As the importance of environmental security increases worldwide, colleges and universities are evaluating how well they are preparing the next generation of environmental scientists and managers and developing new educational approaches. In this volume, we examine: (1) current educational practices and the need for change, (2) educational needs from the perspective of employers and professionals, and (3) new practices in higher education in environmental fields.

The contributors were carefully selected by an international coordinating team based on their international reputations in the field of progressive educational approaches and understanding of the global employment market in environmental science. Although the focal geographic areas are North America, Europe and the former Soviet republics, the ideas and strategies discussed are universal to all institutions of higher education.

We highlight specific non-traditional approaches such as using the university as a curricular tool, developing permaculture programs, and applying sustainability pedagogy, and document their success from both a student and employer perspective. We also include case studies on risk assessment and eco-efficiency education to illustrate why and how transdisciplinary education can be accomplished. We conclude that it is imperative that our educational systems teach environmental security at the university level within a transdisciplinary context; and that opportunities, such as internships and other methods of applied learning, are included in the curriculum.

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List of Contributors. I. Current Educational Practices and the Need for Change. Global and European trends in higher education implications for university curricula; M.Szabo.- Science on the marsh - towards the ground of education (for sustainable development); R. Ziegler.- Environmental security and the role of UNESCO chairs in higher education in Belarus; N. Goncharova.- The educational dilemma of environmental security: hard science or the art of decision making? O. Borysova.- Learning eco-efficiency tools through university - corporate cooperation; O. Sergienko.- Modem approaches to sustainability and spatial development: educational aspects; E. Khlobystov, L. Zharova.- A comparison of ecological education and sustainable development education; S. Gevorgyan, A. Adanalyan.- II. Educational Needs from the Perspective of Employers and Professionals. The role of trans-disciplinary skills in environmental education and science; D. Landers.- Transition from student to employee - the necessary science and skills; R. Hull.- Stages, perspectives and alterations of high education reform on north-west of Russia; V. Tarbaeva, Y. Danilova.- The concept of higher environmental education for Ukraine; F. Stolberg.- III. New Practices in Higher Education in Environmental Fields.Learning by doing: the university as a curricular tool for sustainability and environmental security; S. Brylinsky, S. Allen-Gil.- A student's perspective: the benefits of non-traditional methods of environmental education on environmental policy; L. Stelljes, S. Allen-Gil.- Towards integration of knowledge through sustainability education and its potential contribution to environmental security; A. Rojas.- Non-traditional pedagogies in advanced education: engaging head, hands & heart for environmental and educational benefit; Y. Sipos.- Permaculture, a natural systems design approach for teaching sustainability in higher education: Pacific University's B-streetpermaculture project; D. Gundersen, T. O'Day.- Addressing the use of non-traditional methods of environmental education: achieving the greatest environmental and educational benefit for the European region; W. Leal Filho, F. Mannke.- Teaching the environment as a bridge to peace and security in the middle east: the pedagogic approach of the Arava Institute for Environmental Studies; C. Lipchin et al.- Risk assessment in Ukrainian environmental high education; A. Klochko.- Education in microbiology as a tool to meet challenges of environmental security; Z. Filip, K. Demnerova.- IV. Summary Chapter. Enacting a dialogue on environmental security in higher education: areas of inquiry and topics of discussion; S. Brylinsky.- Index.