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For those working towards infusing higher education curricula with sustainability content, the sustainability-based faculty learning community (SFLC) model structured around the United Nations (UN) Sustainable Development Goals (SDGs) provides an effective non-prescriptive platform to promote both understanding of systems thinking and the SDGs. The SFLC also encourages course revision and development that includes class content relevant to the SDGs. Designed for a small cohort of faculty fellows each year, the SFLC is a low-cost opportunity for institutions to encourage faculty to learn about the SDGs and apply them to their teaching, provide them with institutional support and the freedom to venture outside of their particular academic disciplines, formally connect with community partners, and to aid professional development by helping instructors reimagine their teaching and research as place-based and regionally relevant. The aim of this chapter is to provide an overview and brief history of the SFLC specifically the Ponderosa/Piedmont model, and then present in more detail a case study of the creation and development of the SFLC at SUNY New Paltz in New York. The account starts from the inception of the idea, to the most recent assessment of results and plans for the future in the Hudson Valley.

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Build It and They Will Come: The Faculty Learning Community Approach to Infusing the Curriculum with Sustainability Content

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • Will Hong

摘要

For those working towards infusing higher education curricula with sustainability content, the sustainability-based faculty learning community (SFLC) model structured around the United Nations (UN) Sustainable Development Goals (SDGs) provides an effective non-prescriptive platform to promote both understanding of systems thinking and the SDGs. The SFLC also encourages course revision and development that includes class content relevant to the SDGs. Designed for a small cohort of faculty fellows each year, the SFLC is a low-cost opportunity for institutions to encourage faculty to learn about the SDGs and apply them to their teaching, provide them with institutional support and the freedom to venture outside of their particular academic disciplines, formally connect with community partners, and to aid professional development by helping instructors reimagine their teaching and research as place-based and regionally relevant. The aim of this chapter is to provide an overview and brief history of the SFLC specifically the Ponderosa/Piedmont model, and then present in more detail a case study of the creation and development of the SFLC at SUNY New Paltz in New York. The account starts from the inception of the idea, to the most recent assessment of results and plans for the future in the Hudson Valley.