Step by Step Guide

Step by Step Guide - Sustainability Across the Curriculum Encompassing “human and ecological health” and well-being, “social justice”, “secure livelihoods” - supporting a better world for all generations” ( Adapted from AASHE)

Opening Reflections... For many faculty, teaching sustainability has come about as a result of their own stories -from childhood experiences in nature to using less energy and water at home to shopping at farmer’s markets, gardening or cycling to work. Often sustainability is reflected in the principles they teach their students every day. While sustainability seems to encompass global and intangible issues, it can be both personal and positive. As you go through this guide, we hope you can take a moment to reflect on what sustainability means to you......

Introduction “ By 2015, Fleming will have moved from commitment to results in ecological, economic and social Sustainability through our programs and practices. “ Fleming Strategic Plan This guide asks a series of questions that can help to determine: Why issues of sustainability might be relevant to a course/ program. What elements of sustainability might already be part of a course/program What associated principals and values might already be part of a course/program. Which associated teaching strategies might already be employed in a course/program. How Sustainability Skills are matched with Essential Employability Skills How to further incorporate sustainability into courses/ programs (with a list of easy to use resources)

How is sustainability relevant to what we do? Sustainability addresses the present and future impacts of globalization, social inequity and changes to natural systems on health, food security, energy production, weather patterns and the economy - for everybody ... Sustainability addresses associated responses such as creating “green” jobs, public health programs, sustainable buildings & infrastructure, re-connecting with, and protecting, eco-systems, community initiatives, government policies, corporate social responsibility and individual actions. Sustainability will affect all students regardless of their program stream. Incorporating sustainability into curriculum can help prepare them for the future.

What are the Main Elements of Sustainability? • Natural systems: provide resources – air, water, soil, food, etc. – that support all life – human and non-human; • Social and cultural systems: provide family, community and wider support for people to live together in ways that are culturally appropriate. • Economic systems: provide a means of livelihood (jobs and income) for people. • Political systems: through which social power is exercised to make policies and decisions about the way social and economic systems use resources in the natural environment. (UNESCO, 1997) Which elements might you already be teaching?

How might these elements apply to what we teach? When we make inter connections between two to four of these elements, we are teaching the “systems thinking” and “problem solving” that students need to understand sustainability. Interconnections between economic systems and natural and social systems are particularly important. What interconnections might you already be making?

Fleming Examples ... Construction and Trades, KTTC: Students are taught about building to green building standards, and at the same time, how to limit construction waste – including donating finished projects to Habitat for Humanity. Interconnections are made between efficient use of resources (natural systems), the building sector ( economic systems) and community programs ( social systems.) See interview with Scott FlemingCoordinator, Construction Skills and Carpentry Apprenticeship Programs. SENRS: Sustainable Agriculture: Students are taught about growing food without the use of chemical inputs and, at the same time, are taught how to create a business plan so they can become entrepreneurs. Interconnections are made between growing healthy food in a sustainable way (natural and social systems) and running your own business (economic systems).

What are the principlesthat accompany elements of sustainability? Natural Systems: Principle = Conservation: which is needed to ensure that natural systems can continue to provide life support systems for all living things including the resources that sustain the economic system. Social/Cultural Systems: Principle = Peace and Equity: which results when people are able to live co-operatively and in harmony with each other and have basic needs satisfied in a fair and equitable way. Economic Systems: Principle= Appropriate development: which is needed for people to be able support themselves in a long-term way. Inappropriate development ignores the links between the economy and the other systems in the environment. Political Systems: Principle =Democracy: which provides ways for people to be able to have a fair and equal say over how natural, social and economic systems should be managed.” (UNESCO, 1997) .... how might these match with what we already teach?

Fleming Examples... J&B, Tourism Program: Students travel to Jamaica to learn about the social and environmental impacts of commercial tourism. Then they participate in community service by working in a local “Kitchen of Love” that serves low income persons and persons with disabilities. Interconnections are made between natural, social and economic systems by teaching principles related to Conservation, Peace and Equity and Appropriate Development. See interview with Patti Watson Coordinator, Tourism and Travel Program. Sustainable Building and Design Program, Haliburton Students are taught how to design the most sustainable building possible- and then build it! In 2014, students are building a youth recreation facility to support positive programs for youth in the Bancroft region. The program is also hosting a delegation from Chile to demonstrate sustainable building techniques. Interconnections are made between natural, social and economic systems by teaching principles related to Conservation, Appropriate Development and community programs.

