, yet employ no statewide extension specialists.

Finally, UF has a rich curriculum in courses that explicitly address, or are related to,
sustainability but these courses or collections of courses are not coordinated across the
range of disciplines implicated in the triple bottom line. In the Fall of 2007 the Office of
the Provost funded a project of the UF Sustainability Committee to support mini-grants to
incorporate sustainability into the curriculum. More than a dozen proposals from a wide
range of disciplines were funded. Clearly, there is significant faculty interest in bringing
sustainability theory and methods into the classroom.

The Program for Sustainability and a Healthy Environment will connect and scale up this
rich array of current and developing resources by creating conceptually sound certificate
programs, organizing project-based interdisciplinary research and scholarship; promoting
applied suslainability extension and outreach; modeling campus sustainability initiatives.
and fostering state and national and international exchange through conferences and

C. Description of outcome anticipated: (Be specific For example, if this issue
focuses on improving retention rates, indicate the current retention rate and
the expected increase in the retention rate. In addition, identify the following.
if applicable.)

i. Number of Headcount Students receiving services or participating in
the program by year, for the next five years:
ii. Number of FTE Students receiving services or participating in the
program by year for the next five years. If these are new FTE Students
are they included in the 5-year enrollment plan?
iii. Additional degrees, if any, produced as a result of this initiative
(Indicate the Uditionalh number ?of Hchelor, Master, Doctoral &
Proifess ional ,d agrees produced by school year.)
2008-2009 LBR

APPENDIX 4. Legislative Budget Request (LBR)
Original prepared for the Florida Board of Governors on behalf of tne UF Sustainability Committee
Original prepared by Th"omsT Ankersan and Kim Tanzer
Original prepared May 2007
Sit Pages
iv. Other outcomes:

The Program's outcomes will reflect and integrate the university's three part mission of
teaching, research and service/extension.

Teaching: Research supported by the Office of the Provost concluded that our current
offerings in sustainability-related courses are comparable to some peer universities.
However, these are not connected and marketed across disciplinary divides. To overcome
this deficiency, 2 new university -wide certificate programs will be developed for
undergraduate and graduate students. Success will be determined by enrollment levels,
the extent to which these Programs attract highly qualified students, post-graduate
employment in sustainability-related professions, by the development of new and
retooled existing courses (especially capstone courses, those that integrate service
learning and those that offer critical approaches to sustainability theory), recruitment and
retention of new faculty, and by Program recognition by state and national accreditation
entities, professional associations and peer institutions.

Research: The program will create connectivity between colleges, subunits (institutes,
centers, programs) and individual faculty members and to the Office of Sustainability.
New lines will be distributed according to a collaborative decision making process; some
lines ma; be used as rotating visiting lines, dedicated to time-limited projects. Specific
projects, collaboratively determined and developed, will focus interdisciplinary) action on
programmatic priorities, also collaboratively determined. Success will be determined
based on the extent to which interdisciplinary research collaborations result in new
knowledge and technologies dev eloped, applied and reported (through publications), and
the extent to which applications, practices and policies are disseminated and implemented.
Success will further be determined by the extent to which on-campus demonstration
projects are established and long-term monitoring systems put into place. The number
and value of interdisciplinary grants the Program facilitates will also serve as a key
evaluative metric.

Extension: Service in a statewide context is described as extension and is the critical
component of the University of Florida's land grant mission. The role of extension must
change to reflect the State's changing priorities and under the current IFAS leadership
this has already begun. This Program will add new statewide extension faculty from the
participating units in order to further sustainability extension, and contribute to new
county extension faculty where demand is expressed. Success will be measured by the
extent to which knowledge and technologies are transferred from the University of
Florida campus to county extension offices and applied in the communities they serve.
Growth and development of sustainability) extension services can also be measured
against already developed programs in peer institutions such as Michigan State,
Wisconsin and North Carolina.

Service and Service Learning: Service learning allows students to incorporate community
service into their course work, while reflecting on their community-based experiences.
Typically described as the "scholarship of engagement" this form of pedagogy is
underutilized and undervalued. This Program %w ill fortify existing service learning
programs in sustainability-related fields, foster new ones, and encourage
2008-2009 LBR

APPENDIX 4. Legislative Budget Request t(BR)
Original prepared for the Florida Board of Governors on behalf of tne UF Sustainability Committee
Original prepared by Th"omsT Ankersan and Kim Tanzer
Original prepared May 2007
Sit Pages
interdisciplinarir> in service learning. Success will be determined based on the extent to
which students contribute to the incorporation of sustainability practices in community
contexts. Because service learning remains a developing pedagogy, an additional metric
will be a demonstration of national leadership through traditional academic venues such
as conferences and publications.

Ill. Budget Request for 2008-09 (detail information provided on the OB Form

Budget for
Issue (A)


Real location

a. Recurring $3,167,500 $0
b. Non- $316,000 $0


Budget for 2008-09
and Incremental Years




A. Identify 2007-08 funds (if not E&G funds, provide the source of the
funds) that will be used to initiate this program (column A).
B. Identify the amount of funds requested for 2008-09 (column B).
C. Identify existing programs from which funds will be reallocated, if
applicable (include for example, salaries from reallocated or dedicated
personnel) (column C).
D. If this is a multi-year request, identify the incremental funds needed from
the state for each future year, by year, for a maximum of five years
(column D only includes column B plus each future year's need).

IV. Facilities:
A. Does this issue require an expansion or construction of a facility?

This project will identify existing space on campus to be renovated.

B. If yes, is the project identified on the Capital Improvement List? If so,
identify the project, fiscal amount, year requested and priority number.

Facility Project Title Fiscal Year Amount Requested


2008-2009 LBR


APPENDIX 4. Leglslaive Budgel Request (LBR)
Original prepared for the Florida Board of Goeremors on behalf of tne UF Sustainability Committee
Original prepared by Thomas T Ankersen and Kim Tanzer
Original prepared May 2007
Sit Pages

2008-2009 Legislative Budget Request
Operating Rudgcl Form II

University of Florida
Interdisciplinary Program in

Sustainability and a Health) Environment

Other (.A&P I SPS)





uSlar, Rate y for all pn-liiil n iniled ,j \hej
Other (.A&P ISiPS)


Salaries and Benefits
Other Personal Services
Operiling Capital Ouilayi
Electronic Data Processing
Special ( dieory (Spe.ific i

$ 1,434,000

$1 3 8J3.0t, i










3 'Documenls and Setings\JleuriMy Documents\UF work\Academics&Sustain at UFlappendicessnew appendices on
Vonday\2 SuslainabilityLBR_OBII

Issue Tihle:


Total All Categories

APPENDIX 5. 2008 Congressional Budget Request (CBR)
Onginal prepared for the U S. Congress on behalf of the UF sustainabllity community
Original prepared by Kim Tanzer
Original prepared Fall 2007
One page

Program for Sustainahility and a Healthy Environment
University of Florida
Contact: Professor Kim Tanzer, School of Architecture. 352-392-0205 x227 or

Sustainability is often defined as meetingg today's needs without compromising the
ability of future generations to meet their own needs." In other words. it means leaving
our grandchildren a world at least as healthy as the one we inherited. A sustainable
environment requires that we equally consider the environmental, economic and social
impacts of every decision we make. Because our institutions and society are organized to
consider problems in isolation, it has been difficult to apply the comprehensive and
connected judgment necessary to achieve sustainable outcomes. The Program for
Sustainability and a Healthy Environment is designed to essentially "re-wire" the
university to make important connections between disparate disciplines. Specific, urgent
env ironmental problems will serve as the impetus to create such new connections.

The Program for Sustainability and a Healthy Environment will be a new program
designed to utilize expertise UF faculty have developed %working across the globe to
promote sustainabilitN literacy through graduate and undergraduate teaching, to promote
sustainable development in Florida through research and extension. and to promote
sustainable best practices across the United States. It will connect not huplicater. ongoing
research programs. It will formalize the relationship between UF's nationally recognized
campus sustainability practices and the academic mission by incorporating the Office of
Sustainability into this new comprehensive program. Utilizing the campus itself as a
laboratory for sustainability research will more efficiently. connect our statewide
researchers on campus and extension personnel in the field.

Man\ critical environmental problems require the knowledge developed in fields as
disparate as business, public health, agriculture. la%. and urban design. For example, in
Florida and across the country, farmland is being transformed into subdivisions, with the
result that people travel great distances to work and school, and their food travels even
greater distances to reach their tables. Moreover, as people drive rather than walk, they
no longer know their neighbors. and their individual health suffers, along with the quality
of their built and natural environment. The Program will take on complex societal
problems such as this, and apply intellectual resources from all disciplines necessary to
suggest practical, immediate solutions that can be transferred quickly across the country
through popular and scholarly channels of communication.

APPENDIX 6. Interim Report to the President and Provost
Original prepared for President Machen
Original prepared by Kim Tanzer
Original prepared on January 16, 2009
Eight pages

President's Strategic Initiative on Sustainability
Interim Report to the President and Provost
Professor Kim Tanzer
January 16, 2009

Summary of Activities and Observations
I began working on the President's Strategic Initiative in Sustainability around November 1, 2008,
based on a proposal submitted by Tom Ankersen and me to Provost Glover in late August.1 This
report is structured around the goals identified in that proposal, highlighting objectives set for
December 2008.

I have spent the first two and a half months coming to know the UF and national contexts,
through a series of interview and conversations with UF faculty members and administrators, and
by participating in two national committees devoted to benchmarking. I have also reviewed the
websites of some peer institutions and spoken with colleagues at some peer institutions about
their own academic offerings.

I have initiated a number of projects that I hope to complete or prepare to hand off by the end of
the spring semester. My primary goal remains to create a blueprint UF can use to move forward,
adjusting the 2007 LBR and confirming (or not) faculty support for an academic program in

Several broad observations arise from my efforts to date.

First, UF has many academic strengths that are not yet presented comprehensively. A
reconsidered web presence would help us communicate to each other, internally, and to the
larger academic community nationally and beyond. For example, the website was constructed in
2005, before the Water Institute or the Florida Institute of Sustainable Energy had been created.

Second, senior administrators have been supportive, while some faculty remain more skeptical.
This skepticism is endemic to some parts of the university, but has probably been exacerbated by
recent budget discussions. Should a university-wide academic program move forward, it will be
necessary to consider the ramifications of such faculty concern.

Third, sustainability is, by definition, achieved through collaboration. It could be that sustainability
would provide a means to "rewire" the university by helping faculty across units learn to work
together toward a common goal. Such a rewired university would provide an alternative to the
silos most academics criticize but cannot escape. In such a university, the value of disciplinary
knowledge would not be diminished but rather would be put to use in solving pressing global

Fourth, interdisciplinary sustainability is such a new concept that comparative measures are in
their infancy. As a result, UF is well positioned to set criteria for such standards and use them to
focus our efforts. I see the LEED (Leadership in Energy and Environmental Design) system as a
model-it was established around 2000 and quickly became the international leader. Such rating
systems are emerging now, and we have the opportunity to participate at the outset.

Fifth, because most institutions that integrate sustainability into their curricula are liberal arts
schools, we might be able to use sustainability to position ourselves as a Research I university
with (in part) a liberal arts college agenda.

Sixth, academic measures that exist at all are focused on teaching, not research. Here we are
even more forward leaning. Should our faculty choose to collaborate with the goal of
sustainability-based research in mind, we will have few announced competitors in the academy.

APPENDIX 6. Interim Report to the President and Provost
Original prepared for President Machen
Original prepared by Kim Tanzer
Original prepared on January 16, 2009
Eight pages

More important, we will be well positioned to do truly meaningful research addressing global

Seventh, the national landscape, while economically bleak, is far more promising than it has been
in recent years with regard to sustainability-related initiatives. Energy efficiency and renewable
energy development, climate change, social equity, building a new infrastructure for the 21st
century-all these programs and more fall under the broad term sustainability.

Eighth, the one portion of the academic program that has been implemented, the interdisciplinary
minor, needs continuing support. In its first year, about 100 students are enrolled, yet it depends
on one faculty member and one graduate teaching assistant with one year's funding. To do right
by our current students, we need to consider a more permanent funding stream for this program,
at a minimum.

Finally, to capitalize on emerging national opportunities, and reframe our own abundant existing
assets, it will be necessary to appoint someone to do the job we are doing for a longer period of
time-two or more additional years. Although I appointed the 2004 ad hoc sustainability
committee (for Pierre Ramond) and worked with the committee to create the database from which
we still work (located at www.sustainability.ufl.edu), and although my own research and national
service are in this area, it has nonetheless taken me two months to familiarize myself with most
aspects of the UF landscape. In May or earlier Tom and I will present a proposal which will
suggest that someone coordinate the academic aspects of sustainability as Dedee Delongpre
does operational aspects. Lacking such continuity, UF will not be able to devote the sustained
effort necessary to get the program off the ground.

1. Create national impact
A Review of best-in-class university-wide sustainability examples and developed benchmarks.

-At the suggestion of Dedee DeLongpre, I volunteered to participate on steering committee of the
AASHE STARS assessment system curriculum committee (UF is one of the pilot institutions).
This assessment system looks at higher education holistically, including academics. It seems to
be modeled after the LEED rating system for the built environment and I think it has potential to
quickly become the de facto gold standard. As a result, we need to be positioned to contribute to
the metrics and to do well with them, once they are established.

-At the request of Anthony Cortese, President of Second Nature, which initiated the American
College and University Presidents Climate Commitment (ACUPCC), I have joined a committee
charged to operationalize the academic component built into the Climate Commitment by writing
an "academic guidance document" to help schools achieve the academic goal. The goal reads
"actions to make climate neutrality and sustainability a part of the curriculum and other
educational experiences for all students".

-I have met with Assistant Provost Marie Zeglen and scheduled a second meeting with her and
Andy McCollough in his capacity as chair of the Gen Ed Council (I currently serve as co-chair of
the Council). My goal is to develop a system to review courses in the UF inventory with
sustainability focused or sustainability related content, terms used nationally. Undergraduate
courses have been initially identified, either through the Sustainability Committee and the Senate
(2004-2006) or by the Provost's Fellow working with interns from the OOS (2008). These
courses were either nominated by faculty members who teach them, or found through surveys of
course descriptions. No syllabi have been scrutinized, and no specifically qualified faculty have
considered appropriate criteria for inclusion (as is the case with Gen Ed course, for example). My
hope is that Dr. Zeglen will help us develop meaningful criteria, and that a faculty process such as
that used by the Gen Ed Council will be employed to review courses and certify them. We can
then tag them for inclusion in future data sets.

APPENDIX 6. Interim Report to the President and Provost
Original prepared for President Machen
Original prepared by Kim Tanzer
Original prepared on January 16, 2009
Eight pages

-I have reviewed UF's 2007 LBR, 2008 Vision document, and the STARS assessment criteria,
and created a comparative chart for use with the faculty and administration. Currently we have
identified at least three sets of goals we hope to achieve (assuming some form of the LBR is
implemented.) I hope to collapse these into one set of imageable goals with measurable

The field is so new that no one with whom I have spoken can easily identify 'best in class"
institutions from an academic (as opposed to operational) perspective. Arizona State University
and Portland State are mentioned frequently, and ASU is most widely cited for a comprehensive
program, though people familiar with it also point to significant problems. Most of the colleges
and universities prominent for their work in sustainability are noteworthy for their operations and
student-centered initiatives, and for specialized academic programs.

Service learning is cited as a means to incorporate sustainability into curricula, but no national
standards are being discussed as a means to meeting this goal. An optional Carnegie reporting
classification is identified in the STARS system, and might serve this purpose for schools that
choose to use it.

National benchmarking systems focus on sustainability literacy, not graduate or professional
competence. They do not mention the value of campus-generated research in sustainability at all.
While many of our peers are educating graduate and professional students, and performing
research, these concepts remain to be assessed comparatively. Additionally most of the schools
participating are liberal arts colleges, which do not have our capacity to do research. This may be
a leadership opportunity for UF.

A proposal for interdisciplinary graduate certificate in sustainability to complement the
undergraduate minor.

I have attended meetings called by Tom Ankersen and Peggy Carr (who, as DCP's Associate
Dean and interim director of our sustainability program might be responsible for coordinating this
certificate). Tom's report will provide detail about this objective's progress. We have begun
considering budget implications of such a program, and will present them as part of a budget
request to be made later in the semester.

Publicize critical national venues for dissemination of research and teaching to UF community.

-I have met with Eric Wachsman, Wendy Graham, Stephen Humphrey, Jim Cato, and Peggy Carr,
and will meet with Les Thiele, each of who brings a research perspective to the question of
sustainability. At my request, they have shared their observations about the appropriate national
venues for research done in their fields, and the value of research (basic and/or applied) in their

-In addition, I have had several conversations with Win Philips, who obviously understands the
role research plays in universities such as ours, and is well-versed in large research
concentrations we host at UF. Win has agreed to co-host an informal meeting with a variety of
UF researchers, with the goals of considering broad, interdisciplinary research questions
appropriate for national funding.

Faculty involved in (and evaluated according to) national research accomplishments value it
highly, and can easily name desirable achievements, including venues and funding orders of
magnitude. Faculty who value applied research suggest statewide impact is critical (though hard
to measure). Faculty who value teaching do not readily suggest venues for recognizing or

APPENDIX 6. Interim Report to the President and Provost
Original prepared for President Machen
Original prepared by Kim Tanzer
Original prepared on January 16, 2009
Eight pages

sharing world-class teaching. Instead, they focus quality of graduate applicants and the success
of placing graduates in respected positions after graduation, for example.

Following my experience as Senate Chair, I have found that faculty have very uneven aspirations
regarding national impact. For some, there is not a strong sense that UF's national reputation will
impact their work, or, conversely, that their ability to do good work will improve if UF's national
reputation improves. Identifying a range of appropriate national venues for dissemination (rather
than assuming a standard not all disciplines can meet), then educating faculty about the
importance of working in their own national arenas will be critical.

A fund and criteria for travel to national venues for program's academic "ambassadors."

-I have spoken with Joe Delfino, a member of the Sustainability Committee and of the Academic
Personnel Board, about developing criteria for travel to national venues. He has agreed that this
is a good means of sharing our message, and of reaching out to UF faculty member. He is willing
to work on the criteria, but is involved with the university T&P process at the moment, so I haven't
pressed him to work on this. In addition, until I am clearer about the shape such a program might
take, I think it is premature to develop talking points for such ambassadors' use.

This remains a promising means of quasi-viral advertising, but I haven't yet been able to
implement it. My own experience, as a meeting attendee for the past 20 years, is that most of
what my colleagues learn about others' programs comes in the form of informal conversations
between sessions. Once we have a clear message, we will still need to persuade our faculty to
speak well of UF in national venues. This was one of the messages I delivered as Senate Chair,
when I met with college faculties. It bears repeating often.

2. Develop the Program's mission
Host 1-2 meetings to engage faculty in a discussion of Program elements and structure, research
themes and appropriate balance between teaching, learning and service.

- I had intended to host the initial faculty workshops in mid-December, but scheduling conflicts
and a request by the Office of Sustainability that these be paired with the roll out of the
implementation phase of the UF Vision process led to the delay of these UF-wide meetings, now
scheduled for February 23-24. I worked with the Sustainability Committee and with about 8
additional well-placed faculty members to determine optimal times and dates. The meetings were
announced at last week's Senate meeting, and I have drafted a DDD memo for the Provost's
review and use in disseminating the invitation through the administrative chain of command.

-In addition, I have built a list of about 130 invitees, merging the 2007 LBR list, the OOS list, and
other lists I have found at UF (Water Institute, FISE, SNRE, etc.). I will email personal invitations
to each person on this list in the upcoming week.

-I am preparing a powerpoint presentation with the help of my OPS assistant Anna Jeong, which
will outline options for faculty consideration in four areas: national impact, curriculum, research,
and program structure and funding.

-Dedee Delongpre has suggested I enlist the help of Jody Gentry in facilitating the workshops,
and I will contact her, or Bruce Delaney who we utilized in 2007, next week.

-I met with Angel Kwolek-Folland, who was the associate dean in charge of centers for CLAS,
prior to her current appointment as Associate Provost. We discussed, among other things,

APPENDIX 6. Interim Report to the President and Provost
Original prepared for President Machen
Original prepared by Kim Tanzer
Original prepared on January 16, 2009
Eight pages

potential structures and reporting mechanisms for the program, and I will incorporate some of
these options into the presentation described above.

Several people have cautioned me that faculty will be disturbed to see a new program emerge
during a time of budget shortfalls. As you know, it will be important to take this perspective into
account moving forward.

Deep pockets of sustainability expertise are found across the university, including many we have
not yet tapped. Selecting the most efficient reporting structure will be critical. The three models I
have identified all have strengths and weaknesses. These models are:

Direct report to provost-The strength is the ability to span disciplines; the weakness is the
potential to become lost among more prominent direct reports.

Center within college-The strength is the ownership the selected dean and college would
have, while the weakness is the potential to overemphasize the disciplinary knowledge
housed within the college at the expense of integration and other forms of knowledge.

Revitalize the School of Natural Resources and the Environment-The strength is gaining
the good will of faculty who feel the school was inappropriately disempowered, and the
relatively interdisciplinary structure already in place. The weakness is that it is still not
adequately interdisciplinary, though this seems correctable. In addition, the
transformation from a college to a school was done for some reason, and this may still be
considered a weakness in this option.

3. Build the UF academic sustainability community
Share conclusions derived from review of interdisciplinary teaching and research models at UF
and of national models in academic sustainability.

As described above, I am preparing a powerpoint with these observations for faculty
consideration at the February workshops.

The field is so new that all generalizations will be debatable. The challenge will be to draw faculty
into a conversation where all become involved in creating national impact, rather than simply
challenging whatever information I present. I have found one of academics' favorite techniques
to delay action is to challenge data. If possible I will attempt to redirect this tactic in my

Build consensus regarding 1) internal structure of Program; 2) organizational structure of
Program within UF; 3) funding structure of program within UF context; 4) initial interdisciplinary
research themes.

