ABSTRACT
This chapter focuses on using the SHES approach to sustainability education across the curriculum and beyond in institutions of higher education. It does so in part by recognizing how both a lack of sustainability education across the curriculum at a given institution and a lack of integration of sustainability principles into non-curricular institutional activities can be conceptualized as sustainability situations themselves within the meaning of the SHES approach to sustainability education, and to which the SHES approach then can be applied to transform those situations into sustainable alternatives (Chapter 5, this volume). By anticipating key features of the SHES approach, examples of current efforts to implement sustainability education across the curriculum or in non-curricular contexts make clear that the SHES approach is not idiosyncratic. The reaccreditation self-study of the State University of New York College of Environmental Science and Forestry (SUNY-ESF) provides an example ripe for the use of the SHES approach to educate the educators in institutions of higher education in service of the SHES vision of sustainable societies.
