ABSTRACT
This reflection on the contents of this volume highlights some of the challenges and opportunities that proponents of the SHES approach to sustainability education are likely to face in its dissemination to institutions of higher education. Resource constraints and other institutional factors, which typically vary with the size of the institution, as well as the need to develop stakeholder support for SHES programs, present both challenges and opportunities. As the authors point out, however, the SHES approach itself presents an opportunity to move beyond the limits of an emphasis on Science, Technology, Engineering, and Math (STEM) programs in higher education, as well as the unhelpful distinction between environmental science and environmental studies, no matter the institutional context. The authors conclude by reflecting on possible SHES futures, including development, recognition, and certification efforts for SHES programs, and by inviting interested parties to join them in their ongoing work.