-Much of the work I have done to date has been an attempt to define the universe with regard to
these questions. I hope to present a menu of options for faculty consideration, then to report their
preferences to you, for your consideration.

-I hope to have a research meeting including Win Philips, as described above, prior to the
February workshop, to develop some initial options for faculty consideration.

-With the Provost's support, I hope to invite administrators to participate in the workshops. In fact,
the OOS has added the names of all deans to our list of invitees, consistent with the roll out of the

APPENDIX 6. Interim Report to the President and Provost
Original prepared for President Machen
Original prepared by Kim Tanzer
Original prepared on January 16, 2009
Eight pages

UF Vision implementation phase. If deans attend, they will contribute to the level of discussion
regarding the program's structure.

I have learned that few faculty think about structure, funding, and reporting mechanisms as
described above. While I don't necessarily anticipate achieving consensus, I will define success
as helping faculty understand the tradeoffs involved in whatever structure and funding model
might be chosen.

Regarding funding, I have received comments ranging from "if the President thinks this program
is important, he will find funding" to "this program should not be implemented if it is not self-
funded." The final outcome, if the program is launched, will fall somewhere between the two.

Restructure and advertise curriculum grants through the Sustainability Committee.

I requested a final report from the subcommittee that oversaw the process. The report, written by
Jeff Burqhardt and Eva Czerneka-Verner, is attached.

They believe the mini-grant program should be extended, but refined. In particular, they
recommend that the proposals funded have demonstrable long-term impact on the course for
which they are used. They also believe larger amounts will lead to higher quality and quantity of

Discuss developments with the Provost and the President on an ongoing basis

Tom and I have met briefly with the Provost twice, preceding the January 20 meeting.

While I feel comfortable working independently and have acquired a fair degree of understanding
of the university's ambitions and administrative mechanisms, it might be useful to have more
routine communication in the coming months. One alternative would be to assign a member of
the Provost's staff to meet with us biweekly.

Provide written update to the Provost, the Sustainability Committee and the broader UF academic
sustainability community.

-I have given oral reports to the Sustainability Committee each of the past three months, and
listened to their advice as I have moved forward. The February meeting will provide an
opportunity to share my activities indirectly with the assembled faculty.

-It has been suggested that I inform the Senate's Academic Policy Council of this initiative. As I
am a member of this Council (through the Gen Ed co-chairmanship) I will begin doing this when

-More communication about our efforts, within and beyond the university, carefully handled, will
bring greater buy-in and greater recognition. The press release sent in November is a case in
point. A revitalized website will be useful, too.

4. Propose the Program's structure and perpetual funding

APPENDIX 6. Interim Report to the President and Provost
Original prepared for President Machen
Original prepared by Kim Tanzer
Original prepared on January 16, 2009
Eight pages

Develop and present conceptual models for institutionalized interdisciplinary teaching and
research collaboration.

Activities and Observations:
Described above.

Respond to funding opportunities when they arise from public and private sources through
donations, grants and contracts.

-Following suggestions of a number of people across different components of the university
(Foundation, Provost, OOS, FISE, SNRE) and with the endorsement of the Sustainability
Committee, I briefly worked to facilitate a MacArthur proposal. I learned through the grapevine
that a group had already met to discuss a proposal, and met with them once, offering to facilitate
their proposal. Over the course of a few days it became clear that their interest was in
international development, not in sustainability (beyond program sustainability), and they had a
program already in mind, largely utilizing faculty resources already identified. As you know, I
drafted a letter for the Provost's signature for the initial application. Last week I provided text
regarding UF's commitment to sustainability for their final application, but declined to serve as a
liaison with the Provost's office, as their final proposal, while strong, does not appear to have
university-wide impact or a strong sustainability focus.

-Following the November announcement of the President's Strategic Initiative I was contacted by
Chris Needles at the Foundation. He had approached Progress Energy, and they expressed
interest in funding some aspect of this initiative, as they did the start-up of the Water Institute,
which expires in February 2010. I met with Chris and one of his staff members in December to
learn how best to move this offer forward. He advised me to pull together a small group of faculty
to develop a proposal, which he would take to Progress Energy. Obviously this should be done in
consultation with the President and Provost. He advised that Progress would be ready to
consider a new proposal at the end of 2009, or perhaps earlier.

-I was contacted by Margaret Atherton in November regarding potential donors interested in
funding sustainability initiatives, and I provided here a one-page description of general requests
for funding.

-I have begun working with Jane Adams, Marion Hoffman and the UF lobbying firm to redraft the
2010 Congressional Budget Request. Win Phillips has agreed to include it. It has been
suggested that we propose an on-campus demonstration project, which would allow us to focus
on the campus-as-laboratory portion of the initial concept. I will meet with Ed Poppell and a team
from his staff this week to develop a shortlist of potential projects, and then seek faculty
researchers working in these areas to find a fit. With your approval, by February 1 I will present a
redrafted CBR to our lobbying team for inclusion in the 2010 request.

I don't think anyone knows how the current economic crisis will affect academic funding streams,
long term. I suspect that private sources may stall quickly as individuals determine how their
resources are faring, while federal grant sources may continue spending apace for another year
or two. The Obama proposal may have positive implications for the types of research UF can

In any case, I view the crafting of proposals to fund the academic program as a means to define
our goals more clearly, whether or not such requests are successful in the short term. While we
may not acquire funding we request, we definitely won't receive funding we do not request.

The National Academy of Environmental Design: Avoiding Water Wars

APPENDIX 6. Interim Report to the President and Provost
Original prepared for President Machen
Original prepared by Kim Tanzer
Original prepared on January 16, 2009
Eight pages

This national research workshop, funded by the Office of the President, will be held February 16-
17, 2009. It will be one of three inaugural workshops of the NAED, along with workshops at the
University of Minnesota and the University of Texas at Austin. All three are intended to apply
design thinking and the knowledge bases known to environmental designers and scientists, to
address problems of global sustainability. The results of each workshop will be shared with the
National Academy of Sciences, Congress, and the public.

UF decided to focus on the Apalachicola basin, which encompasses portions of Georgia,
Alabama, and Florida, beginning north of Atlanta and ending in the Gulf of Mexico at Apalachicola.
Fortuitously, the National Academy of Sciences will host a workshop in March, and one or two of
our speakers will also participate in that workshop, helping us deliver our message efficiently. In
addition, UF's Water Institute has highlighted this basin in its NSF Science and Technology
Center proposal, providing for internal opportunities for research linkages.

I have worked with DCP Associate Dean Peggy Carr, who is organizing the workshop, and with
Assistant Professor Robert Ries in the Rinker School, in developing the program and resources.
As part of this project, we have submitted a book proposal, based on the workshop and follow up,
to the University Press of Florida, and a research proposal, for seed funding, to the Water
Institute. With Robert I am teaching a PhD seminar which we are using to provide backup for the

I am also coordinating the three workshops nationally on behalf of the NAED, and working on
national media with my colleagues at Minnesota and Texas. I am making every effort to
foreground UF's role in hosting one of these inaugural symposia.

1 Soon after I returned to Gainesville, Tom Ankersen expressed reservations to me about the
ambitions of our August 28th proposal and stated that he preferred to work on a less global project.
As a result, he is pursuing the graduate concentration, as had been his previous goal, while I am
working to accomplish the remaining goals set forth in our initial proposal. He will negotiate any
additional outcomes directly with the Provost.

APPENDIX 7. February 2009 workshop presentation
Original prepared for workshop participants and the UF academic community
Original prepared by Kim Tanzer
Original prepared on February 2009
Ten pages




Ecology, Economy and (socria EquRy Pooplo. Planet Prosperfy

. a

1 *

APPENDIX 7. February 2009 workshop presentation
Original prepared for workshop participants and the UF academic community
Original prepared by Kim Tanzer
Original prepared on February 2009
Ten pages

,- *

SEnivirmonen I

* How mrght a univeraly-wa acaenmic pmgro n help UF'
(11 48-12 35

* How might teaching a cumnica offerings co tnute to the program
(f2 50-1 4OMonoyJ

*How ngil resmareflnalte CO5lbu& t th I program I Bua rcS
(l 50- f 40 Tuesday

4*Hw mght UF structm and stppoe a unaersty-mde mpgran n austainuvlty?
(15 62 451

UF Sueainablity Guiding Prinlpl

"The msson of he Offic of Sualisobty is Ito ml e Ivestel v or Flonds-ln
Ia opration. education. mrari ad ou --a model of usmvmWty
IntAgrating mre goals o ecologasal rescratiws economic development and oal

TahicInng nd Ranmech: Stimulase and faltate cuncular deveaop nt and
rsemerch eleonsin g etinabily-eleted ess. nauding m pemooon of Bervice-
lerring and lhe empowRemnt of Iuly saudenlt ans alo f to ngagme me
canwus oomnunty, unwuery oceraltone, and uniewty land as IMng
laboamns for Oialubingtilty

Se~vicn Ouelamih, -d Eitenan:. Fdacilna e aen a engagami oft facuy.
students and staff and albmulae sevce, outiach, and extenson efforts tat
promote sustanabe precics wtin communny and economic developmente

Fniut Woor ar Su.iam (F n1119 Wa uea t es io 7M

tHIory of lbcduty Wsupo dof acat- pugA

*2003 Task Face mrpott kdeflies highlghled academe odienngs. recommends
cremaon of Offia of Sumrbamiat

S2004 Ad hoc Conmtinle reoommends. amrng olter things acdenim
oomplament io piposed Office of Suslainaily Repor idenaises dozens of
ccursae. cnterai. program vwflS aualainabdily aconrnt Reconiimndan t
endoaed by Facuty Senate

*200 Faces of Suaaisbalaly imtsarctaplinary undergraduate class. firl lugh
Course orgarntd and by Commttee. Isugnit by commitee manoe mnd
sponsored by Facuy Sanwa Office

*200a .6. FracJy Sanate Offie comniues to blk inventory on abitea tvougl
discussion wi college laasues and oa8ns

*200-M) Sustaneabity Carinimee aponsour universrly-ade minrannts

Hislory ol a dy muport of acmn-ic progr

*0~W0- Suslawtbdny Colmnitlle mubAmime proposes ac anc piomum
to be funded by Stat legeme b udgel request Inckludes sur nil coe
program na endored by vsa pimeident No LBRsa hnded stalevwd

*2006-0t Provosrs Fellow appoinad

*2007 SwtM mmIal budg squst rcr aa fea iranouest endorsed Dy
vike prekdeu and efoarded I Wasingion DC

2007-0O Acadenac viio created as part of univeraty-de visioning pmose

*200 Undeqngauaste mnor oflueed tough CAS

*zo200S Unaergnduate mW cleed lrougi DCP

APPENDIX 7. February 2009 workshop presentation
Original prepared for workshop participants and the UF academic community
Original prepared by Kim Tanzer
Original prepared on February 2009
Ten pages

AAU pas

itian uni sity
ltes 9i UnkUmuir
Pseigaain a nm usnesby
hlo allme aUnemnl
Paidue u umn

an areoo u-Nmres aY
Tllamy A UnAhmill
Univeya of Bualito, Bumv
Univrsllyo f Artaxia

UC am oia
Uc eoni aeri n
ualnhay at Claromio @ Boulder

Unlawday o Flaosa
Unilsres at Animim at Ibisn. Capuig
unisuMsy a Kenas
IUnteay dif ylnm

tuHiversty of iuran
Udwnaly of a k magn

Undasl cgle ls.
Unl--maP rf kblu

Unlknir ay cIOk alH --V on


Hittay oi dly iupp~ afcadmit pmnm

-200 Sa ated proposal for research andowen presented in conjunclar with

*2001 UF partop lm in STARS nat noal pola pqect isonand by AASHE.
including academic asseasmnrr measures

-2008 Presient appons advwa tocornser neat sapse or unvrsly-wtda
academic efan

*2009 Federal request to (und demonaslratli pleaa on UF campus forwarded to
Washngtr DC

*2009 Sustainably Comnrrmts conriues 10 provide gunance on acadernc and
oparnon ues at l UF

-*20 Faculty workshop to datermrse bLurea direcion of academic program

UniveiLty-wide academic program:
"Sustaiubillty and i Heathy Environment

Acadenrac ofcaoffYr as partner to opereibonh offi offcer

Campus a hing -twahn

Acadaemic Thbanng RFan tm

STeedhg LKndgraduse graduate. profesaousl. doctoral

Resercf Basic rsesct applied research

Senoe Communny and statwide emnsnc

How UF meamunr m

SAAU peers

STeacig produclvty

Resarcih producivbf

Statsrde extenson land grars msson)

Which InstitutIons have most widely recognized academic
sustainablity program?

Arizona Slats Unwmely

Which Institutlon have most widely recognized academic
suatainablity program?'

Ponlans Sate Uniervsty

.... .-1

APPENDIX 7. February 2009 workshop presentation
Original prepared for workshop participants and the UF academic community
Original prepared by Kim Tanzer
Original prepared on February 2009
Ten pages

Which Instituions have mact widely recognized academic
iustalnarbllty programs?

T Univary of Noth Caroim at Chapel Hl

i ---

8 .:r

Which Institution hla most widely recognized academic
sutalnabllty program?

Unieray of Flonda

4 sustaLnable

How do you klmnow?

Facufly eputaions
*Vis"aMa at confaranoe
Funding success
Pm~octs and rsaaae h dissa inmatd in appropnia venu
Student succss al undegraduale graduaa or dotoral Iivel

How might a university-wide program In sustainabilty help
UF achieve ts mtision, to provide academic leadership for
the State of Florida, th country, and the world?

National comparatom

Amo,. State Unveruy


APPENDIX 7. February 2009 workshop presentation
Original prepared for workshop participants and the UF academic community
Original prepared by Kim Tanzer
Original prepared on February 2009
Ten pages

National comparators

SPorland State Untvety

National comparators

The IUnversty of Mt i Caroma at ChapIl di

U**-- .
... -- ._ .^ -~.w

National comparators

SUivesty of Florida

UF' current goals, a compared to national goals
(Summa onr Lea Un, U ln. STAR

Summary of teachingicurriculum goals in national context

*Identiy an invenr curt ofengp bt

Osd hours
Repair n
Summer prgora
Serve learning

*Improve cuarnt offernga
Incentvie mra dauelpmen
Requkre aini cem a n c urse be Iaughbtaken

*Change admasion siandamis lo cowrder m impe inteHlgences. ooab ranon

iRequre entryleit exam

Regarding teaching and curriculum, should UFs emphasis
be placed on undergraduate, graduate, profesional or
doctoral study?

.__._..___ __~_~___~ _

i--~ rlr
Ir.. ~. -.1.

-r .~

~rr -r.I

...-~- r.. . .. . .

::.n 7Mr~ ur
t-L.e ,=,,, -.

:' :'.. ..,:.."

'- .':...- .' -- . .


Undergraduate programs:

Undergraduate mmci
Leos The*

Undergreauata mqiorns)
Peggy Car
Intaniaoil studyL summ suay

To6aI Aftrng?
Toim Anserrn

APPENDIX 7. February 2009 workshop presentation
Original prepared for workshop participants and the UF academic community
Original prepared by Kim Tanzer
Original prepared on February 2009
Ten pages

Graduate programs:

Graduam ouCtteate o canrenBlni
Tbm Aritern

Graduate mnsrI(

Ilneair~on altud umm study?

*Othe psadaue oAermni?

Doctoral program:

Ooore~ Ctifuta o r moncanrasoo

SNo ed lie uStainotlmy amoee)?

ircenives for aBiang no waring Ph D StuCiai'

How might teaching and curnoular offering contribute to
UF' academic program?


Profesalonal program :

Pofesssonel uickm or conceal on

PFofeaal- rnmeor(a)

riemaonal sldy? summer audy?

*Other graduate oarnngs?

How will we evaluate succea7?

Bf courses tken. degfen receed depensinams Irci '?

WhowY l evaluale quality and qantity olou ollnwga?

Ho will we define Bmstamir ly?
Three Es
Susanablity-ibcused or sustlinabRy-miealed
ASU aecgipur

APPENDIX 7. February 2009 workshop presentation
Original prepared for workshop participants and the UF academic community
Original prepared by Kim Tanzer
Original prepared on February 2009
Ten pages

National comparator

*Amno SOs Unvery

National comparators

Pofarand SM~a ULvernly

: . . . .

National comparators

The ULYhity of Nor'c Camru al Chrapl ics

"- ; ..

National comparator

Universe of Florida

\ sustaLnable

National Comparators

Univermy f Fland

__ _~_

__ _~_ _._ILI


APPENDIX 7. February 2009 workshop presentation
Original prepared for workshop participants and the UF academic community
Original prepared by Kim Tanzer
Original prepared on February 2009
Ten pages

UF's currant goals, compared to national goal
(Summnry f ST LiWR. UP n STARS)

CI m





Summary of research goals In national context

*Idmtify and mnwitry cmrr rmseach by
Facuay member
Roe-&rctJ pingrarn

*bInpmv Cunarl Flmrflm.
Provdle acmess to rearoM. fna aI ec
Demonsuralea asn sed rroUpC n meaaured by funding or v parcpants

Proude smdure or i nterdU inwy work
Rawand colabornoan inmugh typal acader reward system

WhIa e t ome mrmch thlemn or quMsons eppwoprie
to UPrs Stngthe?

Ho might such march cantbul b to th pmgmrm

What s tU role of tiairlon?

After viewing the proposed program, and today's
discussion, does broad vision outlined in the LBR remain
appropriate In your view?

What is its structure?


,..... ,,.. 3

APPENDIX 7. February 2009 workshop presentation
Original prepared for workshop participants and the UF academic community
Original prepared by Kim Tanzer
Original prepared on February 2009
Ten pages

-.n How much funding might such a program need?

meIanan I

fAW14111 4111

j 34NN

IN N*1 .iD N l 4l .

How might the program be funded? What are the pros and cons of this model? Do you have
other ideas for stature and funding to propose?
Sat aromponatan
B*caneu nl

Stti gin

SFundled research
*t Caoti

Someaeli of fte anovee


APPENDIX 7. February 2009 workshop presentation
Original prepared for workshop participants and the UF academic community
Original prepared by Kim Tanzer
Original prepared on February 2009
Ten pages

Next steps, with the help of UF faculty committees My next sleps, through May 2009

*anwntoy coum oflnngas-dafimauslnabiay. awmbnablity-fcusad,
Wguanliy-nMBW l an work though co es Kwiinfd on vaniYaI DaIop a-nd at drafl s Br plan Pruean to President iachen by iMay 2000
(fcvsWesly maangsoMs rapaiwldoinonlt
fBwuJc f n e Iaw*a w &mom.agia) ln (FlMhou eding) existing course. cncualu and resmach lts
*SIraigtmen comnuniaian intaniily and extnamy. perbicualy ftrough wbte
nad den Mv abon of ltaling ioms" Folow up an kming oppounmies
Inrtiate course review procma if applopnate
*Detg wnterOscelinly rsearcn questons
(Tim-bur meehfngs

*Proide Fhedbakon drSa Stmatec Plan
(Onre-o mesnins and camrutf snadl nvw)


APPENDIX 8. February 2009 workshop notes
Original prepared for the UF academic community
Original prepared by Kim Tanzer and Jieun Jeong
Original prepared February 2009
Eight pages

Monday, February 23, 2009

FIRST SESSION DISCUSSION: How might a university-wide program in sustainability help UF
achieve its mission, to provide academic leadership for the State of Florida, the country, the

[Rebekka Darner, rdarner@ufl.edu]
Leadership We need to have a presence to maintain our reputation as leaders.
Stimulate economic development
Produce high-demand graduates at various levels eventually become leaders in fields
Enhance General Education at UF Produce a responsible/knowledgeable citizenry
Influence policy at local, state, federal, international levels

[Dedee DeLongpre, dedee@ufl.edu]
Latin America- TCD as a multiplier
-Tracking alumni & making best use of breadth/ scope of reach
-Environmental literacy requirement
Range of issues- need a clearing house of academic & research at UF
Provide future leaders- come out of our academic programs
Help define study as a moving target & a holistic concept(social/ethical dimensional)- provide
comprehensive view that helps pull program together
Bridge the divide between social and scientific

[Anna Prizzia, prizzia@ufl.edu]
Draw faculty in, strengthen internal partnerships
Hub for organization connecting "dots" so all can collaborate, define expectations
Clearing house for information/resources for sustainability in academics/ research create
foundations for "synergy"
Help to de-silo & foster interdisciplinary work- support for integration into curriculum
Bring social, cultural & natural engineering sciences together, also business, economics,

[Donna Isaacs, dlisaacs@ufl.edu]
Time frame (limits)
Community specific projects (build around the project)
Better interdisciplinary connection
Development of technologies, social equity (umbrella)
Leadership and civic engagement

[Rebecca Nagy, ragy@harn.ufl.edu]
Be an exemplar for sustainable built environment, as at Har (LEED)
Interdisciplinary training for students to think/do differently (better?)
Interdisciplinary "conversations" to avoid potential pitfalls
Improve overall communication
Also factor in cultural sustainability

[ ?
Cross disciplinary lines
Could bring funding?
Brand UF (if done well)
Opportunities to address federal priorities
If implemented, could improve campus environment
More emphasis on cities/urban

[Brian Ray, drray@ufl.edu]

APPENDIX 8. February 2009 workshop notes
Original prepared for the UF academic community
Original prepared by Kim Tanzer and Jieun Jeong
Original prepared February 2009
Eight pages

Clearing house
Federal/State funding opportunities
Encourage collaboration across disciplines
Support mechanism for integration

[ ?
Increase grant funding
Start in each classroom (teaching practice)
Provide leadership in global issues--water, energy, health
Provide facts to citizens
Promote collaboration among department
Increase focus on interdisciplinary research
Increase role of values/stories in achieving sustainability
Evolve an understanding of how to live

SECOND SESSION DISCUSSION: How might teaching and curricular offerings contribute to
UF's academic program?