What are some strategies for teaching sustainability ? • UNESCO ‘s Teaching and Learning Strategies for a Sustainable Future advocate.... http://www.unesco.org/education/tlsf/ ....how are these already being employed in your courses? Experiential learning Storytelling Values education Enquiry learning Appropriate assessment Future Problem Solving Learning outside the classroom Community Problem Solving

Fleming Examples ... CD & H, Early Childhood Education: Students are taught about the impacts of environmental and health issues, such as plastics and processed foods, on young children. At the same time, they are taught about the benefits of outdoor play, nature education and natural materials( moveable parts) for young children by creating hands-on projects that can be applied to Early Childhood Education programs. Interconnections are made btwn natural and social systems using strategies such as values education, experiential learning and learning outside the classroom. • J & B Applied Projects: Students are taught project management skills by doing community projects with social and environmental benefits -such as assisting with theLEED Assessment at the Sport and Wellness Centre ( and finding energy and $ savings) for the City of Peterborough. Interconnections are made btwn. natural, social and economic systems using strategies such as community problem solving and enquiry learning. See interview withJenny Olauson Teacher, Post Grad Certificate in Project Management.

Alignment with Essential Employability Skills & the Ontario Qualifications Framework Example: Communications Skills OQF, EES • Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience • Respond to written, spoken or visual messages in a manner that ensures effective communication. Sustainability Skills: • Developing dialogue; authentic dialogue, skillful discussion, effective listening, candor • Capacity to ask the right question; construct good arguments; challenge assumptions • The ability to communicate information, arguments and analysis accurately and reliably, orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline. (H. Knibbs, 2013) (for complete chart on Skills Alignment see Resources at the end of this Guide)

Fleming Example General Arts & Sciences: A Communications Course at Frost Campus engages students in research, analysis, discussion, problem solving and report writing on topical sustainability issues. For example, when the collapse of a clothing factory in Bangladesh was in the headline news, students used their communications skills to examine the economic, environmental and social issues associated with buying a t-shirt at the mall.

Learning Outcomes Sustainability Learning Outcomes: “Collectively address sustainability as an integrated concept having social, economic, and environmental dimensions... i.e. A combination of systems thinking, interdisciplinary capacities, social responsibility, and an understanding of the carrying capacity of ecosystems.” (STARs Technical Manual)

Additional Resources: This links you to Office of Sustainability Staff and to a Web Resources Library that has videos, articles and documents relevant to all schools and programs-once you click on the library you can click on your school or area of interest. http://flemingcollege.ca/sustainability This links you to the UNESCO sustainability education site- containing 100 modules on sustainability topics covering a myriad of programs and courses. http://www.unesco.org/education/tlsf/ These links provide more information on how to write Learning Outcomes courtesy of the Centre for Teaching and Learning http://flemingclt.ca/faculty-development/teachers-toolkit/curriculum-design/http://gototheexchange.ca/index.php/curriculum-at-course-level/course-learning-outcomes *Slides at the end of this presentation offer examples of learning outcomes and activities from the Sustainability Tracking and Rating System used by as well as charts on the relationships btwn. EES and the OQF and sustainability skills researched by Helen Knibb. Thank you for participating!

To assess sustainability in your course or program, please take a moment to review the following questions ... • Why might issues of sustainability be relevant to your course/ program? • What elements of sustainability might already be part of your course/program (natural ( environmental), social, economic and political). What inter connections could be made to other elements? • What associated principals and values might already be part of your course/program (Conservation, Peace and Equity, Appropriate Development, Democracy). What connections could be made to other principles/values? • Which associated teaching strategies might already be employed in your course/program (i.e. Experiential Learning, Problem Solving, etc.) Are there others that might work for your course/program? • How might learning outcomes or course activities be adapted to incorporate sustainability?

How Do We “Achieve” Sustainability? “ Achieving sustainability will depend ultimately on changes in behavior and lifestyles, changes which will need to be motivated by a shift in values and rooted in the cultural and moral precepts upon which behavior is predicated.” -Teaching and Learning for A Sustainable Future, UNESCO, 1997

STARs Sustainability Focused Course Examples • The Sustainability Tracking and Rating System looks for courses that are both focused on sustainability or that teach sustainability related themes at some point in the course. Courses with that are sustainability focused draw strong connections between elements of sustainability throughout the course. Examples could include • Introduction to Sustainability/Sustainable Development • Corporate Social Responsibility and Life Cycle Analysis • Sustainable Agriculture • Systems Thinking and Analysis • Conservation Biology • Photovoltaic and Wind Turbine Installation • International Development • Health Disparities/ Global Public Health • Peace Studies

STARS Sustainability Related Course Examples Courses that are Sustainability Related could include: Introduction to Chemistry: Includes a module on green chemistry and chemistry’s contribution to sustainability Art: A course objectives is to examine art’s potential contribution to sustainability Construction Management: Includes a unit on green building Mathematics: Includes practice problems that are oriented around sustainability Business: Includes a unit on sustainability, corporate social responsibility (CSR) HVAC II Construction: Has a unit on high efficiency & geothermal HVAC systems Marketing/Communications: Case studies include marketing around corporate social responsibility (CSR) and sustainability Sociology: Includes units on sustainability, environmental movements and activism, and responses to climate change

Step by Step Guide - Sustainability Across the Curriculum