Graduate students enrolled in an education research course in Guam that the author taught during the spring 2010 semester participated in this ″green″ course project. Those students who were not school teachers, who worked for private companies or government agencies, focused their projects on green communities, workplaces, or households. Students conducted their projects based on inquiry-based learning, and this sustainability study reported in the current paper itself derives from an inquiry-based approach. The results from this study demonstrated that daily curricular activities at universities and schools provide an important way to support environmentally responsible living. Implementing green course projects similar to the one described here is one of many ways in which university teachers can incorporate ″sustainability″ into their curricula.
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