[ ?
Broad undergraduate curricular to provide skill sets for future learning to pursue employment or
further education
Critical thinking
Required undergraduate courses for all UF; incorporate into Gen Ed overlay
Educate citizenry

Three Levels
[ ?
Class for all (either Gen Ed overlay or specific course)
Undergraduate degree
Foundation for position in industry as sustainability managers
Undergraduate program leading to graduate education

Course Inventory
[Dedee DeLongpre, dedee@ufl.edu]
Can current courses in the inventory accommodate students -both numbers & content?
Majors with little room
Inventory of guest lectures who can help incorporate sustainability principles into courses
Inventory of expertise
Committee of people who can evaluate the courses-need people who have expertise to
populate the inventory ongoing (don't know the frequency)
Go to experts within colleges/departments
Accreditation process guides (focus) the integration
Point person vs. committee
Role of Institutional Research/Planning?

How to integrate sustainability into existing new courses?
[Lisette Staal, Istaal@ufl.edu]
-Small departments can't do new (more) things
-Not obvious have to integrate
-Way to link-develop strategies for integrating sustainability into course
-Economies (costs) benefits paradigm- too narrow
Interest and need
-Do better to see how others are doing
-Awareness of sustainability in energy facet of content
-How to look at things qualitatively ($, quality of life, access, equity, people's
perceptions, mythologies)

APPENDIX 8. February 2009 workshop notes
Original prepared for the UF academic community
Original prepared by Kim Tanzer and Jieun Jeong
Original prepared February 2009
Eight pages

-How to have more conversations between social/humanities/ big business/ physical

Study Abroad
[Preise, prisek@law.ufl.edu]
Remove cultural barriers to study abroad
-Bright Futures
-Parental safety concerns
-Student xenophobia
Globalization of curriculum
-Partner institutions
-Comparative curricula
-Foreign student and interdisciplinary
-Build foreign study (requirement?) into curriculum
-On ground experience
Working (internship)
Public service
More than one country? (ex. East and West Germany)
Whole experience of living/studying abroad forces students to look at world differently. Learn from
hosts about internationally friendly ways to live

Doctoral curriculum
[ ?
Is "Sustainability Science (SS)" a discipline (or not?)
If not, work continues within disciplines certificates make more sense
If so, then "SS"
Assume become a major/discipline (doctoral)
Focus should be on producing Ph.D. grads who become faculty at other university vs. just
adding a major or discipline
Offer small number of core courses convent task group

Do we need program discussion?
[Gaby Stocks, gstocks@ufl.edu]
Integrate and package what we have, ex. hydrology
Can't send students outside department due to lack of incentives (FTE credit, etc.)
Value added?
-To UF?
-To students?
Marketability of students?
Sustainability Institute? (Like UF Water Institute)
Support and networking function
Central clearing house for all UF instruction?
Coordinate grant writing and research
Press function?
Need to define "sustainability" to determine what to include

[Anna Prizzia, aprizzia@ufl.edu]
Graduate courses in sustainability open to all departments-are they full?
Needs for cross-discipline understanding, ex. water
How do we facilitate collaboration across programs/departments?
Need multiple cross-discipline concentrate to target student needs/ interests
Need inventory the gaps? ex. health
Weaving sustainability into all courses for professional programs
Need for focused courses and complimentary programs
Joint department courses? How to accomplish? ex. infrastructure issues
How does Tallahassee "count the beans" institutional barriers
RCM cold hinder collaboration due to budgeting/accounting

APPENDIX 8. February 2009 workshop notes
Original prepared for the UF academic community
Original prepared by Kim Tanzer and Jieun Jeong
Original prepared February 2009
Eight pages

Service Learning
[ ?
Clearing house for service opportunities as a resource for faculty & students

THIRD SESSION DISCUSSION: What are the pros and cons of this model (as described in LBR
and outlined in presentation)? Do you have other ideas for structure and funding to

[Anna Prizzia, aprizzia@ufl.edu]
Find faculty that are the best in their department/ colleges in the area
-What areas of expertise needed?
-Get away from tenure/non-tenure (tenured faculty are already experts--are non- tenure more
flexible? Maybe non-tenure as adjunct or visiting)
Reward structure would need to be very clear so participation is encouraged/desired by
faculty, deans, directors, department chairs
Two directors
Two coordinators on either side
-Internal, external
-Two administrative assistants

[Diane Mcdilda, dmcdilda@ufl.edu]
Consider including an outreach aspect that would utilize operations and academic
knowledge to generate income
Information and knowledge is valuable. UF should work to use that value to find position
-IFAS offers classes, off-book and generates income
-Sustainable databases could be developed for products, materials, etc. i.e., building
materials for LEED contractors to use, would be national, regional, State, etc.

Also, where applicable tie into CEU requirements could be future requirement for other area, i.e.,
teaching-sustainable CEU course, or stand alone
Still question- how to connect outreach with academics and operations
Should they all be under same umbrella?

[ ?
Academic and operations not completely divorced from another (current state)
Where would academic unit reside
School of Natural Resources existing entity evolve into larger unit?
Look across UF + morph other areas?
Degree program core curriculum, methodology, faculty to administer

[ ?
Good idea but a number of unanswered questions
Is this a discipline? Do we know enough about this question?
Who can fill positions? How difficult would it be to come into multidisciplinary program
Shifting efforts--would targeted program have a counter effort on others?

APPENDIX 8. February 2009 workshop notes
Original prepared for the UF academic community
Original prepared by Kim Tanzer and Jieun Jeong
Original prepared February 2009
Eight pages

Tuesday, February 24, 2009

FIRST SESSION DISCUSSION: How might a university-wide program in sustainability help UF
achieve its mission, to provide academic leadership for the State of Florida, the country, the

[Anna Prizzia]
Connect programs to campus and local level
Important topic for younger generation (for PR, recruitment)
Bringing together/connecting programs- links between disciplines--fostering collaboration
Venue for discussion; increasing research priorities which drive academic program and

[Katerie Gladdlys, kgladdys@ufl.edu]
Type Ex. of control acting in terms of environmentally sustainability-low cost- works with
What are the metrics we are going use to compare UF?
Focus on extension outreach program we already have this it is a selling point
Build on what we already have
Look to models that are working that we already have. Water Institute, SNRE are already
Sustaining what? What are we trying to "show"?

[ ?]
Opportunity for living lab opportunities where we demonstrate research that provide
education, implementation & policy opportunities
What could UF do that sets us apart? Research, opportunities/demonstration, collaborative (ex.
fuels to vehicles to ?)
President making it a financial priority- "what will I get out of it?"
-Connect you with resources
-Collaborative publishing
-Grant opportunities
More inter/trans disciplinary research
Making faculty aware of what resources we have on campus-don't have to go off campus
Project based research
Role of community
Sustainable project for community
Feedback into research knowledge base

[Gaby Stocks, gstocks@ufl.edu]
Don't take money from colleges. We need to identify alternative sources of funding (e.g.
grants and government's funding)
Visibility of UF on national or global stage
Interdisciplinary clearing house
-Grant revenue
-Identify faculty with appropriate skills (external and internal)
Maintain relationships w/ government and private entities- publicize and capture
Administrative and scientific structure to bring people together--3 legs of sustainability

Better sustainability student education
Better dissemination of information Biological sciences cash cow
Look for the end demand and tailor the program accordingly
Clearing house for information
UF extended commitment to supplement LEED certified buildings

APPENDIX 8. February 2009 workshop notes
Original prepared for the UF academic community
Original prepared by Kim Tanzer and Jieun Jeong
Original prepared February 2009
Eight pages


Sustainable energy production systems--social structures. Economics, legislation, fuels
Assessment of biofuels and potential for invasiveness
Understand and qualify sustainable H20
How do we develop reusable/sustainable materials to support healthcare, etc.
How can we improve energy efficiency?
How do we create a sustainable built environment?
Disaster management and mitigation
Human settlement and transportation systems
How do we value ecosystem services? Full cost accounting
How do we continue to feed our communities in face of climate change?
How do we develop narratives that help our community understand these issues?
How do we facilitate/ institutionalize interdisciplinary/ transdisciplinary research?
How can we model soft-systems learning (organizational learning?)
What are impacts on human behavior and human health?
What are barriers/ incentives for cross-discipline research?
Water, Energy, Land, Food--what are UF strengths for addressing big themes in
How do we use the arts to create narratives/tell story?

Research Question: Is sustainability possible in an ever-growing world?
environment, food supply, land use
[Fernando Peenambuco (nandap@ufl.edu)]
Major, center, department of "World Demographics and Family Planning"
What are the results of current project?
How do we quantify sustainable?
No growth economy
-What world that mean to us?
-Being in policy
Improve the quality of current population
Public policy
Are we committed to sustainability as a world?
Where is the money?
-Public transportation
-Green technology
Does UF agree? Do they want to participate?
Private money sources

Population, built

Research Question: How do we institutionalize/facilitate cross-disciplinary research?
[Keith Ingram, Lisette Staal, Deb Wojaik]
What makes this happen?
-Money (funding requirements)
-Institutional reward system- varies by department, institution
Requires institutional support
-Need shared understanding
Who does this at UF?
-Role of institutes, centers
Recognize need for both disciplinary and cross-disciplinary research
Are existing boxes the best way to divide?
Commitment to solving real world problems--project-focused research
Is it cross-, multi-, trans-, interdisciplinary?
What role does organizational learning play in facilitating cross disciplinary research?

Research Question: How do we value ecosystems services full cost accounting?
[PK Nair (pknair(.ufl.edu), Dr. McArther (cdenta(Sufl.edu), Anna Prizzia (aprizzia @ufl.edu), Laila
Rcevskis (racevskis)ul. edu)]

APPENDIX 8. February 2009 workshop notes
Original prepared for the UF academic community
Original prepared by Kim Tanzer and Jieun Jeong
Original prepared February 2009
Eight pages

Need to identify which ecosystem services we are addressing for who? how many? (ex. in land
use systems--carbon sequestration, H20 quality, biodiversity)
How do we qualify services? (Soil & water sciences, FRC, Water Institute, biology)
How to "sell" why ecosystem services matter? (economics, political science, social
behavioral sciences, mitigation/loss costs, scenario planning)
Dimensions (time and space) and scale: local, regional, global (Land Use, Environmental
Change Institute)
-Legislative recommendations- what incentives or repercussions for impacts to services?

Linking biophysical, social, economic, political disciplines and finding common language

Thinking about how technology/ engineering can help address shrinking pools of

Research Question: What are and how do we develop narratives that help our community
understand issues?
[ ?]
Visual representations
Interpretation from different perspectives (technical, social, etc.)
Current concept of sustainability vs. previous "environment vs. built environment"
"Edible Estates"
Florida yards and Neighborhoods
"Burn Your Yard"
People in Florida don't know Florida, need campaign to educate about natural resources
But we have transient population
How do we develop a sense of place for Florida? Foster for students?
"Plein Air Painters"
Other writing, poetry, art workshops work w/ extension
Develop interface to help students access research
Educational programs on how people impact a natural resources, e.g. fish population.
Educational materials that highlight culture, heritage, natural resources of a community
Get kids outside!

Research Question: Sustainable energy production systems- assessment, improved energy
efficiency, conservation, economics
[Mort, PURC (lynne.holtO@cba. ufl.edu), Ted Kury, PURC, Eric Wachsman, FESC, Tim Martin,
Inherently cross cutting depending on system discussed: ex. renewables, conventional
energy production, biomass, through coal and nuclear, other fossil fuels
Question: How does one equate conventional renewable energy in terms of determining the
economics? Our might need to change the metrics used for comparison.
Who needs to be involved? Department of Energy, WSF, other grants in energy efficiency,
renewable fields
Demonstration projects in different countries would make it a success
University would help bring projects to the market with assistance of expertise to develop a
business plan commit seed funding
The initiative could train students, improve research, lead to sharing findings with the world,
disseminate information of research findings through IFAS extension

Research Question: How do we support societal needs with reduced material consumption &
waste? Re-useable, closed loop materials
[Diane McDilda, dmcdilda@ufl.edu]

What are research themes both behavior based and science based
-Defines needs to change the way we use products, start with easiest things to change

-Individual decision making-avoiding purchasing new and utilize existing resources

APPENDIX 8. February 2009 workshop notes
Original prepared for the UF academic community
Original prepared by Kim Tanzer and Jieun Jeong
Original prepared February 2009
Eight pages

-Consumer acceptance of new products
-Material development waste reduction
How might success contribute to programs success (Implement methodology and export that
-Reduce waste generation here on campus and offer example to community
-Reduce use of natural resources as a sustainable measure to be an example to others

-Achieve zero waste (incentive)
Marketing opportunity for UF wrt accomplishments
What is the role of extension?
People want to know their roles- define and gauge
Measures could be used to develop curriculum to be marketed
Provide educational opportunities to students, useful in the current workforce

Third Session Discussion: What are the pros and cons of this model (as described in LBR and
outlined in presentation)? Do you have other ideas for structure and funding to propose?

[Jim Cuda, icuda(Sufl.edul
UF Academics
-New or existing faculty?
-Where does "ix" reside
Clarification of tenure-track vs. extension faculty
Involvement of SNRE?
Capitalize or "morph" what UF already is doing
Degree program requires core-curriculum--theory methodology--responsible faculty

[ ?]
Is this a discipline? (transdisciplinary vs. interdisciplinary)
Upcoming cohorts of PhDs trained in multi-disciplinary programs
Risk of stifling current and ongoing efforts

First Name Last Name email College Research Dept. Position phone PO BOX
R Kirby Barrick kbarrick@ufl.edu AG DEAN FOR ACADEMIC PROGRAMS A 392-1961 110270
Paul J. DAnieri danieri@clas.ufl.edu LS DEANS OFFICE A 392-0780 117300
Teresa A. Dolan tdolan@dental.ufl.edu DN ADMINISTRATION A 273-5800 100405
Steve M. Dorman sdorman@hhp.ufl.edu HH HHP DEAN'S OFFICE-ADMIN A 392-0578 x1225 118200
Mary L. Duryea mlduryea@ufl.edu AG FISE DEAN FOR RESEARCH A 392-1784 110200
Catherine Emihovich cemihovich@coe.ufl.edu ED DN OFFICE A 392-0728 x226 117040
Michael Good mgood@ufl.edu _MD OFFICE OF THE DEAN A 273-7500 100215
Glen F. Hoffsis hoffsisg@vetmed.ufl.edu VM DEAN' S OFFICE A 392-2213 x5000 100125
Robert H Jerry ierryr@law.ufl.edu LW ADMINISTRATION A 273-0603 117620
Pramod P. Khargonekar ppk@ufl.edu EG DEAN'S OFFICE A 392-6000 116550
John Kraft john.kraft@cba.ufl.edu BA DEAN BUSINESS OFFICE A 392-2398 117150
Lucinda Lavelli Ilavelli@arts.ufl.edu FR DEAN'S OFFICE A 392-0207 115800
Kathleen Ann Long longka@ufl.edu NR DEAN-ADMINISTRATION A 273-6324 100197
Michael G. Perri mperri@phhp.ufl.edu HP OFFICE OF THE DEAN A 273-6214 100185
William H. Riffee riffee@cop.ufl.edu PH OFFICE OF THE DEAN A 273-6309 100484
Christopher Silver silver2@ufl.edu DCP DEAN'S OFFICE A 392-4836 115701
John W. Wright jwright@jou.ufl.edu JN JOURNALISM / COMMUNICA-DEAN A 392-0466 118400
Glenn A. Acomb acomb@ufl.edu DCP Landscape Architecture F 392-6098 115704
Carrie Reinhardt Adams rein0050@ufl.edu AG ENVIRONMENTAL HORTICULTURE F 392-1831 110670
Elif Akcali akcali@ufl.edu EG Industrial&Systems Engineering F 392-1464 116595
Janaki Rami Reddy Alavalapati janaki@ufl.edu LT CTR-LT AMER STUDIES-ADMIN F 846-0899 110410
Joseph W. Alba joe.alba@cba.ufl.edu BA MARKETING F 273-3280 117155
Timothy J. Anderson tim@ufl.edu EG FISE RESEARCH F 392-0946 116550
Thomas T. Ankersen ankersen@law.ufl.edu LW FISE ASSOC DEAN-ACADEMIC F 392-2237 117629
Michael D. Annable annable@ufl.edu EG ENVIRONMENTAL ENGINEER SCI F 392-3294 116450
BaharA. Armaghani barmagh@ufl.edu FPC FAC / PLAN / CONSTR-ADMIN F 273-4025 115050
Ted Astleford ted.astleford@cba.ufl.edu BA CEI F 273-0335 117168
Shirley M. Baker sbaker25@ufl.edu AG FISHERIES / AQUATIC SCI F 273-3627 110600
Grenville Barnes gbarnes@ufl.edu AG FOREST RES / CONSERV F 392-4998 116580
Sanford V. Berg sanford.berg @ cba.ufl.edu BA Water Institute Econimics F 392-0132 117140
Michael William Binford mbinford@geog.ufl.edu LS GEOGRAPHY F 392-0494x 215 117315
Gabriel Bitton gbitton@ufl.edu AG SNRE-ACADEMIC PROGRAMS F 392-4409 116450
George Blakeslee, gb4stree@ufl.edu AG SCHL-FOREST RES / CONSERV F 846-0845 110410
Jean-Claude J Bonzongo bonzongo@ufl.edu EG SNRE ENVIRONMENTAL ENGINEER SCI F 392-0841 116450
Steven Andrew Brandt sbrandt@anthro.ufl.edu LS ANTHROPOLOGY-GENERAL F 392-2253x234 117305
Jeffrey K. Brecht jkbrecht@ufl.edu AG HORTICULTURAL SCIENCES F 392-1928x213 110690
Joel H. Brendemuhl brendj@ufl.edu AG ANIMAL SCIENCES F 392-2186 110910
Mark Brenner brenner@ufl.edu LS Water Institute GEOLOGY F 392-2231 112120
Mark T. Brown mtb@ufl.edu EG Environmental Engineering Sciences F 392-2309 116350
Emilio M. Bruna embruna@ufl.edu AG WILDLIFE ECOLOGY/ CONSERV F 846-0634 110430
R. Jeffrey Burkhardt burk@ufl.edu AG SNRE Food & Resource Economics F 392-1881 x314 110240
Robert John Buschbacher rbusch@ufl.edu AG SCHL-FOREST RES / CONSERV F 846-2831 110760
Margaret H. Carr mcarr@dcp.ufl.edu DCP Landscape Architecture F 392-4836x308 115704
James C. Cato jccato@ufl.edu AG SNRE Food & Resource Economics F 392-7622 110230
Ronald D. Cave rdcave@ufl.edu AG IRREC-FT. PIERCE F 772-468-3922
Paul A. Chadik pchadik@ufl.edu EG ENVIRONMENTAL ENGINEER SCI F 392-7970 116450
Carlene A. Chase cachase@ufl.edu AG HORTICULTURAL SCIENCES F 392-1928x 206 110690
BRIAN Child bchild@africa.ufl.edu LS GEOGRAPHY F 392-0494 115560
John L. Cisar ilci@ufl.edu AG FLREC-FT LAUDERDALE F 954 -577-6336
Mark W. Clark clarkmw@ifas.ufl.edu AG SOIL AND WATER SCIENCE F 392-1803 x319 110510
Donna L. Cohen dcohen@ufl.edu DCP SCHOOL OF ARCHITECTURE F 392-0215x219 115702
Joel B. Cohen ioel.cohen@cba.ufl.edu BA_ MARKETING F 273-3271 117155




