The EMSU 2006 conference comprises six thematic tracks that examine the interaction between universities and communities in promoting sustainable practices. The conference welcomes presentations by university faculty and students, and from those in business, government and non-government organizations. Review or download abstract submission guidelines here. Online submission of abstracts here.

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Informing local Smart Growth decisions

Connecting campuses and communities

This track will share case studies of university/community partnerships that showcase collaborative initiatives toward building sustainable communities. Papers and case studies will reflect on the university’s role as a change agent in communities, and examine how educational institutions can bring ideas on sustainability to local decision makers. For example, presenters may focus on “Smart Growth” initiatives or efforts to build support for Planning Support Systems for comprehensive planning.

Papers and case studies should identify:

Challenges and successes in bringing ideas on sustainability to local government.
The factors (partners, political conditions, financing) that supported these ideas.
The contributions made by the university that could not have been provided otherwise.
The support and information that local policy makers needed before taking a positive position on sustainability.

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Engaging business and industry commitment

Does it pay to be “green”?

During the Industrial Revolution, people conducted business with the idea that the environment existed to serve humankind in providing inexhaustible natural resources as raw materials for production. While this notion is still true for most businesses today, there is a strongly emerging “green industry” that promotes sustainable business and trade practices that conserve the natural resource base on which economic health depends.

These businesses strive to achieve the “Triple Bottom Line” goal of preserving social equity and ecological integrity while remaining economically viable. Many individuals and organizations are engaged in helping businesses accomplish these goals.

Who are these individuals, organizations and businesses?
What examples have they set of green business practices?
How have they gained from the changes made?

This conference track invites presentations from individuals and organizations who have helped businesses adopt socially responsible and ecologically sound practices. And businesses and industry representatives are invited to present examples showing how they’ve committed to “walking the walk,” managing with an eye toward a sustainable future.

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Enhancing intercultural understanding in the neighborhood

Tapping indigenous knowledge

The indigenous people of most countries live physically, socially, and spiritually close to nature, and have done so for thousands of years in many cases. Through their close interactions with the natural environment over many generations, indigenous people possess knowledge offering valuable lessons in how to live sustainably. Traditional practices and systems of taboos were developed to ensure that there would be adequate food available and to prevent the overuse of resources. However, there is concern that these traditions might be lost or forgotten wherever they are in contact with dominant modern cultures.

This thematic track will address topics that relate to indigenous people’s wisdom and knowledge, ethnic minorities’ traditions and customs including women’s perspectives, as they relate to sustainable development at the local level. Papers on topics ranging from traditions and religious, spiritual, and philosophical practices to contemporary sustainable models that would benefit all human societies will be most welcome.

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Greening energy systems in the community

Catalysts for change in energy sources, use, and efficiency

A significant portion of a university’s budget goes toward covering energy costs. Heating and cooling buildings, running computers and other appliances, and fueling motors are only a few of the significant expenses related to energy consumption. In addition to the financial costs of energy, there are environmental and societal costs. Fossil fuels, such as coal and oil, are the primary sources of heating and electrical generation for college campuses. Burning these fuels contributes to pollution such as acid rain and to global climate change.

Through EMSU, representatives from colleges and universities from around the globe can showcase policy, curriculum, and practices their campuses and communities have employed to promote sustainable energy use. Universities using sustainable energy act as catalysts in their community by being demonstration sites and offering educational opportunities.

Paper sessions/case studies should reflect on the university’s energy usage and efforts to promote sustainable energy use practices and policies on campus and in the community. Four suggested topic areas within this track include:

General awareness of energy use on college campuses: Papers/posters in this topic area include reports on student groups that promote energy awareness; curriculum related to energy resources, consumption, and management; energy audit programs; utility/college partnerships; etc.
Policies and practices used to encourage energy conservation (reducing energy usage): Papers/posters in this topic area include reports on partnerships among facility managers, administration, faculty/staff and students to reduce energy usage: car pooling and mass transit programs; university policy related to energy conservation practices (e.g., lights out programs); etc.
Policies and practices related to energy efficiency: Papers/posters in this topic area include showcasing energy efficient and green building practices ( LEED TM certified projects) ; programs designed to retrofit equipment and appliances to be more energy efficient; budgetary decisions regarding energy efficiency policy; etc.
Policy and practice used to promote usage of renewable energy resources: Papers/posters in this topic area include highlighting campus renewable energy installations; discussing community/university partnerships that promote renewable energy; curriculum and coursework related to renewable education; etc.

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Introducing best environmental management operations

The devil in the details for implementing sustainability

Waste management efforts have become a major part of best environmental management practices on campuses and elsewhere. Papers are invited on big or small waste-stream source reduction strategies, recycling initiatives, reuse of consumer products (e.g., post-consumer paper; resale of used books, clothes, and furniture; repair workshops for children’s toys, etc.) and conservation of industrial materials through recycling (metals, paper, glass, chemicals, biomass, etc.).

Papers are also sought on engineering design practices and case studies that demonstrate green building and architecture design concepts, such as renewable energy, natural lighting, use of recycled content building materials, parking and exterior design for storm water management, LEED TM certified projects or other clear demonstration of sustainable building practices on campuses, in communities, and especially joint campus/community examples.

Landscaping is also an important part of most college campuses and communities. It is not uncommon to hear expressions about the look and feel of campuses and communities based in large part on their grounds and parks. But landscaping is more than aesthetics; landscapes also express values and awareness. This track invites papers that generally deal with the concept of sustainable landscaping and may focus specifically on the following: native landscaping; water-wise landscaping (xerophytes, gray water, rain gardens, etc.); edible landscaping or community gardens; dealing with exotic species and the control of invasive exotics; landscaping and biodiversity; wildlife-friendly landscapes; landscapes as expressions of worldviews; turf reduction; capital inputs (pesticides, fertilizers, fossil fuels); organics and composting; landscapes and ecological literacy and sense of place; landscapes and extension to the community; landscaping for energy conservation.

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Educating for sustainable livelihoods

Models for engaging the community for sustainability

Education-- the primary enterprise of colleges and universities-- often encompasses course design involving leading-edge teaching techniques, new interdisciplinary approaches, emerging technologies or other aspects of teaching and learning. Building sustainable communities beyond university campuses requires reorienting both formal and informal education to foster community engagement and educate agents of change. This thematic track invites papers and posters on efforts in formal and informal education, within or transecting local, state, national and international boundaries, to educate citizens on a global scale for sustainable livelihoods and sustainable communities. Papers are invited on topics relating to sustainable education models, sustainability-focused demonstration projects, citizen participation and empowerment, teaching the value of and promoting sustainability to the uncommitted and/or uninformed. Proposals that demonstrate systems or models for engaging broad community support and capacity building for the implementation of change are especially encouraged.

Suggested topic areas within this track include:

Travel and exchange programs where students and teachers travel to other locations to learn about and are immersed in sustainable practices
Community demonstration projects that educate about and promote sustainability
Citizen action forums focused on an aspect of sustainability
Sustainable food production systems education models (or other models related to sustainability education)
Programs that teach the value of sustainability
“Conquest of Nature” as a faulty belief system
Ecological footprint of non-sustainable versus sustainable living?
Nomadic cultures and barriers to continuing their traditional way of life.
Philosophy behind/advantages of leaving little trace or ‘ecological footprint’.