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Intro to Sustainability
October 23, 2018 - December 31, 2285

Sustainability education is an approach to learning that builds the knowledge, skills, and values needed to create lasting economic prosperity, environmental health, and social justice. This course introduces sustainability as a context for learning, highlights connections across grades and disciplines, and provides strategies for reframing curriculum to emphasize these connections. This course is designed to engage you, the adult learner, in an integrative and reflective learning experience that emphasizes application of course content to your teaching.

Intro to Sustainability

Education for Sustainability 480x270

Professional development
  • Self-paced, asynchronous, start any time
  • 10 hours of learning, includes full lifetime access to course discussions and materials
  • Certified badge (micro-credential) awarded upon successful completion of final project
Competencies addressed

As a result of completing the assigned readings, viewing the video segments, and engaging in the related discussion and activities, you will be able to:

  • Identify sustainability concepts and applications within your discipline.
  • Connect disciplinary content and standards to students’ experiences.
  • Construct a unit plan that engages students in authentic problem-solving (e.g., water quality).
  • Represent multiple perspectives within the unit (e.g., citizen, policy maker).
  • Develop a unit plan that reflects the standards.
Standard met

Meets InTASC professional standards for the licensing of new teachers.


  • Standard #4: “Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.”
  • Standard #5: “Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.”
  • Standard #7: “Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.”
  • Any K–12 teacher can take this course (no prior knowledge or actual classroom experience is required).
  • Access to Internet on mobile device or computer. No purchase of additional materials needed.
  • Review and engagement of all content material included in the course, in the sequence presented.
  • Successful completion of final project.
Content and format
  • 3 research-based modules, each taking roughly 2 hours to complete
    Local–Global Connections
  • Associated activities to test your knowledge of each module
  • Final project: Construct a unit plan that engages students in authentic problem-solving (e.g., water quality). Represent multiple perspectives within the unit (e.g., citizen, policy maker).
About the author

Susan Santone, Founder and Executive Director of Create Change Educational Solutions and an instructor at the University of Michigan School of Education, is author of the book Reframing the Curriculum: Design for Social Justice and Sustainability (published by KDP & Routledge).