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Matthew J. Cohen mjc@ufl.edu AG Forest Resources & Conservation F 846-3490 110410
Patrick T. Colahan colahanp@vetmed.ufl.edu VM LACS F 392-4700x4027 100136
Linda Crider lbcrider@aol.com DCP URBAN REGIONAL / PLANNING F 392-8192
Thomas L. Crisman tcrisman@cas.usf.edu AG SNRE-ACADEMIC PROGRAMS F 392-2424 116350
James Paul Cuda jcuda@ufl.edu AG ENTOMOLOGY AND NEMATOLOGY F 392-1901x 126 110620
Gerald Robert Culen grculen@ufl.edu AG FAM YOUTH / COMM SCI F 273-3525 110310
Graeme Shaw Cumming cummingg@ufl.edu AG WILDLIFE ECOLOGY/ CONSERV F 846-0558 110430
Barbara Ann Curbow bcurbow@phhp.ufl.edu HP BEHAVIORAL SCI COMM HLTH F 273-6745
Jennifer S. Curtis jcurtis@che.ufl.edu EG -IEMICAL ENGINEERIN CHEMICAL ENGINEERING F 392-0882 116005
Rebekka L. Darner rdarner@ufl.edu LS BOTANY & ZOOLOGY F 392-8702 118525
Lawrence Elliott Datnoff ledatnoff@ifas.ufl.edu AG PLANT PATHOLOGY F 392-3631x383 110680
Jack Emerson Davis davisjac@ufl.edu LS HISTORY F 273-3398
John Mark Davis jmdavis@ufl.edu AG SCHL-FOREST RES / CONSERV F 846-0879 110410
Joseph S. Davis davis@ufl.edu LS BOTANY F 392-1094 118526
Joseph J. Delfino jdelf@eng.ufl.edu EG Environmental Engineering Sciences F 392-9377 116450
Luisa Amelia Dempere Idemp@mse.ufl.edu EG MATERIALS SCI ENGINEERING F 846-2200 116400
Anne E. Donnelly adonnelly@erc.ufl.edu EG PARTICLE ENG RES CTR F 846-0153 116135
Michael D. Dukes mddukes@ufl.edu AG AGRICUL / BIOLOGICAL ENG F 392-1864x205
James J. Ferguson jjfn@ufl.edu AG Horticultural Sciences F 392-1928 x302 110690
Kate H. Fletcher khfletch@ufl.edu AG FAM YOUTH / COMM SCI F 273-3517 110310
Joan D. Flocks flocks@law.ufl.edu LW ASSOC DEAN-ACADEMIC F 273-0837 117629
Alyson Craig Flournoy flournoy@ufl.edu LW ASSOC DEAN-ACADEMIC F 273-0945 117625
Richard C. Foltz rfoltz@ufl.edu LS RELIGION F
J. Howard Frank jhfrank@ufl.edu AG ENTOMOLOGY AND NEMATOLOGY F 392-1901x128 110620
Tom K. Frazer frazer@ufl.edu AG Water Institute FISHERIES / AQUATIC SCI F 392-961 110600
Kenneth J Gerhardt gerhardt@ufl.edu GR GRAD SCHOOL OPERATIONS F 392-6622 115500
Edward F. Gilman egilman@ufl.edu AG ENVIRONMENTAL HORTICULTURE F 392-1831x373 110670
William M. Giuliano docg@ufl.edu AG WILDLIFE ECOLOGY/ CONSERV F 846-0575 110430
Katerie H. Gladdys kgladdys@ufl.edu FR ART-DIRECTOR F 392-0201x 262 115801
Martin Gold mgold@ufl.edu DCP Architecture F 392-0205 x209 115702
Abraham C. Goldman agoldmn@geog.ufl.edu LS SNRE GEOGRAPHY-GENERAL F 392-0494x 206 117315
Doria R. Gordon dgordon@botany.ufl.edu AG SNRE-ACADEMIC PROGRAMS F 392-5949 118526
Donald A. Graetz graetz@ufl.edu AG SNRE-ACADEMIC PROGRAMS F 392-8474x 318 110510
Roy Graham regraham@ufl.edu DCP SCHOOL OF ARCHITECTURE F 392-0205 115702
Wendy D. Graham wgraham@ufl.edu SR WATER INSTITUTE F 392-5893x 2113 116601
Alex E. Green aesgreen@ufl.edu AG SCHL-FOREST RES / CONSERV F 392-2002 112050
Carolyn Ann Gregov cagregov@ufl.edu AG SARASOTA F 941-861-9808
LOUIS JOSEPH,JR GUILLETTE ljg@zoo.ufl.edu LS ZOOLOGY F 392-1098 118525
Maria Christina Gurucharri guruch@ufl.edu DCP LANDSCAPE ARCHITECTURE F 392-6098x 328 115704
Alireza Haghighat haghigha@ufl.edu EG FISE NUCLEAR / RADIOLOGICAL F 392-1401 118300
Dorota Zofia Haman dhaman@ufl.edu AG Water Institute AGRICUL / BIOLOGICAL ENG F 392-1864x 120 110570
Richard G. Hamann hamann@law.ufl.edu LW Water Institute ASSOC DEAN-ACADEMIC F 273-0835 117629
Marta M. Hartmann mmh@ifas.ufl.edu AG Agricultural Education & Communicatio F 392-0502x222 110540
Kirk Hatfield khatf@ufl.edu EG SNRE CIVIL / COASTAL ENGINEERING F 392-9537x 1441 116580
Karl Havens khavens@ufl.edu AG Fisheries & Aquatic Sciences F 110400
John P. Hayes hayesj@ufl.edu AG WILDLIFE ECOLOGY/ CONSERV F 846-0552 110430
James P. Heaney heaney@ufl.edu EG Water Institute,SNRE Environmental Engineering Sciences F 392-0841 116450
Bert M. Henderson bertmh@ufl.edu AG PINELLAS F 727-582-2100
Lauren Hertel Ihertel@jou.ufl.edu JN TELECOMMUNICATIONS F 392-4211 118400
Peter E. Hildebrand peh@ufl.edu AG Food & Resource Economics F 392-5830 x407 110240
Stephen Holland sholland@hhp.ufl.edu HH TRSM-ADMINISTRATION F 392-4042x 1313 118208
Lynne W. Holt lynne.holt@cba.ufl.edu BA DEAN BUSINESS OFFICE F 392-8784 117142
Robert D. Holt rdholt@zoo.ufl.edu LS ZOOLOGY F 392-6917 118525
Mark E. Hostetler hostetm@ufl.edu AG Wildlife Ecology & Conservation F 846-0568 110430
Stephen R. Humphrey humphrey@ufl.edu AG Fla Museum of Natural History F 392-9230 116455


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Lonnie O. Ingram ingram@ufl.edu AG FISE MICROBIOLOGY / CELL SCI F 392-8176 110700
Keith Talbert Ingram, ktingram@ifas.ufl.edu AG AGRICUL / BIOLOGICAL ENG F 392-1864x 283 110570
Donna L. Isaacs dlisaacs@ufl.edu DCP LEED Instructor F 281-2418
Susan Jacobson iacobson@ufl.edu AG SNRE WILDLIFE ECOLOGY/ CONSERV F 846-0562 110430
Sobha Jaishankar sjaishan@ufl.edu SR ASSOCIATE VP FOR RESEARCH F 392-8247 115500
Mark A. Jamison jamisoma@ufl.edu BA PURC F 392-2929 117142
James W. Jawitz jawitz@ufl.edu AG Water Institute SOIL AND WATER SCIENCE F 392-1951x203 110290
Eric J. Jokela ejokela@ufl.edu AG SCHL-FOREST RES / CONSERV F 846-0890 110410
Jimmy W. Jones jimj@ufl.edu AG Water Institute AGRICUL / BIOLOGICAL ENG F 392-1864x 289 110570
Linda Lee Ann Jones Icjones@coe.ufl.edu ED STL SCHL-TEACH / LEARN F 392-9191x 267 117048
Pierce H. Jones piercejones@ufl.edu AG AGRICUL / BIOLOGICAL ENG F 392-8074 110940
Kristin E. Joos krisj@ufl.edu LS SOCIOLOGY F 392-0265x 286 117330
Jonathan D. Jordan idjordan@IFAS.UFL.EDU AG AGRICUL / BIOLOGICAL ENG F 392-1864 x279 110570
Shibu Jose sjose@ufl.edu AG SCHL-FOREST RES / CONSERV F 331-4261 110410
Karen A. Kainer kkainer@ufl.edu AG SCHL-FOREST RES / CONSERV F 846-0833 110410
Michael E. Kane micropro@ufl.edu AG ENVIRONMENTAL HORTICULTURE F 392-1831x205 110675
Stanley Kaye stankaye@ufl.edu FR THEATRE F 273-0510 115900
Eric Keys ekeys@ufl.edu LS GEOGRAPHY F 392-0494 x227 117315
Charles J. Kibert ckibert@ufl.edu DCP Building Constuction F 273-1189 115703
Clyde F. Kiker cfkiker@ufl.edu AG SNRE-ACADEMIC PROGRAMS F 392-1881 x323 110240
Gregory A. Kiker gkiker@ufl.edu AG F 392-1864 110570
James F. Klausner klaus@ufl.edu EG FISE MECHANICAL/ AEROSPACE ENG F 392-3506 116300
Martha Kohen, mkohen@ufl.edu DCP SCHOOL OF ARCHITECTURE F 392-0205 115702
Jamie J. Kraft jamie.kraft@cba.ufl.edu BA CEI F 273-0333x 133 117168
Mindy M. Kraft mindy.kraft@cba.ufl.edu BA MAIB PROGRAM F 273-0343
Ted Kury ted.kury@cba.ufl.edu BA FISE PURC F 392-7842 117142
Linda B. Landrum Ilandrum@ufl.edu AG SUWANNEE F 386-362-1725
Sherry L. Larkin slarkin@ufl.edu AG FOOD / RESOURCES ECONOMICS F 392-1826x 431 110240
Kristin Esther Larsen klarsen@ufl.edu DCP URBAN REGIONAL / PLANNING F 392-0997x 433 115706
Barbra C. Larson bcl@ufl.edu AG AGRICUL / BIOLOGICAL ENG F 392-1831 110675
William E,JR. Lear lear@ufl.edu EG FISE MECHANICAL/ AEROSPACE ENG F 392-7572 116300
Lisa Masino Leslie Imleslie@ufl.edu AG HILLSBOROUGH F 813-744-5519x143
Douglas J. Levey dlevey@ufl.edu LS BOTANY & ZOOLOGY F 392-9169 118525
Angela S. Lindner alind@eng.ufl.edu EG STUDENT SERVICES F 846-3033 116450
Paul M. Lyrene lyrene@ufl.edu AG HORTICULTURAL SCIENCES F 392-4711x 307 110690
Joseli Macedo joseli@ufl.edu DCP Urban Planning F 392-0997 115706
MICHELLE CAILIN MACK mcmack@ufl.edu LS BOTANY F 846-2510 118526
Martin B. Main mmain@ufl.edu AG SWFREC-IMMOKALEE F 239-658-3400
Michele Manuel mmanuel@mse.ufl.edu EG MATERIALS SCI ENGINEERING F 846-3780 116400
Jonathan B. Martin jbmartin@ufl.edu Water Institute,SNRE GEOLOGY F 392-6219 112120
Timothy A Martin tamartin@ufl.edu AG SCHL-FOREST RES / CONSERV F 846-0866 110410
Brian M. Mayer bmayer@ufl.edu LS CRIMINOLOGY & SOCIOLOGY F 392-0265 117330
William P. Mcarthur, mcarthur@dental.ufl.edu DN ADMINISTRATION F 273-5801
Christopher Mccarty chrism@bebr.ufl.edu BA Water Institute F 392-2908x 101 117145
Donald Ernest Mcglothlin mcgloth@ufl.edu FR MUSIC F 846-3425 117900
Craig R. Miller craigmil@ufl.edu AG AGRICUL / BIOLOGICAL ENG F 392-1513 110940
Gloria J. T. Miller gmiller@phhp.ufl.edu HP PHYSICAL THERAPY F 273-6108 100154
Martha Carrie Monroe mcmonroe@ufl.edu AG SCHL-FOREST RES / CONSERV F 846-0878 110410
Clay L. Montague montague@ufl.edu EG ENVIRONMENTAL ENGINEER SCI F 392-6222 116450
Gloria A. Moore, gamoore@ufl.edu AG HORTICULTURAL SCIENCES F 392-1928x 221 110690
D. JANE V. MORSE jvmorse@ufl.edu AG PINELLAS F 727-582-2562
Louis H. Motz Imotz@ufl.edu EG CIVIL / COASTAL ENGINEERING F 392-9537x1438 116580
David Mulkey mulkey@ufl.edu LT CTR-LT AMER STUDIES-ADMIN F 392-1845x406 110240
Stephen Shawhan Mulkey smulkey@ufl.edu LT CTR-LT AMER STUDIES-ADMIN F 392-2775 118526
Rebecca Martin Nagy rnagy@ufl.edu HN DIRECTOR'S OFFICE F 392-9826 112700



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P. K. Ramachandran Nair pknair@ufl.edu AG Forest Resources & Conservation F 846-0880 110410
Jeffrey G. Norcini, wldflowr@ufl.edu AG NFREC-QUINCY F 850-875-7160
Roger A. Nordstedt rnord@ufl.edu AG AGRICUL / BIOLOGICAL ENG F 392-1864x103 110570
Maureen Anne Novak novakma@peds.ufl.edu MD PEDS-GENERAL F 273-8575 100296
Gregg Stephen Nuessly gnuessly@ufl.edu AG EREC-BELLE GLADE F 561-993-1559
Michael T. Olexa olexa@ufl.edu AG FOOD / RESOURCES ECONOMICS F 392-1881x 327 110240
Christine Overdevest coverdev@ufl.edu LS Sociology F 392-0265 117330
Marco A. Pazmino mpazmino@ufl.edu AG AGRICUL / BIOLOGICAL ENG F 392-1864 110570
Zhong-Ren Peng zpeng@dcp.ufl.edu DCP URBAN REGIONAL / PLANNING F 392-0997 11570
Lori Pennington penngray@hhp.ufl.edu HH TRSM-TRAVEL / TOURISM F 392-4042x 1318 118208
MARY PEOPLES SHEPS mpeoplessheps@phhp.ufl.edu HP HEALTH SERVICES ADMIN F 273-6084 100182
Stephen George Perz sperz@ufl.edu LS CRIMINOLOGY & SOCIOLOGY F 392-0251 117330
Gary Frank Peter gfpeter@ufl.edu AG SCHL-FOREST RES / CONSERV F 846-0896 110410
Anna Peterson alp@religion.ufl.edu LS RELIGION F 392-1625 117410
M. Peter Pevonka mpp@ufl.edu SR VP FOR RESEARCH F 392-9318 115500
Rhonda Phillips rhondap@ufl.edu DCP URBAN REGIONAL / PLANNING F
Juanita Popenoe jpopenoe@ufl.edu AG LAKE F 343-4101
Wendell A. Porter waporter@ufl.edu AG AGRICUL / BIOLOGICAL ENG F 392-1864x105 110570
Ignacio Porzecanski igna@ufl.edu AG SNRE-ACADEMIC PROGRAMS F 392-9230 116455
Robin E. Poynor rpoynor@ufl.edu FR ART-DIRECTOR F 392-0201x223 115801
Mary Kathleen Price pricek@law.ufl.edu LW LIC ADMINISTRATION F 273-0706 117628
William Properzio wproper@ufl.edu EHS ENVR / HLTH / SAFETY-ADMIN F 392-1590 112190
Francis E. Putz fep@botany.ufl.edu LS BOTANY F 392-1486 118526
Laila Anna Racevskis racevskis@ufl.edu AG Food & Resource Economics F 392-1826 x324 110240
Balasubramani Rathinasabapathi brath@ufl.edu AG HORTICULTURAL SCIENCES F 392-1928x323 110690
Brian D. Ray DrRay@ufl.edu BA UPO BUSINESS OFFICE F 273-0165 117160
K. Ramesh Reddy krr@ufl.edu AG SOIL AND WATER SCIENCE F 392-1804 x317 110510
Robert Ries rries@ufl.edu DCP Building Constuction F 273-1155 115703
Stephen M. Roberts smr@ufl.edu VM SNRE PHY SCI F 392-2243x 5505 110885
Donald L. Rockwood dlrock@ufl.edu AG Forest Resources & Conservation F 846-0897 110410
Walter A. Rosenbaum tonyros@ufl.edu LS GRAHAM CENTER GENERAL F 846-1575 112030
VICTORIA ROVINE vrovine@africa.ufl.edu LS AFRICAN STUDIES PROGRAM F 392-0201x226 115801
Kathleen Carlton Ruppert kr@ufl.edu AG AGRICUL / BIOLOGICAL ENG F 392-7260 110940
Sandra L. Russo srusso@ufic.ufl.edu IP INTERNATIONAL STUDIES-GEN F 273-1533 113225
Ann Whitney Sanford wsanford@ufl.edu LS RELIGION F 392-1625 117410
Steven A. Sargent sasa@ufl.edu AG HORTICULTURAL SCIENCES F 392-1928x215 110690
Edward E. Schaefer eschaefer@arts.ufl.edu FR DEAN'S OFFICE F 392-0207
John D. Schert jschert@ufl.edu EG FISE FL CTR SOLID HAZ WASTE MGMT F 392-6264 116016
Marianne C. Schmink schmink@latam.ufl.edu LT CTR-LT AMER STUDIES-ADMIN F 392-0375x 827 115530
Johannes Marie Scholberg johan@ufl.edu AG SNRE-ACADEMIC PROGRAMS F 392-1811x 230 110500
Edward A. Schuur tschuur@ufl.edu LS Water Institute BOTANY F 392-7913 118526
Katrina Z. Schwartz kzss@ufl.edu LS POLITICAL SCIENCE F 273-2371 117325
Gary W. Siebein siebein@ufl.edu DCP SCHOOL OF ARCHITECTURE F 392-0205 115702
Katie Sieving chucao@ufl.edu AG SNRE WILDLIFE ECOLOGY/ CONSERV F 846-0569 110430
Isabel D. Silver isilver@ufl.edu DC PRINT BASED DISTANCE EDUCA F 392-1711x 245 113172
Lynn E. Sollenberger, lesollen@ufl.edu AG AGRONOMY F 273-3420 110300
Jane Southworth jsouthwo@geog.ufl.edu LS SNRE GEOGRAPHY F 392-0494x 220 117315
Mike S. Spranger spranger@ufl.edu AG EXTENSION ADMINISTRATION F 392-1837x226 110405
Anita Spring aspring@ufl.edu LS Anthropology F 392-7102
Taylor Verne Stein tstein@ufl.edu AG SCHL-FOREST RES / CONSERV F 846-0860 110410
Ruth Lorraine Steiner rsteiner@dcp.ufl.edu DCP Urban Planning F 392-0997x 431 115706
John Richard Stepp stepp@ufl.edu LS POLITICAL SCIENCE F 392-0299 117305
John M. Stevely jsmarine@ufl.edu AG EXTENSION ADMINISTRATION F 941-722-4524x239
Robert Carl Sr Stroh stroh@ufl.edu DCP SHIMBERG CTR AFFORD HOUS F 273-1191 115703
Marilyn E. Swisher mesw@ufl.edu AG FAM YOUTH / COMM SCI F 273-3538 110310

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Stephen T. Talcott carrot88@ufl.edu AG FOOD SCIENCE / HUMAN NUTR F 392-1991
Kim Tanzer tanzer@ufl.edu DCP FISE Architecture F 392-0215 x227 115702
Bron R. Taylor bron@religion.ufl.edu LS RELIGION F 392-1625 x237 117410
Joseph W. Tedesco itede@ce.ufl.edu EG Civil and Coastal Engineering F 392-9537 x1401 116580
Saundra Hodge Tenbroeck sht@ufl.edu AG ANIMAL SCIENCES F 392-2789 110910
Leslie P. Thiele thiele@polisci.ufl.edu LS SNRE Political Science F 273-2380 117325
Martha E. Thomas marthat@ufl.edu AG LAKE F 343-4101 2761
Timothy G. Townsend ttown@ufl.edu EG ENVIRONMENTAL ENGINEER SCI F 392-0846 116450
Danielle D. Treadwell ddtreadw@ufl.edu AG HORTICULTURAL SCIENCES F 392-1928 110690
Deborah M. Treise dtreise@jou.ufl.edu JN Journalism F 392-6557 118400
Florence M. Turcotte floturc@uflib.ufl.edu LB UNIVERSITY ARCHIVES F 273-2767 117007
Mark Reinhardt Van Soestbergen mvs@ufl.edu DCP RINKER SCH OF BLDG CONSTR F 367-1144
Charles S. Vavrina bobcat4f@ufl.edu AG DISTRICT IV F 239-658-3422
Warren,JR Viessman wvies@eng.ufl.edu EG ENVIRONMENTAL ENGINEER SCI F 392-2312 116450
Amy R. Vigilante amyv@ufl.edu FR UNIVERSITY GALLERY F 273-3041 115801
John R Timothy Vinson tvinson@ufl.edu EG FL CTR SOLID HAZ WASTE MGMT F 392-6264 116016
Eric D. Wachsman ewach@mse.ufl.edu EG FISE Materials Science and Engineering F 846-2991 116400
Tim White tlwhite@ufl.edu AG Forest Resources & Conservation F 846-0850 110410
Tom Wichman twichman@ufl.edu AG COUNTY OPERATIONS F 392-1831x331 110675
Ann Christina Wilkie acwilkie@ufl.edu AG SNRE-ACADEMIC PROGRAMS F 392-8699 110960
Kay Williams willsk@ufl.edu DCP Landscape Architecture F 392-6098 x326 115704
Sally Kathryn Williams wsallyk@ufl.edu AG ANIMAL SCIENCES F 392-2993 110910
Ira H. Winarsky ira@ufl.edu AG SNRE-ACADEMIC PROGRAMS F 392-0205
William R. Wise bwise@ufl.edu EG ENVIRONMENTAL ENGINEER SCI F 392-9537x1439 116580
Charles H Wood cwood@latam.ufl.edu LT CTR-LT AMER STUDIES-ADMIN F 392-0375 x815 115530
Thomas H. Yeager yeagert@ufl.edu AG ENVIRONMENTAL HORTICULTURE F 392-1831x363 110670
Elaine M. Young eyoung@mgm.ufl.edu MD SR ASSOC DEAN RESEARCH DEV F 273-5088 100215
Daniel J. Zarin zarin@ufl.edu AG SCHL-FOREST RES / CONSERV F 846-1247 110760
Paul D. Zwick pdzwick@ufl.edu DCP DEAN'S OFFICE F 392-4836x 427 115701
A. Miles Albertson ama@ufl.edu FPC FAC / PLAN / CONSTR-ADMIN ST 273-4020 115050
C. Elwood Aust ceaust@ufl.edu OA OPERATIONS ANALYSIS-ADMIN ST 273-0255 113035
Canan Balaban cbalaban@ufl.edu EG FISE MECHANICAL/AEROSPACE ENG ST 846-1882 116010
Nancy S. Bunting bunting@ufl.edu PV INSTITUTIONAL RESEARCH ST 392-0456 113115
Fred Cantrell fhc@ufl.edu VPBA VP ST 392-1336 113100
Bryan M. Cooke bcooke@ufl.edu BR BRIDGES-GENERAL ADMIN ST 273-1410 113359
Susan Elizabeth Cooksey secook@ufl.edu HN AFRICAN ART ST
Eva Czarnecka evaczar@ufl.edu AG FISE (director) MICROBIOLOGY / CELL SCI ST 392-2400 110700
Lisa S. Deal lsd@ufl.edu FA Purchasing Director ST 392-1331 115250
Bruce Delaney delaneyb@ufl.edu AG SNRE RESEARCH / OUTREACH ST 846-1511 110240
Dedee DeLongpre dedee@ufl.edu VPBA FISE OFFICE OF SUSTAINABILITY ST 392-7578 113111
Linda B. Dixon Idixon@ufl.edu FPC FAC / PLAN / CONSTR-ADMIN ST 273-4010 115050
JOSH W. FUNDERBURKE joshwf@ufl.edu BA UPO CAREER ST 273-0165 117160
Chris Machen cmachen@ufl.edu PR PRESIDENT'S OFFICE ST 392-1311 113150
Jeanna Marie Mastrodicasa jmastro@ufl.edu SA STUDENT AFFAIRS ST 392-1265 113250
Diane Gow McDilda dmcdilda@ufl.edu VPBA OFFICE OF SUSTAINABILITY ST 392-7578 113111
Marie L. Meldrum mlme@ufl.edu AG Fortini ST 846-0850 110410
Jerry N. Meriwether jmeriwe@ufl.edu BS BUSINESS SERVICES-ADMIN ST 392-0306 112450
Ana I. Portocarrero ana.portocarrero@cba.ufl.edu BA MAIB PROGRAM ST 273-0341 117164
Anna Mary Prizzia aprizzia@ufl.edu VPBA OFFICE OF SUSTAINABILITY ST 392-7578
Beverly S Sensbach sensbach@flmnh.ufl.edu NH DIRECTOR'S OFFICE-ADMIN ST 273-1900 112710
Marc T. Smith mtsmith@ufl.edu AG FAM YOUTH / COMM SCI ST 273-1155 115703
Samuel Snyder ssnyder@ufl.edu LS RELIGION-GENERAL ST 392-1625 117410
Lisette M. Staal lstaal@ufl.edu SR WATER INSTITUTE ST 392-5893x 2116 116601
Pallavoor N. Vaidyanathan _EG FISE MATERIALS SCI ENGINEERING ST 846-3370 116400

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Christine Winget christinewi@housing.ufl.edu HO HOUSING OFFICE ST 273-0165 117160
Marie Zeglen zeglenm@ufl.edu PV Asst Provost & Dir, Inst Planning & Res ST 846-0830 113115
Merrin Jenkins jenkimer@ufl.edu SU
Hal S. Knowles hknowles@ufl.edu AG Natural Resources & Environment SU 281-5553 110940
Alex Mourant amourant@ufl.edu OOS SU
Lucas Fortini lfortini@ufl.edu AG Forest Resources & Conservation
Charles Q. Mason cqmason@UFL.EDU
Jamie Cotta jcotta@ufl.edu
Kim Heiss kheiss@cox.net
Amelia Hugus ahugus@ufl.edu
Italo S. Lenta italo@ufl.edu
Peter Sheng pete@coastal.ufl.edu Water Institute
Gaby Stocks gstocks@ufl.edu Anthropology

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APPENDIX 10. Email invitation to join UF faculty academic sustainability wiki
Original prepared for UF Sustainability Faculty
Original prepared by Kim Tanzer
Original prepared May 2009
One page

-Original Message---
From: Kim Tanzer
Sent Wednesday, May 27, 2009 12:36 PM
Cc: DeLongpre Johnston,Dedee; Stephanie Sims; Sherman, Matthew B; Kim Tanzer
Subject: Invitation to join UF faculty academic sustainability wiki

Dear colleagues on the UF faculty sustainability list serve,

In recent years, including this past year, many of us have discussed creating an interdisciplinary,
university-wide academic program in sustainability, as a compliment to UF's nationally recognized Office
of Sustainability. Because creating such an interdisciplinary effort necessarily involves many of us, with
the help of the Office of Sustainability I have set up a wiki for our collective use. If you receive this note,
your email address has been entered, giving you access to participate in the site. It's very easy-even I
have used it!

