There is a growing recognition in developing countries that community participation in water and sanitation projects is a necessary strategy in sustainable development. The main advantage of following such an approach is that, if participation can encourage a sense of ownership of the projects, the benefits of the project are more likely to extend over the long term. The case study at hand focuses on the challenges faced in implementing a wastewater treatment system to solve an environmental and public health problem in a rural community, Rosario de Tesopaco, in northwest Mexico. Until recently, the community has been unable to implement an effective plan to treat the wastewater generated in the community. The problems faced by the community can be attributed to the political arrangement of water and sanitation decentralization in Mexico that occurred in the mid 1980's, whereby communities were required to meet wastewater treatment standards, but were not given the technical and political guidance needed to achieve this goal. However, in this instance, cooperation between the authorities in Rosario de Tesopaco, the federal agency for social development, and an academic institution has led to the successful design and approval of a wastewater treatment project. This achievement can be attributed to the use of an effective collaborative strategy, tailoring the project to the needs and capacity of the local community, positioning the community as the leaders and owners Readers should send their comments on this paper to BhaskarNath@aol.com within 3 months of publication of this issue.A. Robles-Morua (&) of the project. A model for following this strategy for developing rural sanitation projects in Mexico is proposed.

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The historical evolution and current status of sustainability education at Michigan Technological University is described. The history considers the last 15 years, during which, the faculty of Michigan Tech have been collaborating on the development of environmental curricula and courses. This development effort initially focused on specialized offerings for the environmental/chemical engineering programs. With time, recognition of the importance of environmental issues (wastes, natural resources, energy, etc.) to other disciplines across the campus grew. For example, chemists, biologists, foresters, etc. each have a role in characterizing the behavior of ecological systems. Engineering disciplines that are focused on the design of products, processes, or systems influence long term societal sustainability. Social scientists must understand the relationship/linkages between the environment, industry, citizens, and government. Greener products, environmentally responsible processes, life cycle thinking, and environmental stewardship need to become part of the modern lexicon of globally aware students. Faculty from diverse disciplines across the campus are now collaborating to develop courses and modify curricula to educate students with respect to the triple bottom line (i.e., sustainable economic, societal, and environmental future). Problems associated with the traditional education paradigm are discussed. A new education model aimed at training students to create a sustainable future is proposed.

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