NO FOOD/DRINK PERMITTED IN ROOM: Please keep clean!

1. NO FOOD/DRINK PERMITTED IN ROOM: Please keep clean!

2. Education & Sustainability Rapporteur session

3. Instructions • Each table has a number • 30 minutes per question • Move to next table for next question • Assign scribe and rapporteur • Complete slide provided (on paper PC) • TWO most important points • Return ALL materials

4. How does the University exercise its role/responsibility in education for sustainability? How can professors become more sustainable in the practice of their vocation? How does the University community integrate education for sustainability in its programs?

5. How does the University exercise its role/responsibility in education for sustainability? Q1

6. Most important points • Solicit more outside community input i.e. alumni • Give students more of a ‘citizen’ status at McGill instead of a ‘client’ status

7. Most important points • Course ranking system on a green scale (evaluation of sustainability & environmental integrity of course based on material and content) • Create projects that change infrastructure in a way that can sustain the university economically, environmentally and energetically while providing research opportunities to educate students, troubleshoot issues with the system for wider-scale implementation in the community

8. How can professors become more sustainable in the practice of their vocation? Q2

9. Most important points • Create incentives for incorporation of sustainability elements in teaching and research • Ex. Awards, student evaluation, merit and hiring criteria • Intellectual question challenge: bringing students and professors together with some university resources to address questions of broad interest (for credit) • Open to entire university (including staff) • Interdisciplinary

10. Most important points • Think inside the classroom but outside the box about how we teach • Develop ‘sustainability’ as an area of content that informs curricula in all courses; • Challenge departments & schools to show evidence of incorporating sustainability in course outlines – recognize and reward • Recognize value of interdisciplinary teaching in tenure & promotion review • Develop opportunities outside the classroom to ‘teach’ in other ways, ex.: • Public lecture series/events e.g. “Mini’s” • Transit and Bixi passes for staff/students • Use campus planning & design both to showcase, experiment and express the ‘state-of-the-art’

11. Most important points • Offer a pan-university first year course for all, titled “Critical Thinking” • Important to have practical aspect to any sustainability course offered & involve broader community

12. Most important points • Teach by example: celebrate opportunities to re-use & recycle material that is grown, built, assembled and otherwise generated to satisfy course requirements • Give students tools to understand & measure the impact on sustainability of individual actions and choices in their personal and professional lives

13. How does the University community integrate education for sustainability in its programs? Q3

14. Most important points • Top-down plus bottom-up pressure using Sustainability Policy as leverage • Opportunities for interdisciplinary work