White a wiki will not take the place of an individual assigned to make connections and foster dialogue
across campus, I think it may be a useful next step in developing a creative vision for sustainability, and
for sharing resources. The current folders (subject to your modification) are:

-Definitions of sustainability
-Interdisciplinarty and transdisciplinarity -National comparitors and benchmarks -UF coursework -UF
degrees, concentrations certificates -UF faculty -UF research themes -UF research, centers, institutes -
UF university-wide proposals

The website address is: http://sites google.com/site/ufacademicsustainability/
You will have to log-on with the email address that is subscribed to the listserve,
If you have problems logging in and would like to add another email address, email Stephanie Sims in the
Office of Sustainability at stephanieasims@gmail cor She is copied here.

In coming weeks I will present a report to President Machen suggesting some steps intended to help us
reach the goal of creating a university-wide academic program. My report will reflect the February 2009
university-wide workshops held on this subject and many other conversations held since 2004, along with
formal proposals such as the 2007 legislative budget request. Before I submit my report, it will be
reviewed by those who volunteered to do so, and it will contain many appendices documenting some of
the steps we've already taken. Because it will not receive what I consider to be adequate collegial
scrutiny, I think it would be inappropriate to call it to be a collective effort. I will therefore assume
individual responsibility for its findings

Finally, some of you have heard that I will leave UF on July 1 to begin a new position as dean of the
School of Architecture at the University of Virginia. I'd like to take this opportunity to thank you all for your
commitment to our shared project, and wish you success in moving sustainability to the top of UPs
academic mission in the near future.

Abbrev. No. Course Name Req'd Minor Approved Minor Req'd BSSBE Approved BSSBE Under. Course Grad Course Source
ABE 4932 Fundamentals and Applications of Solar Energy 1
ABE 5332 Advanced Agricultural Structures x 2
ABE 5647 Advances in Microlrrigation, 3 3
ABE 5643C Biological Systems Simulation, 3 3
ABE 5707C Agricultural Waste Management, 3 3
AEB 2014 Econlmic Issues, Food & You x 4
AEB 2451 Valuing Environmental Protection in Florida x x x 4,5
AEB 3103 Principles of Food & Resource Economics x 4
AEB 3281 Agricultural Macroeconomics x 4
AEB 3450 Introduction to Natural Resource and Environmental Economics x x x 4,5
AEB 4123 Agricultural and Natural Resource Law x x 5
AEB 4126 Agricultural and Natural Resource Ethics x x x 4,5
AEB 4274 Natural Resource and Environmental Policy x x 5
AEB 4283 International Development Policy x 4
AEB 4454 Contemporary Issues in Natural Resource and Environmental Economics x x 5
AEB 4931 Environmental and Natural Resource Economics x x 6
AEB 5167 Economic Analysis in Small Farm Livelihood Systems x 2
AEB 6453 Natural Resource and Environmental Economics x 2,6
AEB 6483 Seminar in Natural Resource and Environmental Economics x 2
AEB 6634 Agricultural Development Administration, 3 3
AEB 6651 Agriculture's Role in Latin America and Africa x 2
AEB 6933 Ecological Economics, Special Topics in, 3 3
AEE 5454 Leadership Development FORExtenslon & Community Organizations, 3 3
AEE 6300 Methodology of Planned Change, 3 3
AEE 6512 Program Development in Extension Education, 3 3
AEE 6540 Communication Theories and Strategies FORAgriculture and Natural Resources, 3 3
AEE 6541 Instruction & Communication Technology FORAgriculture & Natural Resources, 3 3
AGG 3501 Environment, Food, and Society x x x 4,5
AGR 3001 Ag, Food and Society 8
AGR 4065 Effects of Management Practices on Pests, Pathogens, and Beneficial in Soil 8
AGR 4092 Improved Resource Management FORProfitable and Environmentally Sound Integrated Cropping 8
AGR 4212 Alternative Cropping Systems x x 9
AGR 5230 Grassland Agroecosystems x 6
AGR 5444 Ecophyslology of Crop Production x 2
AGR 6932 Bioenergy Crops x 6
AGR 6932 Sustainable Agriculture System Analysis, 3 3
AGR 4268C Sustainable Agricultural System Analysis x x 4,6
AGR 6422C Environmental Crop 8
AGR 6932A Agriculture Environment and Food Security x 6
ALS 3133 Agricultural and Environmental Quality x x 5
ALS 4921 Honors Colloquium 10
ALS 5106 Food and the Environment x 2
ALS 5932 Ethnoecology x x 2,9
ALS 6933 Tropical Managed Ecosystems, 2-8 3
AMH 3630 American Environmental History x x 5
ANG 5207 Anthropology & Development, 3 3
ANG 5266 Economic Anthropology 8
ANG 5303 Women & Development, 3 3
ANG 6930 Enthbotany Plants and Culture, 3 3
ANT 4403 Environment and Cultural Behavior x x 5
AOM 2520 Global Sustainable Energy Past, Present, and Future x x x 4,5
AOM 5431 GIS and Remote Sensing in Agriculture and Natural Resources x 2
ARC 1701 Architectural History 1 x 4
ARC 3620 Environmental Technology 1 x x 4,6
ARC 4620 Environmental Technology 2 x x 4,6
ARC 6391 Architecture, Energy, and Ecology x 6
ARC 6393 Detailing Connections FORSustainable Architecture 8
ARC 6632 Thermal Systems in Architecture x 6



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ARC 6642 Architectural Acoustics x 6
ARC 6821 Preservation Problems and Processes x 6
ARC 6934 European Approach to Sustainable Design 8
ARC 6935 Seminar in Sustainable Design 8
ART 3843 Environmental Site Specific Art x x 5
BCN 1582 International Sustainable Development x x x 5
BCN 3012 History of Construction x 4
BCN 3735 Construction, Safety, Health, and the Environment x x 5
BCN 4583 Natural Hazards,Designing, Planning andBuilding 8
BCN 4905 Issues in Sustainability 10
BCN 5584 Natural Hazards in Built Environment 8
BCN 6585 Principles of Sustainable Construction x 6
BCN 6586 Construction Ecology and Metabolism x 6
BCN 6905 Green Building Delivery Systems x 6
BOT 2800C Plants in Human Affairs x x 5
BOT 5695 Ecosystems of Florida x 2,6
BSC 2008 Biological Sciences Evolution, Ecology and Behavior x 6
BSC 2011 Integrated Principles of Biology 2 8
BSC 2011L Integrated Principles of Biology 2 Lab 8
CEG 4112 Geotech Aspects of Landfill Design 8
CHE 4905 Sustainable Nanotechnology 11
CPO 6036 Politics in Developing Societies, 3 3
CPO 6308 Political Economy of Latin American Development, 3 3
CWR 4812 Water Resources Engineering 8
DCP 3200 Methods of Inquiry x 12
DCP 3210 Sustainable Prob Solving x 12
DCP 3220 Social and Cultural Sustainability x 12
DCP 4290 Capstone Project in Sustainability x 4
DCP 4910 Independent Research in Sustainability x 4
DCP 4941 Practicum in Sustainability x 4
DCP 4942 Field Experience in Sustainability x 4
DCP 2xxx Introduction to Sustainability x 4
ECO 2013 Macroeconomics x 12
ECO 2023 Microeconomics x 12
ECO 4504 Public Economics 8
ECP 3113 Population Economics 8
ECP 3302 Environmental Economics and Resource Policy x x 5
EES 3000 Environmental Science and Humanity x x x 4,5
EES 3008 Energy and Environment x x 5
EES 4050 Environmental Planning and Design x x x 4,5
EES 4103 Applied Ecology x x x 4,9
EES 4316 Industrial Ecology x x x 4,5
EES 4401 Public Health Engineering/Environmental Health x 6
EES 5072 Pollution Control and Prevention 8
EES 5245 Water Quality Analysis x 6
EES 5305 Ecological & General Systems x 6
EES 5306 Energy Analysis x 6
EES 5307 Ecological Engineering x 6
EES 5315 Ecology and Environment x 6
EES 5415 Environmental Health, 3 3
EES 5415 Public Health Engineering/Environmental Health x 6
EES 6007 Advanced Energy & Environment x 6
EES 6009 Ecological Economics x 6
EES 6051 Advanced Environmental Planning & Design x 6
EES 6209 Principles of Water Chemistry II x 6
EES 6318 Principles of Industrial Ecology x 6
EES 6405 Environmental Toxicology x 6
EES 6813 Principles of Industrial Ecology, 3 3
EES 6932 Ecological and Biological Systems x 6


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EES 6308C Wetland Ecology 8
EMA 6446 Electronic Processes in Crystalline Ceramics x 6
EML 5455 Clean Combustion Technology, 2 3
ENV 3930 Environmental Engineering Ethics Seminar x 6
ENV 4300 Solid Waste Containment Design x 6
ENV 4351 Solid and Hazardous Waste Management 8
ENV 4353 Solid Waste Systems Design 8
ENV 4506 Environmental Hydrology 2 x 9
ENV 4612 Green Engineering Design and Sustainability x x x 4,5
ENV 4932 Industrial Ecology x 6
ENV 4932 Sustainable Nanotechnology 11
ENV 5072 Pollution Control and Prevention x 6
ENV 5105 Foundations of Air Pollution, 3 3
ENV 5206 Survey of Radlological Health, 3 3
ENV 6301 Solid Waste Containment Design x 6
ENV 6656 Urban Environmental Engineering, 3 3
ENV 6932 Adaptive Management Water and Watershed Systems, 3 3
ENV 6932 Sustainable Nanotechnology 11
ENV 6932 The Global Environment Polices and Institutions 8
ENV 4430C Water Treatment Process Design x 6
ENV 4514C Water and Wastewater Treatment x 6
ENV 6215/6215L Health Physics /Laboratory 3/2 8
ENY 5241 Biological Control x 6
EUH 3683 The History of Consumption x x 5
EUS/ALS 4931/ 4905 Climate Change and the European Union Science and Policy x x 9
EVR 5322 Scientific Procedures in Conservation and Development 14
EVR 6230 Principles of Natural Resource Management 14
EVS 3000 Environmental Science x x 5
EVS 4000 Critical Thinking in Environmental Science x 6
FAS 6154 Aquatic Invertebrate Ecological Physiology x 2
FIN 6930 Introduction to Social Entrepreneurship 8
FNR 5335 Agroforestry x 2
FNR 4070C/5072C Environmental Education Program Development 7
FNR 4660C Natural Resource Policy and Administration x x x 4,9
FOR 2662 Forests FORthe Future x x x 4,5
FOR 3004 Forests, Conservation, and People x x x 4,5
FOR 4060 Global Forests x 4
FOR 4664 Sustainable Ecotourism Development x x x 4,5
FOR 4934 Topics in Natural Resources x 6
FOR 5161 Forest Productivity and Health x 6
FOR 5615 Forest Conservation and Management Policy and Issues x 6
FOR 5625 Forest Water Resources Management x 2
FOR 5630 NonTimber Forest Products 8
FOR 5756 Non-Timber Forest Products x 2
FOR 6005 Conservation Behavior x 2
FOR 6154 Analysis of Forest Ecosystems x 2
FOR 6170 Tropical Forestry x 2
FOR 6310 Forest Genetics and Tree Improvement x 6
FOR 6340 Physiology of Forest Trees x 6
FOR 6628 Community Forest Management x 2
FOR 6665 Landscape Planning FOREcotourism x 6
FOR 6934 Community Forest Management, 3 3
FOR 6934 Education FORSustainability, 2 3
FOR 6934 Education FORSustainability, 3 3
FOR 6934 Environmental Education Program Development x 6
FOR 6943 Topics in Forest Resources and Conservation 8
FOR 3153C Forest Ecology x 4



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FOR 3162C Siviculture x 6
FOR 3163C Forest Ecology x 6
FOR 3342C Tree Biology x 6
FOR 4090C Urban Forestry x 4
FOR 6164C Silviculture Concepts & Application x 4,6
FOR 6172C Tropical Forestry Field Course 8
FYC 3401 Introduction to Socialand Economic Perspectives on Community 8
FYC 6302 Sustainable Community Development x 2
GEA 6419 Seminar South America, 3 3
GEA 6466 Seminar on Geography of Amazonia, 3 3
GEA 6468 Resource Utilization & Conservation in Latin America, F, 3 3
GEO 2200 Physical Geography x x 5
GEO 2500 Global & Regional Economics x 4
GEO 3250 Climatology x x x 4,5
GEO 3352 The Human Footprint on the Landscape x x x 4,5
GEO 3370 Conservation Resources 8
GEO 3372 Conservation of Resources x x x 4,5
GEO 3502 Economic Geography x 4
GEO 3602 Urban & Business Geography x 4
GEO 5159 GIS Applications in Environmental Systems x 6
GEO 6495 Environment & Behavior, 3 3
GEO 6938 Community Conservation and Rural Development in Africa, 3 3
GEO 6938 Land Coverage Land Use Change Seminar 8
GEO 6938 Management of Protected Areas in Africa and the Americas, 3 3
GLY 1073 Introduction to Global Change 8
GLY 3074 The Oceans and Global Climate Change x x 9
GLY 5245 Chemistry of Water at the Earth Surface and Near Subsurface x 6
GLY 2010C Physical Geology x x 5
GLY 2030C Environmental and Engineering Geology x x 5
GLY 2038C Geology and the Environment x x 5
GLY 2080C Introduction to Marine Science x x 5
HIS 3931 Environmental Crisis and Sustainability 8
HOS 3020 General Horticulture x 6
HOS 6905 Problems in Horticultural Sciences x 6
HOS 3281C Principles of Organic and Sustainable Crop Production x x 5
HOS 4281C Advanced Organic and Sustainable Crop Prod 8
ICM 6680 Principles of International Sustainable Construction x 6
ICM 6682 Construction Ecology & Metabolism x 6
ICM 6905 Green Building Delivery Systems x 6
IDH 3931 Society at Risk Environment, Vulnerability and Culture 8
IDS 2935 Facets of Sustainability x x 9
IDS 4930 Facets of Sustainability 8
IND 2100 History of Interior Design 1 x 4
IND 2130 History of Interior Design 2 x 4
IND 2422 Interior Materials and Finishes 15
IND 4930 Special Topics 15
IND 5428 Material FORInterior Design 8
INR 4350 International Environmental Relations x x 5
INR 6039 International Political Economy, 3 3
LAA 2330 Site Analysis x 12
LAA 2710 History of Landscape Architecture x 4
LAA 4315 Natural Hazards -Design, Planning and Building 8
LAA 4353 Landscape Architecture Senior Studio 8
LAA 4359 Environmental Planning & Design 8
LAA 5331 Site Design Methodologies 8
LAA 6382 Ecology and Environmental Policy 8
LAA 6530 Landscape Management, 3 3
LAA 4xxx Water Conservation through Site Design & Green Roofs x 4
LAA/URF 656C/6341 Advanced Landscape Architectural Design/Urban Planning Project 8


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LAS 6290 Community Forest Management, 3 3
LAS 6290 Tropical Conservation and Development 8
LAS 6291 Conflict and Collaboration Management, 3 3
LAS 6291 Conservation Entrepreneurship 10
LAS 6291 Facilitation Skills FORCollaboration Management, 3 3
LAS 6291 Policy Reform in Conservation and Sustainable Development, 3 3
LAS 6920 The Amazon, 3 3
LAS 6938 Amazon Seminar, 3 3
LAS 6938 Tropical Resource, Seminar in, 3 3
LAS/ANG 6938/6930 Anthropology of Development in Latin America, 3 3
LAW 6460 Land Use Planning and Control 8
LAW 6471 Environmental Law 8
LAW 6472 Natural Resources Law 8
LAW 6930 Conservation Clinic 8
LAW 6930 Externship 8
LAW 6936 Environmental Justice Seminar x 6
LAW 6946 Environmental Justice Seminar 8
LAW 6946 Sustainable Development Seminar 8
LAW 7474 Agricultural Law and Policy 8
LEI 3250 Introduction to Outdoor Recreation and Parks x 16
LEI 3546 Park Management x 16
LEI 3830 Principles of Travel and Tourism x 16
LEI 3831 Fundamentals of Tourism Planning x 16
LEI 4833 Ecotourism x 16
LEI 5255 Outdoor Recreation and Park Management x 17
LEI 6557 Recreation Management/Development in the Coastal Zone x 17
LEI 6834 Ecotourism x 17
LEI 6837 Tourism Planning and Development x 17
LEI 6839 Heritage Tourism x 17
LEI 4955/6931 Humans and the Environment Travel Studies Antarctica x 16
LEI 4955/6931 Humans and the Environment Travel Studies Fiji x 16
LEI 4955/6931 Humans and the Environment Travel Studies New Zealand x 16
LEI 4955/6931 Humans and the Environment Travel Studies North Queensland x 16
LEI 4955/6931 Humans and the Environment Travel Studies Sydney x 16
MAN 6930 Sustainability Issues in a Global Business Environment, 2 3
ORH 3000 Introduction to Ecosystem Restoration x x x 4,5
ORH 4848C Landscape Plant Establishment x 6
PCB 3034/4044 Introduction to Ecology/General Ecology x x 9
PCB 3034C Introduction to Ecology x x 5
PCB 3601C Plant Ecology x x x 4,5
PCB 5338 Principles of Ecosystem Ecology x 2
PCB 5356 Tropical Ecology x 2
PCB 6528 Plant Molecular Biology x 6
PHC 6001 Principles of Epidemlology in Public Health, 3 3
PHC 6309 Environmental Justice Issues in Public Health, 3 3
PHC 6313 Environmental Health Concepts in Public Health, 3 3
PHC 6406 Psychological, Behavioral, and Social Issues in Public Health, 3 3
PHC 6418 Foundations in Aging and Public Health Policy and Eppdemiology, 3 3
PHC 6543 Community Practice of Behavioral Health Risk Prevention 8
PHC 6937 International Health, 3 3
PHI 3633 Bioethics x x 5
PHM 3032 Ethics and Ecology x x x 4,5
PKG 5002 Advanced Packaging, Society and the Environment x 2
PKG 5007 Advanced Packaging Materials x 2
PLS 2002 Pests, Pesticides and People 8
PMA 3010 Fundamentals of Pest Management x 6
POS 6157 Community Analysis, 3 3
POT 3503 Environmental Ethics and Politics x x 5_
PUP 3204 Politics and Ecology x x 5_


