Chapter 3: Bridging Disciplinary Divides in Sustainability Teaching and Research: Librarian-led Initiatives for Quality Education

This case study examines a sustainability-focused Faculty Learning Community (FLC) facilitated by two library faculty at the University of South Florida (USF), located in the southeastern United States. FLCs are internal faculty professional development opportunities often provided within higher education institutions (HEIs) in the United States and consist of self-organized groups of faculty who gather for a year to focus on teaching-related themes, driven by established goals, collaboration, and learning. This study documents one FLC’s goals, activities, and outcomes related to sustainability and the Sustainable Development Goals (SDGs), highlighting the contributions of faculty, librarians, and other stakeholders, including student organizations and university facilities staff. The FLC faced challenges such as scheduling conflicts and varying goals, but advanced a sustainability-focused community of practice across disciplinary boundaries. Outcomes included professional development for faculty, new interdisciplinary collaborations, and initiatives to support SDG advancement locally and globally. The study also underscores the library’s role in fostering cross-disciplinary communication and integrating sustainability into higher education, revealing the ongoing nature of the FLC’s work and its impact on academic collaboration and sustainable development.