The essays in this volume represent grassroots restoration work in higher education for sustainability. Over the last five years, faculty at a wide range of institutions across North America have gone back to their respective disciplines and begun to rethink old assumptions, ask the big questions, and readjust their own narratives about what it means to educate, to learn, and to know - with the challenges of sustainability in mind. The main purpose of this volume is to provide a snapshot of this curricular restoration for sustainability within US higher education.