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REE 6948 Capstone Seminar and Applied Project 8
REL 2104 Environmental Ethics x x x 4,5
REL 2930 Religion and Environmental Crisis 18
REL 2930 Topics in Religion x 4
REL 3103 Religion & Nature in North America x 4
REL 3938 Religion and Environmental Movements of the Global South 18
REL 3942 Religion, Ethics and Nature x 6
REL 3492 Religion, Ethics, and Nature x x x 4,5
REL 4173 Religion, Ethics, and Sustainable Agriculture x x 5
REL 4936 Islam and Nature x 6
SCE 4342/6045 Environmental Education Method and Materials 13
SOS 2007 The world of Water x 4
SOS 2008 Humans, Soils, and Environmental Impact x x x 4,5
SOS 2008 Land and Life x x 9
SOS 3022 Introduction to Soils in the Environment x x x 4,9
SOS 4233 Soil and Water Conservation 8
SOS 4245 Water Resource Sustainability x x 5
SOS 5050 Soils FOREnvironmental Professionals x 2
SOS 5132 Tropical Soils Management x x 9
SOS 5234 Environmental Soil, Water and Land Use x x 2,9
SOS 5245 Water Resource Sustainability x 2
SOS 6932 Soil Ecosystem Services 8
SOS 4231C Soil, Water and Land Use x x x 4,5
SUR 6427 Land Tenure and Administration, 3 3
SYA 4930 Consumption, Economy, and Society x x 5
SYD 3410 Urban Sociology x 4
SYD 4510 Environment and Society x x 5
SYD 4512 Social Institutions and Environment x x x 4,5
SYD 6436 Metropolitan Growth and Development 8
SYD 6506 Urban Ecology, 3 3
SYD 6636 Latin American Development, 3 3
SYO 4352 Consumption, Economy & Society x 4
TESTA tEST Title x 6
URP 4000 Preview of Urban and Regional Planning x x x 4,5
URP 6042 Urban Economy, 3 3
URP 6541 Economic Development Planning 8
URP 6542 Urban Land Economics, 3 3
URP 6884 Community Conservation and Revitalization 10
URP 4715/6718 Bikeways Planning and Design 10
VEC 2100 World Herbs and Vegetables x 6
VME 6602 General Toxicology, 3 3
VME 6605 Toxic Substances, 3 3
VME 6606 Ecological Risk Assessment, 3 3
VME 6607 Human Health Risk Assessment, 4 3
WIS 2040 Wildlife Issues in a Changing World 8
WIS 2552 Biodiversity Conservation Global Perspectives x x x 4,5
WIS 3401 Wildlife Ecology and Management x x 5
WIS 3402 Wildlife of Florida x x 9
WIS 3434 Tropical Wildlife x x 9
WIS 4523 Human Dimensions of Natural Resource Conservation x x x 4,5
WIS 4554 Conservation Biology x 4
WIS 5496 Research Design in Wildlife Ecology and Conservation 10
WIS 6444 Advanced Wetlands Ecology x 2
WIS 6452 Wildlife Ecology x 2
WIS 6525 Environmental Interpretation x 2
WIS 6934 Behavioral Landscape Ecology 10
WIS 6934 Wildlife and Agriculture, 3 3
WIS 3403C Perspectives in Wildlife Ecology and Conservation 10


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WIS 4203C Intruduction to Landscape Ecology x 4
WIS 4427C Wildlife Habitat Management x 4
WIS 4547C Avian Field Research 10
WIS 5555C Conservation Biology x 2
WIS 6943C Resilience and Sustainability 8
WST 3349 Ecofeminism x x 5
WST 6935 Gender, Development, and Globalization, 3 3

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2 Grad course PDF
3 Sustainability Studies subject area
4 BSSBE Approved Course in Topic Areas
5 Minor PDF
6 Courses Related to Sustainability
7 School of Forest Resources and Conservation
8 Fostering Curriculum Development and Cross-Campus Collaboration in Sustainability at the University of Florida A Report with Conclusions and Recommendations
9 Minor web
10 Appendix D
11 Environmental Engineering Sciences & Chemical Engineering
12 Bachelor of Science in Sustainability &the Built Environment DCP
13 College of Education
14 Courses offered by SNRE
115 ntenor Design
16 Undergraduate courses from TRSM
17 Grad courses from TRSM
18 New Courses for consideration for Minor's Cluster A


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APPENDIX 12. Draft charge to task force
Original prepared for Provost Joe Glover
Original prepared by Krn Tanzer
Original prepared April 13 2009
Two pages
Provost's task force to generate sustainability coursework database
Draft charge 4.3.09

To identify sustainability related and sustainability focused coursework taught at the University of
Florida, for purposes of national benchmarking and internal improvement.

A task force, jointly appointed by the Provost and the Faculty Senate, will be assembled to:

1) Define the terms "sustainability," "sustainability focused," and "sustainability related,"
as applied to coursework, in the context of national definitions such as those provided by the
Association for the Advancement of Sustainability in Higher Education (AASHE). These
definitions, or rubrics, should be a concise and objective, parallel in form to those used by UF's
General Education Council

2) Develop a means to collect courses for consideration in the university-wide inventory,
working with the Provost's staff designees. Instructors may be invited to submit their courses for
consideration based on pre-existing course lists currently held by the Office of Sustainability or
through an open call for submittals, but such consideration will be entirely voluntary, Professors
who chose not to include their courses in the inventory will not be required to do so. A common
submittal form-simple to complete and simple to evaluate-will be developed by the task force.
Professors will complete this form and submit it to the task force along with a current course

3) Develop a means to review courses, using a process parallel to that developed and
used by the General Education Council. The task force will then review courses based on
objective criteria as described above, and approve or deny courses individually. In the event that
a course is denied inclusion in the sustainability inventory, an appeal process will be made
available to the instructor.

4) Develop a means to track courses and their enrollments. Once approved, courses will
be "tagged" through the Registrar's office, so that data sets can be created annually for AASHE
and as needed for internal use. Such data sets will be searchable using AASHE reporting
requirements, including, for example, number of sustainability courses taught, number of students
enrolled, number of courses by department or college, etc.


April 2009: The task force will be appointed, and a scope of work will be further defined by the
Provost, Director of Sustainability and others as appropriate, working with the task force

April-August 2009: The task force will review submitted coursework and include it in the inventory
as appropriate.

August-December 2009: Courses will be taught as would be the case in any event, but identified
in a database using this designation (sustarnability focused or sustainability related).

December 2009: UF will report data to AASHE and to the Sustainability Committee and/or
another appropriate internal governing body. The Provost and this body will determine what, if
any, further work is required of the task force.

Potential task force membership

APPENDIX 12. Draft charge to task force
Original prepared for Provost Joe Glover
Original prepared by Kim Tanzer
Original prepared April 13 2009
Two pages
12-13 members, plus staff, including an equal balance of Senate appointed and Provost
appointed members,

The Provost's appointees might be associate deans charged with curriculum oversight and/or
knowledgeable about sustainability from colleges such as Engineering, Liberal Arts and Sciences,
Agriculture and Life Sciences, and Design, Construction, and Planning.

In addition 1-3 members of the General Education Council might be appointed to provide
procedural experience.

The Senate appointees might include 1-3 members of the Sustainability Committee, and the
balance of appointees from across the faculty from among the most knowledgeable and
experienced faculty members with teaching experience at the level targeted for initial
consideration (undergraduate or graduate, for example).

APPENDIX 13. 2009 Congressional Budget Request (CBR)
Original prepared for the U.S Congress, on behalf of the UF sustainability community
Original prepared by Kim Tanzer, Dedee Delongpre and Anna Prizzia
Original prepared Spring 2009
Two Pages
University of Florida
Sustainable water demonstration project: the UF campus as a living laboratory

Water has been described as the defining crisis of the 21s" century. Though 70% of the
planet is covered with water, less than 1% of that water is available for human
consumption. Across the globe, access to adequate amounts of sufficiently clean water,
for human consumption and to maintain current ecosystems, is dwindling. This
demonstration project will address both the quantity and quality of water available,
utilizing a portion of the UF campus as a demonstration site.

The University of Florida is demonstrating best practices in low impact large scale
landscaping and currently serves as a model to Florida's developer and planning
communities. UF also currently uses over 90% reclaimed water for campus irrigation.
The inclusion of leading edge applications in water conservation for the built
environment, and storm water management, will allow UF to serve as an increasingly
relevant demonstration site.

A cluster of water conservation and stormwater management projects will be
implemented in a carefully defined demonstration site on the UF campus. Within a
selected set of buildings, fresh water from public supply sources will be conserved by
replacing existing fixtures and toilets. UF will install two important technologies: 1)
rainwater harvest and 2) recapture of condensate from air conditioning units. These two
sources, which would normally be wasted, will be re-cycled through each building's
plumbing system, and used for toilets and landscape irrigation.

This cluster of buildings will feature a unique stormwater management process
emplo ing a raingarden, pervious paving, and an extended exfiltration system that will
filler stormwater, and allow it to drain more slowly back to the environment. In each
case, UF faculty, staff and students will work together to conceptualize, design.
implement, monitor, and communicate the results of these research demonstration

The UF campus covers around 2000 acres and includes hundreds of buildings, totaling
over 18 million square feet of building space. It contains many types of building-
including an elementary school, a large regional medical center, and major sports
facilities-along \ ith more traditional classrooms, doruitories. cafeterias and office
buildings. Every day upwards of 75.000 people study, live, and work on the campus,
giving it the size and complexity of a small city. It also offers a singular ecological
characteristic: most of the campus is contained in one discrete watershed. so it is easy to
monitor the results and impacts of stormwater projects. For these reasons, the UF
campus is an excellent laboratory setting, offering a defined yet complex system on
which to test ideas and technologies. Because UF's size and complexity mirrors that of
many small cities, lessons learned here are widely transferrable to other municipalities
across Florida and beyond.

APPENDIX 13. 2009 Congressional Budget Request (CBR)
Original prepared for the U.S Congress, on behalf of the UF sustainability community
Original prepared by Kim Tanzer, Dedee Delongpre and Anna Prizzia
Original prepared Spring 2009
Two Pages
Data collected through internally collaborated processes will provide a feedback loop for
members of the campus community, and that can be shared with the broader
sustainability and public communities through the university's Extension network.
Financial and ecological returns on investment can be assessed in a controlled fiscal
environment. Broader economic benefits will include job creation within the
demonstration project. from engineers, accountants and architects, to skilled labor such as
plumbers and landscape professionals. These benefits will be multiplied many times over
as UF uses its Extension service shares knowledge throughout Florida's 67 counties, and
its faculty and staff to communicate knom ledge around the country and beyond.

Environmental benefits include reduced fresh water consumption. improved surface and
groundwater quality, and the benefits that accumulate when natural systems, from fish
and birds to insects and plants, contribute at robust levels to a balanced ecology. Many of
these benefits are recognized but not quantitatively valued, and this demonstration project
will provide researchers, from limnologists to economists, an opportunity to develop new
assessment metrics.

APPENDIX 14. Peer Institutions 2004
Original prepared for the UF Faculty Senate and the UF academic community
Original prepared by the ad hoc Committee on Sustainability
Original prepared December 14, 2004
Nine pages

Appendix C: Sustainability at Peer Institutions

By way of web site searches and personal contact, the UF Committee on Sustainability examined the following peer
institutions as to their respective levels of commitment to sustainability:

University of California-Berkeley
University of California-Irvine
University of California-LA
University of California-San Diego
University of California-Davis
University of California-Santa Barbara
University of Southern California
University of Washington (Seattle)
University of Texas-Austin
University of Indiana
University of Michigan-Ann Arbor
University of Virginia
University of North Carolina-Chapel Hill
University of Wisconsin-Madison
University of Illinois-Champagne-Urbana
Penn State University
Georgia Institute of Technology

Of the 17 peer institutions examined, 6 have a funded office of sustainability. These offices are funded in multiple
ways: through the administration, grants, gifts and endowments. All 6 of these institutions include sustainability in
their curriculum, research, and operational policies pertaining to the use of natural resources. Of the other 11
institutions, 7 have ongoing efforts to establish an office of sustainability, 6 have a university-wide committee on
sustainability, 6 integrate sustainability concerns into their curricula, 4 into their research missions, and 8 into
operational policies.

The data gathered appear below.

Peer Institutions with:
A funded office of sustainability or another office with comparable duties:
1. University of Illinois (two paid coordinators in the college of Agriculture) funded through hatch,
extension and SARE.
2. University of Wisconsin funded through research grants, corporate gifts and private funds
3. Georgia Institute of Technology funding from the vice provost for research and the dean of graduate
4. Pennsylvania State University campus departments, Heinz Endowment
5. University of North Carolina funded through the Associate Vice Chancellor for Facilities Services
6. University of California, Santa Barbara -paid sustainability coordinator

A university-wide committee focused on sustainability:
1. University of California, Berkeley Chancellor's Advisory Committee on Sustainability
2. University of Washington Environmental Stewardship Advisory committee
3. University of North Carolina Sustainability Coalition
4. University of Indiana Council for Environmental Stewardship
5. University of California, Santa Barbara
6. University of California, Davis Sustainability Administrative Advisory Committee

APPENDIX 14. Peer Institutions 2004
Original prepared for the UF Faculty Senate and the UF academic community
Original prepared by the ad hoc Committee on Sustainability
Original prepared December 14, 2004
Nine pages

Sustainability represented in the curriculum:
1. University of Illinois Master's degree in sustainability
2. University of Virginia Integrated into architecture curriculum
3. University of California, Berkeley Freshman seminar on sustainability
4. University of Wisconsin office of sustainability works with several departments on their curriculum
and offers some graduate student funding
5. University of Washington Four courses related to sustainability
6. University of California, Irvine Offers an interdisciplinary minor in sustainability
7. Georgia Institute of Technology Integrates sustainability into many courses covering a broad range
of disciplines.
8. Pennsylvania State University Offers both courses for credit and for the community
9. University of North Carolina
10. Indiana University
11. University of California, Santa Barbara One course
12. University of California, Davis offers several courses that address sustainability

Sustainability policies enacted through their operations and physical development:
1. University of Virginia
2. University of California, Berkeley
3. University of Michigan
4. University of Washington
5. University of Texas
6. University of California, Los Angeles
7. Georgia Institute of Technology
8. Pennsylvania State University
9. University of North Carolina
10. Indiana University
11. University of California, Santa Barbara
12. University of California, Davis

Research pursuits addressing sustainability or have a policy to do so:

1. University of Illinois
2. University of California, Berkeley
3. University of Wisconsin
4. University of Southern California
5. University of Washington
6. University of California, Irvine
7. Georgia Institute of Technology
8. Pennsylvania State University
9. University of North Carolina
10. University of California, Santa Barbara

Some course of action to establish a sustainability office or committee:

1. University of Illinois seeking a third coordinator
2. University of California, Berkeley advertising for a Unit Sustainability Education Coordinator
3. University of Michigan requested the appointment of a sustainability coordinator
4. University of Texas requested funding for both an office and committee
5. University of California, Los Angeles Institute of the Environment is trying to organize an effort.
6. University of California, Davis their committee is charged with forming an office of sustainability
7. University of California, San Diego they are trying to form a committee

APPENDIX 14. Peer Institutions 2004
Original prepared for the UF Faculty Senate and the UF academic community
Original prepared by the ad hoc Committee on Sustainability
Original prepared December 14, 2004
Nine pages

Programs to preserve natural resources and protect the environment of their campuses:
1. University of Michigan
2. University of Washington

University of California Berkeley
Sustainability was first formally introduced to UC Berkeley administration at the UC Berkeley Recycling Summit in
February 2002. The following year an undergraduate student introduced a proposal at the 2003 summit to create the
Chancellor's Advisory Committee on Sustainability (CACS). Chancellor Berdahl gave his approval verbally at this
summit and the manager of the Campus Recycling and Refuse Services was asked to convene the CACS.

Meanwhile, Greenpeace launched the UC Solar campaign in June 2002 after winning a tremendous victory for solar
energy in the Los Angeles Community College District. After a year of successful organizing on nearly every UC
campus, the UC Regents passed unanimously on July 16, 2003 a policy to promulgate green building design and
clean energy use. The document calls for all campuses to achieve a standard equivalent to LEED(tm) (Leadership in
Energy and Environmental Design) "Silver" rating and 20% (10 MW) of all energy purchases from renewable
sources by 2017. It is the most comprehensive green building and renewable energy policy in the nation.

After the UC Regents accepted the recommendations of the student-led movement, Greenpeace turned its focus
nationally and the students formed the California Student Sustainability Coalition (CSSC), composed of active
representatives from nearly every UC campus. The group is currently developing a transportation demand
management policy. In August 2003, the University of California Student Association chose unanimously to
promote UC-wide sustainability programs as one of its three action items for the 2003-2004 school year. A major
component of the sustainability program will be for each campus to form a committee similar to the CACS at UC

This year at UC Berkeley the third class of Residential Recycling Education Coordinators is active and organized by
Student Recycling Education Coordinators under the supervision of Campus Recycling and Refuse Services. For the
second consecutive year, a professor is teaching an over-subscribed freshman seminar on sustainability. Last year
the same professor taught EPS 80, a 4" '-1itud int lecture also about sustainability...."

In addition to the class mentioned above, there are many apparently uncoordinated teaching and research efforts by
individual faculty members and units. Institutionally, the CACS has 16 members, including two appointed by the
Faculty Senate, seven students including both graduate and undergraduate students representing a variety of
perspectives, and seven staff. The Committee's mission is "1) To engage the campus in an ongoing dialogue about
reaching environmental sustainability; 2) to integrate environmental sustainability with existing campus programs in
education, research, operations, and public service; and 3) to instill a culture of sustainable long-range planning and
forward-thinking design." Berkeley is currently advertising for a Unit Sustainability Education Coordinator who
will work primarily on recycling. Berkeley also profits from its membership in the UC System, which has campus-
wide Green Building Policy and Clean Energy Standards, a website that provides information to Case Studies and
other resources, and links from one campus to another.

University of California Irvine
The University of California, Irvine does not have a centralized Office of Sustainability. However, it has numerous faculty engaged
in sustainability-related teaching and research covering a wide range of disciplines. Academic programs with sustainability
projects, reports, coursework or publications on the website include computer sciences, transportation, aquaculture, e-commerce,
economics, mathematics, manufacturing, mechanical engineering, oceanography, forestry, eco-tourism, and energy. A student
webpage hosted through the Associated Graduate Students website presents a wealth of information about sustainable schools.
Based on the webpage research, three programs seem to be at the forefront of UCI's interdisciplinary projects in sustainability.
These programs are the Global Environmental Change and Human Security Project, the Citizen Peacebuilding Program and the
Interdisciplinary Minor in Global Sustainability.


Special Notes: UCI offers three online undergraduate courses that focus on sustainability.

APPENDIX 14. Peer Institutions 2004
Original prepared for the UF Faculty Senate and the UF academic community
Original prepared by the ad hoc Committee on Sustainability
Original prepared December 14, 2004
Nine pages

University of California LA
There is a UC Regents' policy on sustainability and an office, with web site, has been set up within the Office of the
President. Several campuses-notably UC Santa Barbara and UC Santa Cruz-have created committees and some

At UCLA, Vice Chancellor, Pete Blackman, is very progressive on substantive matters such as hazardous waste
reduction, green purchasing, and use of alternate fueled vehicles on campus. Mary D. Nichols, Director, UCLA
Institute of the Environment is trying to create an organized sustainability policy and has had very modest success in
networking with the people in charge of constructing new campus buildings, helping them to network with
colleagues on other campuses, etc. At this point, however, UCLA has no formal sustainability program, office or

hlp in \\ .ioe.ucla.edu/sustainabilitvCTR.htm

University of California San Diego
The University of California system hopes to establish a sustainability committee with student representation on
every campus. These committees will work locally with their Chancellor's office and system wide with the UCOP.
They will also provide a permanent framework for students and the community to be involved with future
sustainability efforts.

University of California- Davis
The University of California Davis has a Sustainability Administrative Advisory Committee that has been charged
to formulate an Office of Sustainability. The purpose of this advisory group is to assess the degree of sustainable
development and operating practices being conducted on campus and to investigate methods to increase such
practices. Through this committee UC Davis can streamline the implementation of sustainable efforts being made
within all constituencies including administration, faculty, staff, and students in order to meet and surpass the
guidelines set out by Regents Action 102 and the Office of the President.

Sustainability achievements on campus include:

Classes in many UC Davis programs, such as the Education for Sustainable Living Program, and
departments such as, Landscape Architecture, Community and Regional Development, Wildlife
Fisheries Conservations Biology, Environmental Science and Policy, Ecology, are just some examples
on campus that have addressed the issue of a sustainable future.
Administration begun to address a sustainable campus in their Long Range Development Plan and the
Strategic Plan.
The University of California Regents also acknowledges the importance of sustainability in Regents
Action 102. The UC Office of the President is preparing to pass its Green Buildings and Clean Energy
policy July 1st, 2004.

University of California Santa Barbara
At UC-Santa Barbara, Bren Hall has been given the U.S. Green Building Council's LEEDTM Platinum Award--one
of only two awarded nationally--for being the greenest laboratory building in America. It is a physically realized
manifestation of the School's environmental programs, and is a frequent selection for architectural and landscaping
tours and awards for sustainability. The School is compiling complete information and statistics about sustainable
building practices as a resource for other builders, and Bren Hall is being used as both example and model in the UC
Regents' newly adopted Green Building Policy, which applies to all 10 UC campuses statewide.

A mandate from Chancellor Henry Yang stipulates that all new construction at UCSB must be LEED Certified to
the Silver level. UCSB has hired a new campus sustainability coordinator for physical facilities.

Apart from the paid Sustainability coordinator, there is no other funding for the office of sustainability it is all
volunteer run. There is a class on sustainability that is in the curriculum, but otherwise the sustainability coordinator
is concerned with operations.

Website: http://facilities.ucsb.edu/

APPENDIX 14. Peer Institutions 2004
Original prepared for the UF Faculty Senate and the UF academic community
Original prepared by the ad hoc Committee on Sustainability
Original prepared December 14, 2004
Nine pages

University of Southern California
While there is no office of sustainability or sustainability committee, at the University of Southern California, there
is a research center titled Sustainable Cities Center. Its activities are not directed inward (toward the campus), but
outward. Its mission: "The Center for Sustainable Cities engages in research and education on environmental, social
and economic sustainability challenges facing metropolitan regions, and contributes to policy that improves urban
natural and human environments."


