PurposeThe purpose of this paper is to describe the components of a sustainability transdisciplinary education model (STEM), a contemporary approach linking art, science, and community, that were developed to provide university and K‐12 students, and society at large shared learning opportunities. The goals and application of the STEM curriculum will be discussed.Design/methodology/approachThe STEM integrates the sciences, arts and aesthetics, and the university with the greater New Britain community, and beyond. Academic areas included geography, environmental science, communication, art history, aesthetics, and teacher education. The transdisciplinary methodology was integrated in a learner‐centered design. To achieve a cycle of community engagement regarding sustainability, university students were placed within the greater New Britain community. This included interaction with K‐12 urban public schools, the New Britain Museum of American Art (NBMAA), numerous nongovernmental organizations, state and federal governmental elected officials, and the general public.FindingsAs a result of the mutual learning implicit in the STEM, all participants expanded each other's understandings of sustainability. Students were learning from instructors, instructors were learning from students, students were learning from students, instructors were learning from instructors, and all were learning and sharing knowledge with the greater community. As a result, all participants gained a deeper and broader understanding about human‐environment relationships and how humans impact natural resources.Practical implicationsBecause the assignments given to the university students were authentic performance tasks embedded in sustainability issues, students developed a broader disposition for thinking and learning and therefore become metacognitive. The STEM emphasized aesthetic education, integrating science and the arts. As a result, the participants developed their ability to connect academic domains of knowledge and creatively address sustainability challenges.Originality/valueThe convergence of science, art, and aesthetics enabled the participants to develop a deeper spiritual awareness and understanding of eco‐justice for the promotion of a sustainable society. The STEM utilized cultural resources of the university and New Britain community (i.e. institutional members of the NBMAA and The Central Connecticut State University). Students were introduced to the concept of mutual learning with all the communities and organizations involved.

PurposeThe purpose of this paper is to provide information about past and present efforts undertaken at Central Connecticut State University (CCSU) to reduce its carbon footprint and to institute a campus culture centered on the principles of environmental sustainability. Provide some recommendations to other institutions of higher education interested in reducing their own carbon footprint.Design/methodology/approachThis manuscript will first discuss past attempts at implementing ecologically sustainable practices at CCSU. Then, it will speak about current successes and close with a discussion about future goals for the university.FindingsInstituting carbon neutrality and sustainability programs at institutes of higher education requires support from the faculty, administration, students, and facilities management staff.Practical implicationsThe information in this paper will provide useful information to other institutions of higher education that are seeking to institute carbon reduction and sustainability programs.Originality/valueThis paper is original in that it provides details about CCSU's carbon neutrality efforts and recently initiated sustainability program that only someone intimately involved would know. Its value lies in helping others know of methods that have been successful in reducing a campus' carbon footprint.

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Lead concentrations were determined for soil samples collected at 37 child day care centers located within the greater Cincinnati area. Soil samples were collected within 1.5 m of the exterior walls and throughout the remainder of the outdoor playgrounds of each of the child day care facilities. The soil lead concentrations were utilized as indicators of lead contamination from vehicle emissions and lead based paints. Mean lead concentrations were determined through Inductively Coupled PlasmaMass Spectrometry. Soil lead concentrations were significantly higher within 1.5 m of the exterior walls than the rest of the outdoor play areas of the child day care centers (P < .05). There was a highly significant association between higher soil lead concentrations for child day care centers built prior to 1980 (P < .01). It was also found that a highly significant association exists between higher soil lead concentrations for child day care centers located within 2.5 km of the nearest interstate highway (P < .01). The findings of this research point to a clear need for concern about lead contamination at child day care centers and other facilities that large numbers of children frequent on a daily basis.