This report describes the process by which I created a concise but comprehensive online source of information about best practices in sustainability for urban planners. The goal of the project was to provide accessible information that would help planners in ways that help them comprehend and implement sustainable solutions to common planning problems that are found throughout the United States. To create the website, I researched methods for communicating clearly to planners, took a graduate course in communicating about sustainability, and drew on information that I had compiled on sustainable solutions for transportation, economy, water, green space, and governance.

Informed by the CompuGirls program, the CompuPower: Technology and Leadership program curriculum uses culturally responsive education practices to foster student leadership and civic engagement through the exploration of technology. This program is a year-long, in-school, high school elective course that schools can offer to male and female students for Career and Technical Education (CTE) course credit.

Transitions towards sustainability are urgently needed to address the interconnected challenges of economic development, ecological integrity, and social justice, from local to global scales. Around the world, collaborative science-society initiatives are forming to conduct experiments in support of sustainability transitions. Such experiments, if carefully designed, provide significant learning opportunities for making progress on transition efforts. Yet, there is no broadly applicable evaluative scheme available to capture this critical information across a large number of cases, and to guide the design of transition experiments. To address this gap, the article develops such a scheme, in a tentative form, drawing on evaluative research and sustainability transitions scholarship, alongside insights from empirical cases. We critically discuss the scheme's key features of being generic, comprehensive, operational, and formative. Furthermore, we invite scholars and practitioners to apply, reflect and further develop the proposed tentative scheme – making evaluation and experiments objects of learning.