University of Washington
Effective, July 29, 2004 The University of Washington embraced its important leadership role regionally and
nationally to be an environmentally, economically, and socially responsible institution. The University is committed
to practicing and promoting environmental stewardship while conducting its teaching, research, and service missions
as well as its facility operations in all of its locations. The institution and all members of the University community
support actions, decisions, and leadership that will:

Provide educational opportunities to the campus communities on sound environmental practices.
Create intellectual resources which can be used to achieve goals for sustainability for this and future
Create partnerships at all levels within and outside the University that further the practice of
environmental stewardship and sustainability.

Through its landholdings and operations on three campuses and several other locations, the scale and scope of the
University's activities have the potential to significantly affect the environment, ranging from working on a
reclaimed landfill site, to long-term monitoring of intertidal wetlands, upland temperate forests and fully built office
high-rises in downtown Seattle. By exercising effective management over its activities, the University will promote
the sustainable use of its resources, seek to minimize risks to and negative impacts on the environment, and
underscore our commitment to protect human health and the environment.


Special Notes: Offers four specific courses addressing sustainability issues in various disciplines.

University of Texas Austin
Their Director of Environmental Health and Safety (Erle Janssen) provided a PowerPoint presentation about
Austin's on-going sustainability efforts and an executive summary they have prepared that will be used to request
funding for an Office of Sustainability and the establishment of a Campus Sustainability Committee. The EH&S
office hired a graduate student to collect information about existing efforts and projects on their campus and to help
prepare these documents. In addition, the University participates in Central Texas Sustainability Indicators project.
The web site for that project is:

hip \ \\ \\ .centex-indicators.org/index.html

The main University web address is: hlp \ "\ \ .utexas.edu/

It appears that their School of Architecture is working with the facilities folks regarding sustainable buildings. Per
their VP for Employee and Campus Services, the last few building projects were LEED certified. They may set a
goal of buildings with LEED certification but have not yet made that decision.

APPENDIX 14. Peer Institutions 2004
Original prepared for the UF Faculty Senate and the UF academic community
Original prepared by the ad hoc Committee on Sustainability
Original prepared December 14, 2004
Nine pages

University of Indiana
The Council for Environmental Stewardship's mission is to engage students, faculty and staff in academic programs
and administrative efforts that enhance the University of Indiana's campus environment and contribute to a healthy
and sustainable world.

Formed in early 1998 as part of a campus-wide initiative, the Council has approximately 35 members. It meets
monthly to plan programs and activities for the campus. Working groups within the Council research issues, develop
recommendations and then work with key decision makers and organizations to implement actions. Working groups
look into such areas as energy use, environmental education, green space, hazardous materials, transportation, and
materials management, waste reduction, and safety. The Council builds on existing campus policy and practice,
working collaboratively with staff, faculty and students to enhance IUB operations and academic programs.

Current efforts include:
Green Landscaping By modeling a strong land ethic, IUB can contribute to the health of its own campus
ecosystem, reduce negative impacts on adjacent ecosystems and instill a parallel land ethic in its student
Waste Reduction Reducing waste at Indiana University benefits the environment as well as the campus
community. Focus is on the current state campus dining-related waste and how to improve efficiency.
Campus Climate Neutral Reducing greenhouse gas emissions on campus while educating students,
faculty, and staff on issues of global climate change. This project is part of a larger national effort.


University of Michigan Ann Arbor
Over the past several years, the University of Michigan has empanelled an Environmental Task Force, a Steering
committee for Environmental Issues and Research on Campus, and a Dean's Council on the Environment. A
request has been sent by the ETF to the President's office for monitoring campus progress on environmental issues.
It also requested the appointment of a sustainability coordinator, at a salary range of $50,000, but the position has
not been funded due to university-wide budgetary concerns. The Taubman College of Architecture and Urban
Planning and the School of Natural Resources and Environment have been searching for a faculty member who will
be jointly appointed to both colleges, with the goal of stimulating synergy between their academic units.

Among Michigan's initiatives are the following: The President's Office Master Plan development was charged with
considering "issues of sustainability" and suggesting the development of and management of UM properties to
"support the ongoing processes that sustain life and...promote their continuing function." They have developed
several pilot programs on native vegetation and a general policy to avoid irrigation whenever possible and rainwater
retention ponds for all new parking lots. They have an EPA Energy Star Buildings Program and do lighting
retrofits. They have an Energy Conservation Measures fund. The Transportation Services area has several programs
in place to help the environment. They have a Pollution Prevention Program for chemicals, pests, mercury,
transportation, and waste. The Department of Occupational Safety & Environmental Health is engaged in storm
water management, soil erosion control, air pollution control, clean up of contaminated properties, and similar

Students are engaged in a number of clubs and organizations devoted to environmental issues. Taubman College
students are entering the 2nd National Solar Decathalon, in schools of architecture build full-scale solar houses on the
Mall in Washington, D.C.

Ihtp % \ n .umich.edu/-usustain/sustain.html
hiup % n\ \ .housing.umich.edu/services/environ/

APPENDIX 14. Peer Institutions 2004
Original prepared for the UF Faculty Senate and the UF academic community
Original prepared by the ad hoc Committee on Sustainability
Original prepared December 14, 2004
Nine pages

University of Virginia
Efforts towards sustainability at the University of Virginia are being driven by several forces, most based in
architecture: First, the original campus, designed by Thomas Jefferson, is a vital part of daily life, a reminder of the
value of preservation and of an integrated vision of campus life. Second, the historic center and the rest of the
sprawling campus is currently being managed by Campus Architect David Neuman, who is credited with initiating a
campus-wide sustainability policy. The Office of the Campus Architect is developing storm water management
methods and landscape standards that seem aimed at achieving the goal of sustainability. Third, internationally
prominent sustainability advocate and architect William McDonaugh was Dean of the School of Architecture for a
period of years in the late 1990s. His emphasis on sustainability has permeated coursework throughout the School's
curriculum and, one might speculate, has led to the hiring of a number of nationally prominent professors of
architecture and landscape architecture with this focus. One administrator stated that the University of Virginia does
not use the term "sustainability" but engages in sustainable practices. This statement might explain the fact that the
term does not appear in simple searches of the University of Virginia website.

In addition, the Facilities Management Department organizes operational issues related to Energy, Recycling,
Systems Control, Heating, Cooling, Electricity and Piping, many of which reflect a sustainable ethos. Among their
efforts they: Install motion sensors; retrofit building lighting; replace inefficient motors; procure and act on
engineering studies of buildings, central heating and cooling plants, electrical demand limiting; automate equipment
operation schedules; develop energy policies such as design guidelines for new construction and a motor efficiency
policy. The University won the 2001 Energy Star Partner of the Year Award in 2001 for its "outstanding
commitment to pollution prevention through continuous improvement of the University's energy management
practices." The Facilities Management website states that in one year the University's energy program has saved
almost $100,000.

There is no evidence of institutional presence beyond these areas. The Senate does not have a committee that
addresses sustainability across campus. There is not a campus-wide sustainability coordinator, though there are
elected student recycling coordinators.

University of North Carolina Chapel Hill
At the University of North Carolina, there is a funded office of sustainability that came out of a coalition started in
April, 1999. A Director was hired in 2001.There are now two additional staff people: a research associate and a
person from energy services. The office is under facility services and is a peer of the energy coordinator. It is a mix
of operations, teaching and/or research. The Director taught classes at first but then became too busy to continue.
The university is trying to create a minor in sustainability. There is also a sustainability advisory board made up of
coalition members, faculty and others who report to the Chancellor. UNC is now undertaking an environmental
audit of all electricity, steam and chilled water on campus. All construction on campus must go through the
committee and adhere to a silver level of construction. The director is Cynthia Pollock Shea.


hip \ i\ \ .fac.unc.edu/sustainable/

University of Wisconsin Madison
The University of Wisconsin-Madison in 1970 established the Institute for Environmental Studies, a special
intercollege unit where professors, students, and other professionals with wide-ranging backgrounds could converge
to better understand and resolve environmental problems. In 2002, the institute was renamed in honor of U.S.
Senator Gaylord Nelson, the founder of Earth Day and a lifelong champion of environmental stewardship.

UW-Madison's schools and colleges, offer more than 100 courses. Topics range from environmental health to
environmental ethics, from natural resources to natural hazards, and from climates of the past to energy sources of
the future. The emphasis is interdisciplinary. The object is to blend the wisdom of many academic fields. Students,
may design a campus recycling program, create a watershed management plan for a lakeside community, testing the
latest technology for monitoring natural resources by satellite, or create web sites on environmental topics.

APPENDIX 14. Peer Institutions 2004
Original prepared for the UF Faculty Senate and the UF academic community
Original prepared by the ad hoc Committee on Sustainability
Original prepared December 14, 2004
Nine pages

Structure and Governance
The Nelson Institute is designed to encourage broad, interdisciplinary collaboration among faculty members at UW-
Madison. Ideally, this creates a synergy that benefits the individual participants and strengthens the ties between
their colleges, schools, and departments.
To meet its campus wide mission, the Nelson Institute is administered by a director who is appointed by the
chancellor of the university and reports to the provost. An elected faculty chair oversees all operations of the Nelson
Institute's academic programs. Each of these programs, in turn, has its own faculty chair and committee. Each of
the institute's research centers has its own faculty director, appointed by the director of the institute.
The institute's Governance Faculty is its main decision-making body. This group is composed of all
"budgeted" (core) Nelson Institute faculty members, the director and academic programs chair of the
institute, the chairs of each Nelson Institute degree and certificate program and of the institute's research and
outreach committees, the directors of the institute's research centers, and six at-large members of the
institute's general faculty. Tenured members of the Governance Faculty constitute the Executive
Research current and recent topics of research:
global environmental change and its impacts
local and regional water management
restoration of disturbed ecosystems
new technologies for environmental monitoring and management
international ecological sustainability and economic development
an award-winning radio program
distribution of environmental research data via the Web
community-based water management workshops
traveling environmental science demonstrations
public lectures and other campus events
A variety of standing committees of faculty and staff members and students deal with matters ranging from
curriculum review to long-range planning.

University of Illinois
The University of Illinois has no Office of Sustainability at the campus-wide level. There is however, an
Environmental Council which addresses issues of sustainability as well as runs a lecture series on the subject. The
council seems to be very active, expending much of its efforts on sustainability.

There are two full-time positions in the College of Agriculture that promotes Sustainable Agriculture. Both of these
positions have a budget of approximately $150,000 plus travel, which consists of some hatch funding, some
extension funding and funds from the North Central Region SARE. They are also both academic in nature, with
their titles being Co-coordinators of the Agro-Ecology Sustainability Program. They report to the Department Head
for Natural Resources and Environmental Sciences. Currently both co-coordinators focus on teaching and outreach.
They also plan conferences and meetings, generate publications, and assist researchers connect with farmers.

An open meeting was called in January to gather information on major sustainability achievements on campus and
over 60 people showed up. They realized that efforts were fragmented so they are seeking funding for a third full-
time employee to maintain a virtual website.

hl in\ \ .nres.uiuc.edu/outreach/programs/index.html

APPENDIX 14. Peer Institutions 2004
Original prepared for the UF Faculty Senate and the UF academic community
Original prepared by the ad hoc Committee on Sustainability
Original prepared December 14, 2004
Nine pages

Penn State University The Center
for Sustainability (CfS) at Penn State is working with faculty, students and the local community to test and exhibit
more sustainable technologies and practices. At their 8.5 acre research site they are developing a sustainability
showcase with the innovative technologies and techniques that are defining the sustainable revolution.

Housed in the Science, Technology, and Society department of the College of Engineering, the Center offers courses
for credit including STS 497D-Projects in Sustainable Living. They also offer non-credit courses, as well as
community volunteer workdays and special interest workshops.

Their weekend workdays offer the public an opportunity to learn through hands-on experience with alternative
energy, green design, biointensive gardening and more. They periodically offer special interest workshops
highlighting the expertise of local community members.

Special Notes: Several achievements are listed on their website, mostly solar power research and gardening

Georgia Institute of Technology Georgia Tech has
embarked on a multi-year agenda to incorporate the concepts of sustainable technology and development into the
core curriculum, required, and elective courses so that their students' understanding of sustainability evolves with
their understanding of their discipline and profession. As a major research institution, Georgia Tech's research
programs serve a crucial role in undergraduate and graduate education, not to mention the on-going intellectual
development of faculty and research sponsors.

Georgia Tech has an Institute for Sustainable Technology and Development which supports the incorporation of
sustainability into existing and emerging research programs. They also coordinate the activities of larger scale,
multi-organizational research programs in urban and regional ecology and environmentally conscious design and
manufacturing. Because Georgia Tech's commitment to creating a more prosperous and sustainable society extends
to their own corer of the community, ISTD works to develop campus projects (through senior-level courses and
relevant research programs) and provides assistance in implementing changes to existing programs in a sustainable

hlip in \\ .sustainable.gatech.edu/about/vision.php

Special Notes: Georgia Tech is focusing on creating courses that contain sustainability content. Their Spring 2002
list of these courses was five pages long and included many different areas of discipline.

Dose the Is there a Does it Are AASHE*

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APPENDIX 16. Bachelor of Science in Sustainability and the Built Environment
Original prepared for UF undergraduate students
Original prepared by Peggy Carr, Associate Dean
Onginal prepared on August 2008
Two pages







A Prospechve 5ludenis

3 Parents


El AtuianimFnends

B Facurtf

I T ll n.i m,r b L)u

June 2009
Su Mo Tu We T

7 1 9 10 1
14 15 16 17 1
21 22 23 24 2
28 29 30

Bachelor of Science in Sustaiiiabilih and the Built

About the Degree

The BSSBE will allow students to focus on creative solutions to the
challenges of limited energy water and land through hands-on
sustainable problem solving

o- Curriculum

-3 Research

SWalking thewalk

Degree Requirements


prey I neot
Fi Sa

12 13
19 20
26 27

Roa your mouse seer a ghlighted arTme' t1o
view Irformatian about this event Cllck t enter tt



Solar Decathlon team wins UF
sustainability award

LTF hosts symposium debating costs of
sustainable development in Fla.

Araoz receives historic preservation

DCP-led team to exhibit at EPA
sustainable design expo


The degree Is a four-year 120-credit hour program ofwhich 48 hours are required courses Including a 6-
credit hour capstone course, and 21 hours of approved electives There are two tracKs The first is a
general degree program accessible to students at either the sophomore or junor levels The second traced
Is for students interested In a combined bachelor's and masters degree The combined degree offering
now available is a 4-1 leading to a Master of Arts in Urban and Regional Planning Additional combined
degree programs will soon be available.


Approved Topic and Elective Courses


Graduates will have excellent opportunities for wrk in various green industries for govermental
agencies involved with regulation and management of the built environment and with non-profit
organization promoting the principles ofsustatnabilirt Additionally students will be prepared to
matnculate into combined degree programs offered in association with the degree and to enter graduate
school in awide range of areas including architecture, building construction interior design landscape
architecture and urban and regional planning


Application deadlines are:
October 15 for Spring admissions
May 15 for Fall admissions

Application Form and Instructions


Students interested in the BSSBE are encouraged to visit the DCP Advising Center located on the 3rd floor
of the Architecture Building in room 331 ARCH Andrew Wehle Is the Director of Student Serices for the
college Students mar also see Program Assistant David P Ellis or Peggy Carr Intenm Director Bachelor
of Sustainability and the Built Environment



1:N tS I Yof


APPENDIX 16. Bachelor of Science in Sustainability and the Built Environment
Original prepared for UF undergraduate students
Original prepared by Peggy Carr Associate Dean
Original prepared on August 2008
Two pages

Bachelor of Science in Sustainability and the Built Environment
College of Design, Construction and Planning
University of Florida, Box 115701. Gainesville, FL 32611

Lower Division


PhysicaU i
Biological Science

Lower Division

3 CR GE-CI Humanites 3 CR GE-HI

3 CR Physcal 3 CR GE-P
SBIological Science

3 CR GE-P iMath 3CR GE-Ml

3 CR GEM elective 3CR
Lower Division

3 CR Elective 3 CR
Lower Division

Select from 3CR
Intro Sustainability & Built Enviro

ECO 2013

ECO 2023 4 CR GE-S

4 CR GE-SI IPhysical/
Biological Science

Select from 3 CR GE-H
History of Built Enviro Discipline

LAA 2330 3 CR
Site Analysis

IElective 3CR
Lower Division

3 CR GE-P1

Social 3 CR GE-S
Behavioral Science

Elective 4CR
Lower Division

Credits 15 CR 15CR 16 CR 14 CR
BSSBE Suggested 1st and 2nd Year Coursework
General Education Non Specified & Electivet BSSBE Required Coursework
Communication GE-C 3 credits 24,000 words History of a Built Environment Discipline GE-H 3 credits
Computation/Math GE-M 6 credits Introduction to Sustainability GE- 3 credits
Humanities GE-H 6 credits LAA 2330 Site Analysis 3 credits
Phy/Biol Sciences GE-PE 9 credits ECO 2013 Macroeconomics GE-S 4 credits
Soc/Behav Sciences GE-S 3 credits ECO 2023 Microeconomics GE- 4 credits
Lower Division Elective courses 16credits
Upper Division
DCP 3220 3 CR DCP 3210 3 CR Practicum in Sustainability Sustainability Capstone
Social and Cultural Sustainability I sustainable Prob Solving DCP 4941 Practicum or DCP 4290 Capstone Project or
DCP 4942 Field Experience or DCP4910 Ind Research or
DCP 3200 3CRI Select from 3 CR Approved Sustainability Studio Approved Capstone Studio
Methods of Inquiry Ecology for the Built Envro 6 CR 6C

Select from 3CR 3 CR Selectfrm 3 CR Approved 3 CR
Ethics and/or Environmental Justice Energy andlor Climate Change Resource Economics Elective Course

Approved 3 CR Approved 3 CR Approved 3 CR Approved 3 CR
Elective Course Elective Course Elective Course Elective Course

Approved 3 CR Approved 3CR Free 3CR Free 3 CR
Elective Course Elective Course Elective Course Elective Course

Credits 14 CR 15CR 15CR 16 CR
BSSBE Suggested 3rd Year Coursework BSSBE Suggested 4th Year Coursework
DCP 3220 Social and Cultural Sustainabilit) 3 credits A Sustainability Practicum 6 credits
DCP 3200 Methods of Inquiry 3 credits Course in Resource Economics 3 credits
DCP 3210 Sustainable Prob Solving 3 credits A Sustainability Capstone Projec 6 credits
Course in Ethics and/or Environmetal Justics 3 credits Approved Electives 9 credits
Course in Energy and/or Climate Change 3 credits Free Electives 6 credits
Course in Ecology for the Built Environmen 3 credits
Approved Electives 12 credits
Bachelor of Science in Sustainability and the Built Environment 120 credit hours (Lower & Upper Division combined)

Required Course (Designated with prefix and course number)
Required Topic (See list ol approved coursestopic)
Approved Elective (See list of approved electives)

Required Gen Ed Course
Free Elective

APPENDIX 17. Minor in Sustainability Studies
Original prepared for the UF undergraduate students and the UF academic community
Original prepared by Les Thiele. Professor of Political Science and adviser
Original prepared Spring 2008
Two pages

-ALjul tin Me &,lri.r
U mr. 11 ^^ ^ u' 11naBilit-. i' :r, rt s dIf:ine a n, J I Le J ? h-',rl', t -l .z. Ierlt I

i n t a t i 1 Ibjie ~. 5ir rw i l inl-
Cl. Lnl:d ,nl] .-^ir.nrnralh~i fr.tiieji ri.0i.nonuo .ier;ai re: and es.su ng
Sr at i Studies is to help students
UderJ.i,,l t,- .. - C tf, ?c ir.n t ,,sare interrelated and to

.plcre v': diJt' r ,., be. ,,,,- eJ I:;a rtnal, and global scaes.

Ie uii,,ed-,uio i, i :, iri. tiiinii xrr l mr,-ir h. r-,r It,',.r,
he Minor in Sutainablit Studies h components.

rh:'s Web S ,e Agareway course, .Fact_ ofSus__nabil _(_I___DSa5, introduces all
students to the theory principles, and practices of suMntainarbili a

offered each fall
Students subsequentj select 4-Sd cursesr' mTm ae ne-u that spa multripe
disciplin es to gain a Tpbroad rlepolure t I SnLtainabili related -r rrict l

SStudents may apply. to participatein the Minor's capstone course.
dev el.nop practical experience and sllsr b a ofineiweltre:andship, spring
c 'io l ii~ti:- Thi ajn. ti ti"' ]innr Inr r ,i ai blmr Studies is to help students

Searing oppornid is on r h intrated rearch pron arect Studentr accepnd to
B Fl r. h ': rhti d r.r t .i. trasi be u rl::::j rkl-ihna!, and global scales.

Th Tl 11rior 11 th-'orouerjuJl. inrirdriL hrmars ljariinrt trcru ..the s^ chin; jn

into this capstone curse need l complete 4 orses fro he :dters.
11M e Minor Im Sustamabiity Studies h as three components.

r .; 3 ...b 8: .-; v garewvay course. _Faer qf Sstainbility _"_IDS $35? introduces all

students who o nothe participate in Spractices of sustainactionlity must
a coamplpoete a fifd th rough a variety clustopical concffern ad academy spring.
oHffered each fall.
Students subsequently select 4-5 coiirses from a menu that spans multiple
disciplines to gain a broad exposure to sustainability'-related curricula,
M a Students may apply to participatein the inor s capstone course.
WN fs'?-^.iB S Ai tv i Action." (1S 4940 Thei capstone coarse anlows you to
develop practical experience and skills by wsay of internships, service
learning opportunities, or interated research projects. Students accepted
into this capstone course need only complete 4 courses from the clusters,
Students who do not participate in Sustainability in Actison must
complete a fifth course from the clusters. It is ttered each springs.

