5. Learning Outcomes:
1 Discuss the implications for academic research
and teaching as well as how institutions might
change plans if global warming becomes better
or worse than projected.
2 Consider how the campus’s physical
environment changes, from creating new
buildings and renovating current ones to
generating local power, rethinking grounds,
changing food service, and revolutionizing
transportation, and more.
6. Learning Outcomes:
3 Discuss the ways campus-
community relations can develop for
good or ill in an era of escalating
climate crises and what opportunities it
presents for all parties.
4 Consider the role higher education
plays in the world as civilization
rethinks its fundamental operations
and purpose.
40. Why is so much of academia
stalling?
● Fear of political risks
● Overwhelmed by other causes
● Drained, exhausted by last 4, 8
years
● In defense mode
● Not seeing available, effective
actions
48. Our academic communities are part of this
world.
Gen z are faculty. Staff. What will they want
academia to do?
Back to domains slide
To what extent do they want institutions to play
an active role in the world crisis?
49. Longer: Gen z are leaders, trustees.
● Everyone younger already experienced
● How will they look back on our actions
today?
53. Sense of urgency can flag
●Fortunate earth system
events
●Stunning innovation
●Distractions
54. The dice are already loaded.
● The crisis is baked in past the
end of the century.
● Things will keep getting hard.
● Now is the time for innovation
and creativity.
● Now for collaboration.