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

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. Sustainability is often 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......

“By 2015, Fleming will have moved from commitment to results in ecological, economic and social sustainability through our programs and practices” and will “infuse sustainability across the curriculum and across the student experience so that graduates understand and address sustainability issues” Fleming Strategic Plan Introduction This Guide Will help determine why issues of sustainability might be relevant to a course or program and how sustainability might already be part of a course or program. Resources are provided to help further integrate sustainability into courses and programs across the College including through the adoption of our Sustainability Learning Outcome.

How is sustainability relevant to what we do? Sustainability addresses issues including  globalization and social inequity  changes to natural systems including extreme weather  food security  green jobs, sustainable energy production, buildings and infrastructure  public health and community development  re-connecting with, and protecting, eco-systems  corporate social responsibility  individual responsibility 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? 1.Natural systems: provide resources – air, water, soil, food, etc. – that support all life – human and non-human; 2.Social and cultural systems: provide family, community and wider support for people to live together in ways that are culturally appropriate. 3.Economic systems: provide a means of livelihood (jobs and income) for people. 4.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, Teaching and Learning for Sustainability, 1997) Which elements might you already be teaching?

How do 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. 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.) Please see interview with Scott Fleming Coordinator, Construction Skills and Carpentry Apprenticeship Programs.Scott Fleming 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 principles that 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... Tourism and Travel 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. Please see interview with Patti Watson Coordinator, Tourism and Travel Program.Patti Watson 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 built 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 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. School of Business - Applied Projects: Students are taught project management skills by doing community projects with social and environmental benefits -such as assisting with the LEED 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. Please see interview with Jenny Olauson Teacher, Post Grad Certificate in Project Management.Jenny Olauson

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.- Cathy Stalkie, Faculty, SENRS

Fleming’s Sustainability Learning Outcome “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) Fleming College Learning Outcome Upon successful completion of this course, students will be able to: Explain the interconnections between the broad principles of sustainability which include human health and well-being, ecological health, social issues, and secure livelihoods in order to support a better world for all generations.

Suggested Elements of Performance: Supporting Resources Define sustainability using UNESCO* Teaching and Learning for Sustainability definitions that include: Natural Systems and the value of Conservation, Social/Cultural Systems and the values of Peace and Equality, Economic Systems and the value of Appropriate Development, Political Systems and the value of Democracy. Explain the interconnections between the broad principles of sustainability using the UNESCO definitions: ecological health – deals primarily with Natural Systems and the value of Conservation social issues (social/cultural stability) –deals primarily with Social/Cultural Systems and the values of Peace and Equity and Political Systems and the value of Democracy secure livelihoods – deals primarily with Economic Systems and the value of Appropriate Development and Political Systems and the value of Democracy human health and well-being – interconnects with all Systems Recognize and describe impacts of unsustainable practices (e.g., environmental degradation, climate change, social inequity/poverty, loss of cultural values, health impacts such as impacts from air pollution or extreme weather, loss of livelihoods, economic instability, unequal distribution of wealth, personal stress).

Explain the ways in which the impacts of unsustainable practices are connected to all the broad principles (human health and well-being, ecological health, social issues and secure livelihoods). Sample resource = Green Citizen Describe sustainable practices (broadly or within a vocation) e.g., Indigenous Perspectives, green buildings, corporate social and environmental responsibility (including reporting and accounting), public health programs, environmental protection initiatives, locally grown sustainable food, social equity programs, personal consumer and behavior choices etc. Sample Resource = Green Citizen Explain how sustainable practices are connected to all the broad principles of sustainability (human health and well-being, ecological health, social issues and secure livelihoods). Demonstrate skills for sustainability (e.g., project based activities, case studies, assignments, reflections, etc. ) sample resource - (Helen Knibb’s Skills for Sustainability in Step by Step Guide)

Additional Resources: This links you to Office of Sustainability Staff ( or dial 1165) 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 in the table of contents. This links you to the UNESCO sustainability education site- containing 100 modules on sustainability topics covering a myriad of programs and courses. *Slides at the end of this presentation offer examples from STARs as well as research by Helen Knibb on EES and the OQF and sustainability skills. Thank you for participating!

To assess sustainability in your course or program, please take a moment to review the following questions... 1.Why might issues of sustainability be relevant to your course/ program? 2.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? 3.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? 4.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? 5.How might learning outcomes or course activities be adapted to incorporate sustainability?

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 objective 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