APPENDIX 17. Minor in Sustainability Studies
Original prepared for the UF undergraduate students and the UF academic community
Original prepared by Les Thiele, Professor of Political Science and adviser
Original prepared Spring 2008
Two pages

Menu of Courses for the Minor in Sustainability Studies
All students select one course from each of the four clusters. Students who do not participate
in the "Sustainability in Action" capstone course must complete a fifth course from the clusters.
Cluster A: Cluster B: Cluster C: Cluster D:
Ethics, Culture, & Economics, Law. Production Systems and Ecology & Environmental
Human Behavior & Policy the Built En\ironment Stewardship
AEB 4126: AIricultural AEB 2450: Valuing AGG 3501: Environment BOT 280C:
,,, , r .. AGG 3501: Environment. BOT 2800C:
and Natural Resource Environmental Protection in
Food, and Society Plants in Human Affairs
Ethics Florida
AEB 34510: Introduction to
AMI 3630: American t url R ource and ALS 3133: Agricultural and EVS 3000: Environmental
S. Natural Resource and
Environmental History E ntal e no. m Environmental Quality Science
Environmental Economics
AOM 2520: Global
ANT 4403: Environment AEB 4123: Auricultural and AO 252G l FOR 2662:
Sustainable Energy: Past,
and Cultural Behavior Natural Resource Law ustanae nr Forests for the Future
Present, and Future
EES 3000: Environmental AEB 4274: Natural Resoui ce ART 3843: Environmental FOR 3004: Forests,
Science and Humanity and Environmental Policy Site Specific Art Conservation, and People
AEB 4454: Cotempoiral
PHI 36331: Issues in Natural Resource BC N 1582: International GEO 2200: Physical
Bioethics and Environmental Sustainable Development Geograph.
PHM 3032: Ethics and AEB 493 1: Environmental BCN 3735: Construction,
Ecolo,\ and Natural Resource Safety, Health, and the GEO 3250: Climatolov.%
Economics Environment
ECP 3302: Environmental
REL 2104: 3 EES 3008: Fiier2'\ and GEO 3352: The Human
Economics and Resource
Environmental Ethics olicy Environment Footprint on the Landscape
REL 3492:
D E 3492-EUH 3683: The History of EES 4050: En% ironmentil D
Religion, Ethic andof EES 4050: n iron GLY 2010C: Physical Geology
Religion, Consumption Planning and Design
REL 4173: Religion, FOR 4664: Sustainable EES 4316: GLY 2030C: Environmental
Ethics, and Sustainable
Ecotourism Development Industrial Ecology and Engineering Geology
SYD 4510: Environment GEO 3372: Conservation of ENV 4612: Green Engineering GLY 2038C: Geology and the
and Society Resources Design and Sustainability Environment
SYD 4512: Social IN4 It HOS 3281C: Principles of 2 C: Int n
INR 4350: International GLY 2080C: Introduction to
Institutions and Organic and Sustainable Crop
Environmental Relations Marine Science
Environment Production
WS 2552: Biodiversity POT 3503: Environmental SOS 2008: Humans, Soils, and ORH 3000: Introduction to
Conservation: Global
: G Ethics and Politics Environmental Impact Ecosystem Restoration
\ S1 4523: Human
M IS 452: H an PUP 3204: SOS 4231C: PCB 3034C: Introduction to
Dimnsilions of Natural
Co Nsra Prili iiic and Ecolovw Soil, Water and Land Use Ecolocy
Resource Conservation
WST 3349: SYA 4930: Consumption, SOS 4245: Water Resource PCB 3601C:
Ecofeminism Economy, and Society Susitainahilli Plant Ecology
URP 4000: Preview of Urban WIS 3401: Wildlife Ecology
and Regional Planning and Management

APPENDIX 18 Web of Sustainability
Onginal prepared for the UF academic community
Original prepared by Thomas T Ankersen
Ongmal prepared on February 2009
Five Pages



(a review of ITF ebsites and a work in progress)

I. Academic Sustainability at UF
a. University Wide
i. The undergraduate Minor in Sustainability Studies
1. Housed in CLAS but serves all colleges
2. Has a service learning component
3. Limited governance through sustainability committee
ii. The proposed Graduate Concentration in Sustainability
1. Approved by sustainability committee
2. Proposed to be housed in DCP but serves all Colleges
3. Proposes go n emance through a board \\ilh faculty representatives
'rom all colleges
iii. Research Centers and Institutes
1. The UF Water Institute
a. Water Institute Thrust Areas (2007-2010)
i. Water Resources Sustainability
2. The Institute for Sustainable Energ.
a. Mission: "brings together research capabilities necessary to
create a sustainable energy future."
n. Sustainability Programs within the Colleges
a. College of Design. Construction & Planning
i. Governance College-wide sustainability committee (includes external
members from other Colleges
ii. Intra-College major in sust;iinabiili(
1. B.S. in Sustainability and the Built Environment
2. Currently advertising for an assistant professor in sustainability
3. 2 sustainability certificates linked to schools
a. Certificate in Sustainable Architecture
b. Certificate in Sustainable Construction
iii. Powell Center for Construction and Environment
1. Mission: to foster the implementation of sustainability
principles into the creation of the built environment internationally.
b. College of Engineering
i. Proposed certificate in Sustainable Engineering
ii. Program in Systems Ecology and Ecological Engineering

APPENDIX 18 Web of Sustainability
Onginal prepared for the UF academic community
Original prepared by Thomas T Ankersen
Ongmal prepared on February 2009
Five Pages
1. uses quantitative methods to understand ecological systems of
humanity and nature, and presents opportunities to learn designs
for their interface and unif ication.
iii. Center for Environmental Policv
1. Mission: "CEP is dedicated to conducting research, teaching, and
service that addresses the interface of energy, ecology, and
economics and to establishing sustainable environmental
policies and management frameworks."
iv. Center for Wetlands
1. Mission: "Cutting across campus departments and disciplinary
areas, the CFW fosters interdisciplinary research. teaching, and
service regarding wetlands and related resources w ith an emphasis
on sustainable patterns of humanity and environment."
2. Interdisciplinary Concentration in Wetland Sciences
a. Mission: "involve the cooperative efforts of various
natural science disciplines..., engineering disciplines....
social sciences,... and law."
c. College of Liberal Arts & Sciences
i. Center for Latin American Studies
1. Tropical Conservation and Development Program
a. Mission: "to bridge theory and practice to advance
biodiversity conservation. sustainable resource use, and
human well-being in the tropics."
b. Faculty are submitting a MacArthur Foundation proposal
to create a graduate degree in Sustainable Development
ii. [.and Use and En ironmental Change Institute
1. Mission: LUPCI promotes basic and applied studies of
environmental changes associated with natural phenomena ...and
human activities..... Courses that address complex interactions
among climate, humans, and the environment,.."
iii. Department of Religion Graduate Speciali/alion in Religion and Nature
1. Mission: "...understanding the complex. reciprocal relationships
among human cultures, religions, and the earth's living
iv. Department of Sociology
a. Program in Environmental and Resource Sociology
v. Department of Anthropology
1. programmatic foci relate directly to pressing social, biological,
and environmental issues.

APPENDIX 18 Web of Sustainability
Onginal prepared for the UF academic community
Original prepared by Thomas T Ankersen
Ongmal prepared on February 2009
Five Pages
a. The New Ecologies: culturally mediated interactions
between humans and their environments.
vi. Department of Zoolog>
1. Arthur Marshall Jr. Ecological Sciences Laboratorn
a. bringing modem ecological theoryy to bear on significant
applied problems, particularly in conservation biology.
d. Institute for Food and Agricultural Sciences
i. College of Agriculture and Life Sciences
I. School of Natural Resources and the Environment
a. A "University wide Program in Ecology, Environmental
Science & Sustainability."
i. Mission: "SNRKI. through its campuswide reach, is
committed to enhancing understanding of the
interactions of natural s. stems and society."
b. Undergraduate degree in Environmental Sciences
i. -combines the basic and applied sciences needed
to diagnose problems, the engineering needed to
devise and test solutions, and the social sciences
of human processes and institutions needed to
take action."
c. Graduate Program in Intedisciplinary Ecology
i. Sustainability Studies subject area
ii. Mission: "The goal of the Interdisciplinary
Ecology graduate program is to provide advanced
training in ecosystems thinking and the main
theories and methodologies of the biophysical and
social sciences to foster integrative approaches to
complex real-world problems. Interdisciplinary
Ecology students are intensely interested in the
sustainability problem,..."
2. School of Forest Resources and Conservation
a. "...students gain knowledge and understanding of forest
ecosystems and...their sustainable management."
b. Program in Fisheries and Aquatic Sciences
i. "Sustainable fisheries" program
c. Soil and Water Science Department
i. Sustainable Land Resource and Nutrient
Management Certificate
d. Environmental Management In Agriculture and Natural
Resources Major

APPENDIX 18 Web of Sustainability
Onginal prepared for the UF academic community
Original prepared by Thomas T Ankersen
Onigial prepared on February 2009
Five Pages
i. Mission: "Graduates will find employment with
agricultural producers, consulting companies. and
governmental agencies that are involved in
maintaining a sustainable environment."
3. Department of Wildlile Fcology and Conservation
a. Program for Studies in Tropical Conservation
i. Mission: "Graduate students affiliated with the
Program for Studies in Tropical Conservation
explore integrated. interdisciplinary approaches
to... sustainable use of natural resources."
4. Florida Sea Grant
a. Ilorida Sea Grant uses academic research, education and
extension to create a sustainable coastal economy and
ii. UF IFAS Extenstion
1. Solutions for your Lile
a. Sustainable Living Program
i. "Sustainable practices enable us to meet our
current needs without compromising the next
generation's ability to satisfy their own needs. We
can preserve our natural heritage and conserve
natural resources for the future by living
2. IFAS extension has created a new category of"sustainability
extension agents"
3. Program for Resource efficient Communities
a. "to meet the interdisciplinar, needs of professionals
pursuing more sustainable communities."
e. Levin College of Law
i. J.D. Certificate in Environmental and Land Use Law
ii. L.L.M. (Master's) Program in Environmental and Land Use Law
iii. Center for Governmental Responsibility
1. environmental studies division
iv. Conservation Clinic
1. Service learning with sustainability and land use program area
v. Joint Program in International and Comparative En\ ironmental Law w ith
University of Costa Rica
1. Study abroad program with an emphasis on sustainable
development law and policy
f. Warrington College of Business Administration

APPENDIX 18 Web of Sustainability
Onginal prepared for the UF academic community
Original prepared by Thomas T. Ankrsen
Ongmal prepared on February 2009
Five Pages
i. Center For Entrepreneurship & Innovation
1. Innovative Social Impact Initiative
a. Our students learn to become social entrepreneurs who use
business strategies to solve social, ecological and
economic problems.
2. GalorNest
a. Service learning program that includes sustainabilih?
related business services in its portnblio
g. College of lHealth & Human Performance
i. Center for Tourism Research and Development
1. Mission: Research tourism-related problems, such as the impacts
of tourism, tourism planning for sustainable communities
h. College of Education
i. School of Teaching & I.eaming
1. Science & Environmental Education Program

-- EL1 CJ .I I I ., I- L l. -r.l i. .li1r- F i ir ili
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*.*~ I 111 il I I :i 1 1 O I I ,. School l F i .11 1 ;i i E Ii /tronm ent
'I'l 1111~F11 l -r. i- I i i 11,
1.' 3 IL

Undergraduate Degree in Environmental Science

The baccalaureate degree in Environmental Science is a strong, comprehensive degree program. Our campus-wide faculty have Request a brochure about the program
identified the subjects you should study to prepare to enter the environmental job market or advance to a graduate degree program in
disciplines including anthropology, botany, entomology and hematology, environmental engineering science, fishenes, forestry,
geography, landscape architecture, political science, resource economics, soil and water science, urban and regional planning, wildlife,
or zoology or to a professional degree program in business, education, journalism, or environmental law.

Most students seek the Bachelor of Science degree, which offers specializations in Environmental Science, Natural Resource
Management, Toxicology, Environmental Policy (environmental law), Environmental Policy and Business and Environmental Education,
Some, however, prefer the Bachelor of Arts, with specializations in Environmenetal Science, Natural Resource Management,
Environmental Xii;.' ien-.,rorrmntl law), Environmental Policy and Business and Environmental Education. The B.A. requires less
physics and mathematics.

The first two years' study lays a foundation of coursework for building expertise. Students need to know the natural sciences of
physics, chemistry, and biology, with laboratory experience. Study of microeconomics and macroeconomics is required to understand
the human economy. Introductory statistics empowers students to evaluate sets of numbers. An introduction to calculus enables ,
work with rates of change, the heart of ecological science.

The junior and senior level course work combines the basic and applied sciences needed to diagnose problems, the engineering needed
to devise and test solutions, and the social sciences of human processes and institutions needed to take action. Students take a
core of courses designed to provide a base of common knowledge and experience, and then they explore electives chosen according
to student interest. Students return to a common course during the senior year that applies critical-thinking skills to what they have
learned. This program equips students to deal with a high level of complexity and respond effectively to opportunities that arise
during their professional lives.

Students interested in the baccalaureate in Environmental Science should prepare by
meeting the college's preprofessional requirements (see the Critical Tracking courses in the
Jr rj-ar.lJo.ar C ata3r:j39 Students seeking to become a registered professional engineer in
Environmental Engineering Sciences, however, should instead follow the preprofessional requirements of that department. Those undecided
about becoming engineers should make curncular selections that maintain their options until they make a firm decision. Students seeking
the maximum depth of scholarship available in a more specialized or traditional environment-oriented discipline in another college are
encouraged to major in the appropriate discipline-centered department rather than the School of Natural Resources and Environment.

'One h tii a b-s-n a. Tated in a sub. 1- a good j7dge 9 trat ibgecL an.1 e 4. rs r.c.ed ei alPr-aioun d elon ia i goad judje i general Artril. 300 .C

"hamrn etitry bcsmrn moe a r ac bet-ren edutcab nid cataltropih." HiG Wetll 19LO

Last modified: Tuesday, December 11, 2007

APPENDIX 20. SNRE Graduate Program
Original prepared for UF academic community
Original prepared by School of Natural Resources and Environment
Original prepared January 28,2008
Two pages

Interdisciplinary Ecology Graduate Program
--Master of Science and Doctor of Philosophy degrees

The University of Florida School of Natural Resources and Environment offers interdisciplinary coursework in the basic and applied
science of ecology, the related social sciences, and sustainability, leading to M.S. and Ph.D. degrees. Choose from 347 courses,
283 faculty advisors, and 43 participating departments. Research areas of ecology graduate students range across natural
resource ecology, environmental policy and management, and sustainable development.

Environmental problems are fundamentally human problems and should be understood in terms of human motivations and actions in
a biophysical context. Their solution requires holistic thinking about dynamic ecological systems and the social, economic, and
political forces driving human action. To this end, the goal of the Interdisciplinary Ecology graduate program is to provide advanced
training in ecosystems thinking and the main theones and methodologies of the biophysical and social sciences to foster integrative
approaches to complex real-world problems. Interdisciplinary Ecology students are intensely interested in the sustainability problem,
and they welcome the challenge of addressing it through more than one traditional discipline.

Program of Study

The master's and doctoral degrees in Interdisciplinary Ecology promote interdisciplinary thinking in natural resources and the
environment by combining (1) coursework in the basic and applied science of ecology, related social sciences, and sustainability 5oiahflkia stram depctngi thi t tr ai
scope of study for interdisciplinary Ecology students.
with (2) competence in an approved program in a traditional field of study. The former is achieved with a core-course and Mapping you rnasirch intere* s hi ithe tih w fcm.w
distribution requirement. The latter is achieved by extra coursework for the master's degree and a concentration for the doctoral lil identify appropriate couisork to enlarge and
degree. Requirements are: disipline yoVr taking. Th coMe section of the
diagram identifies human behhaion and acrtivtie
STwo courses in advanced ecology (one in principles of ecology and one in ecology of a particular life zone, region, or group of that itegrate social and natural systems in relaton
organisms). to natural rsourc.s and the environment
, Electives from a list of courses identified by the faculty, in the subject areas of resource-related natural science, environment- Clihk ruage t view lavrer vers
oriented social science, and human sustainability studies. This distribution requirement applies separately to the master's and
- To provide a focus in a related discipline: For the master's degree, 6 credit hours of courses beyond the conventional minimum of 30 credit hours. For the doctoral degree, a
concentration (comparable to a minor).
SA graduate course in statistics plus one (masters) or two (doctoral) in other methodology.
- An original research thesis (master's) or dissertation (doctoral). Alternatively, a non-thesis master's option enables students to complete coursework and enter the job market
rapidly, with less research experience.
" A graduate seminar taken in two semesters.
SThe degree requirements are 36 credit hours for the master's degree with thesis, 38 credit hours for the non-thesis master's degree, and 90 credit hours for the doctoral degree.

About the Degree Program

This degree program is designed for students desiring an interdisciplinary academic program related to the environment. It does not replace the University's existing graduate
programs in agriculture, architecture, engineering, life sciences, and social sciences. Students seeking a more specialized or traditional environment-oriented discipline should major in
the appropriate department.

A graduate student in Interdisciplinary Ecology is hosted in one of 43 participating departments, The student's academic advisor is one of the 300 faculty members affiliated with the
School of Natural Resources and Environment. The cross-departmental composition of the student's Supervisory Committee and of the curriculum empowers the student to take an
unusually broad, challenging program of study. The curriculum includes more than 360 graduate courses.

If you need financial help to support your program of study, financial support in the form of fellowships, teaching or research assistantships, and tuition payments is available from
the university, the school, and faculty grants on a competitive basis.

When You Apply

To be successfully admitted into the Interdisciplinary Ecology degree program, several things must happen. You must send application matenals, a professor affiliated with the
college must agree to be your major advisor, the professor's department chair must agree to host your activity, and you must be admitted by the school director. Financial
arrangements must be made or understood. After you apply, the school director and professional advisor will help you make these arrangements,

Your Statement of Purpose will enable the school staff to help you identify potential advisors. We will contact potential advisors directly, circulate your application, and facilitate
your communication. It is your responsibility to communicate with potential advisors to determine common interests, identify research opportunities, and explore the possibility of
close collaboration during your degree work in Interdisciplinary Ecology.

You may begin your own search for potential advisors, even before you apply. We suggest that you look up the web pages of appropriate faculty (on their home department
website, see the links of the SNRE faculty page). In the process of narrowing your search, you should correspond directly with individual faculty members. If you want to visit
campus, the best time is after you have identified one or a small number of potential advisors whom you want to meet in person.

Students who need financial support and seek to begin class in Fall semester should apply dunng November, December, or January, so that the application file is complete no later
than February 1. Applications are reviewed as they are completed, starting January 2, and offers of admission are made as soon as advising and funding arrangements are settled.
Except for unusual circumstances, all admission offers for Fall semester are made by April 15 Because most offers are made well before that date, it is to your advantage to apply
early. Students also may be admitted to begin in Spring semester (January) or Summer semester (May). Financial support from faculty grants or other sources may become available
at any time.

APPENDIX 20. SNRE Graduate Program
Original prepared for UF academic community
Original prepared by School of Natural Resources and Environment
Onginal prepared January 28, 2008
Two pages

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Campus Map

Last Modified: 28-Jan-08

Role of the Advisor and Supervisory Committee

At the University of Florida, the student has the responsibility of designing the program of study and proposing it to the Supervisory Committee
for approval and modification. This program must meet the requirements of the school, but the student and Supervisory Committee are
empowered to make decisions in the best interest of the student.

The school requires that, as part of the application process, the student identify a faculty advisor to provide guidance on coursework and
research during the program of study. Prospective students should discuss common interests and make collaborative arrangements with an
advisor by e-mail (preferred for initial contact by most faculty members), correspondence, telephone, or in person. The advisor and student are
responsible for ensuring that adequate financial resources are available to support the student's graduate program.

To implement the interdisciplinary nature of the program, the school requires the student, by the end of the first semester of graduate study, to
select an academic advisory committee representing more than one traditional discipline, preferably with no majority of faculty from a single
department. (Students for whom an advisory committee with such a single-department majority would be appropriate should apply instead to the
appropriate department.) Only members of the graduate faculty who are affiliate faculty of the school may be appointed to a supervisory
committee; this list is updated frequently, The school recommends a slightly larger supervisory committee than does the Graduate School, The
committee should consist of three faculty members for a master's degree with a thesis, two faculty members for a master's degree with no
thesis, and five faculty members for a doctoral degree- Supervisory committees are nominated by the student's advisor, approved by the college
dean, and appointed by the Dean of the Graduate School. The Supervisory Committee administers the qualifying examination and defense of
thesis, technical paper, or dissertation. Students seeking joint degrees have two independent supervisory committees, operating according to
the rules of each program.

I' tire does not aens cateqo' of soentce to hdch one csn give the nrme eplIed science Thwr are saLnce and the apalatiqU n oFt rience. bound
together as tihe fra tho he ers m.ch bear it." -Lam& Pstebr,. 1571

'.a dear that the major failing of ar sn rytem arm due to the artifice firacting of lknpiedge in the n-e of .holaruhip. The kaik ahead LJ to counter
thu's enaenc.
Da.d R.apprL 2000

'' c rent eanln 1s e rasy a rr.ey are. hin sl wnr nme .o changl .
-OuaepMe ToT-..Ii dl Lampadua. in Tu. LTeCrd

APPENDIX 21 Surrmnary of Proposed Master's in Developrnerit Practice Prograr
Ongrital prepared for Sum'mrry of grant p'oo)D&a subrrted to Tha MacAltlbr Fourniaton Brian Childs arid Grer rvle Barnes, co-Pis
Orinal prepared tby Greninle Bares. for MDP Sieerng Conmmitte. Center for Latin American Sludies and Cener for African Studies
Original prepared June 1, 2009
Fiv pages


Master's in Sustainable Development Practice




Leadership and

\ / Elective Courses \ I
and tertiflcates

June 2009


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