fessional schools with special emphasis on management education because knowledge in this sector can significantly accelerate application and learning in the “real” world of business and markets. Without this link, certainly industry will adapt much more slowly, particularly compared with its international competition that is under pressure from the same set of changing conditions. At a minimum, infuse fundamental concepts of sustainability—green chemistry, industrial ecology, earth systems science, ecology, biogeochemistry, and sustainable business innovation—into core curricula as appropriate.
Develop and promote educational materials (e.g. lab modules, LCA modules, new text books that infuse sustainability and green chemistry concepts into the core material). There is a need for new educational materials and incentives that support those who are pioneering or are interested in change, and incentives that encourage faculty to incorporate sustainability into their coursework. Incentives to promote adoption include resources to encourage development of new educational materials such as the National Science Foundation (NSF) Course, Curriculum, and Laboratory Improvement (CCLI) program.
Include sustainability concepts as part of standardized testing programs. Changes are needed in the direction of accreditation and certification programs such as those developed by the ACS Committee on Professional Training or ABET, and the inclusion of this subject matter on standardized exams such as ACS subject exams.
Develop effective life cycle assessment (LCA) tools and inventory information. LCA would be of considerable benefit to students in chemistry and engineering from the undergraduate to graduate level. In each venue, an appropriate treatment should address the process of life cycle analysis, the influence of the inventory data on the analysis results, the interpretation of the results and how results will be used. LCA is also a powerful teaching tool in business education. If business students have never heard of LCA (and other sustainability approaches and tools), their understanding of how these issues integrate into corporate strategic decisions will be limited.
Provide professional development opportunities for faculty. Educators need to learn about sustainability and how it can be advantageously incorporated into their research and education. Opportunities to align faculty research and education objectives such as the NSF Faculty Early Career Development—CAREER—program can be a powerful motivator for young faculty to pursue activities that will promote a more sustainable