REPORTS & RESEARCH The Piedmont Project: Fostering Faculty Development Toward

ABSTRACT: Many universities recognize urgent environmental dilemmas and embrace efforts to move campus operations and university culture toward sustainability. However, the broader academic mission across departments and programs is often slower to connect with sustainability efforts. The Piedmont Project at Emory University offers one model of a faculty development program that has fostered an enriching collaborative experience and has created considerable impact across the university. KEY WORDS: campus, curriculum, environment, faculty development, sustainability s Stapp et al. (1969) assert, an important challenge for environmental education is to extend beyond awareness of environmental and sustainability problems to include aware-ness of solutions and motivation to work toward them. This challenge has to overcome the pressures of research and the reward structure and traditions of the academy (Zencey, 1996). Faculty may be concerned about environmental degradation and global dimensions of sustainability (Kempton, Boster, & Hartley, 1999) but may be reluctant to take action or even to engage in public debate because their own disciplinary expertise lies elsewhere. We will explore how the Piedmont Project has not only helped teachers discover new content and paradigms that educate for sustain-ability, but has also fostered new teaching methods and new forms of community engagement