Using Experiential Learning to Teach the UN Sustainable Development Goals Heather Ranson, CSSI Gustavson School of Business, University of Victoria Let’s Talk About Teaching Aug. 2017

Agenda Overview of experiential learning Overview of the SDGs Biomimicry Example Lesson evaluation Open discussion of experiential learning and the SDGs

"Leadership, like swimming, cannot be learned by reading about it. " "Leadership, like swimming, cannot be learned by reading about it." Henry Mintzberg

Experiential Learning is…. Learning by Doing (Kolb) E.G.: Learning about marketing by building a 12 month marketing plan for a product or service (with a budget!) Learning about tax accounting by answering customer questions relating to their deductions

Benefits of Experiential Learning Offers a way to deepen students’ understanding of the material More memorable than lectures Improves written and oral communication skills Increases student focus in the classroom Cantor, J. (1995) Experiential Learning in Higher Education. Washington, DC.:ASHE-ERIC Higher Education report No. 7. Cross, K. (1994a). The Coming of Age of Experiential Education. NSEE Quarterly 19(4): 1, 22-23. Greenberg, J.D. (1995). Active Learning - Active Teaching: How Do You Get There From Here? NSEE Quarterly 20(3): 4-5, 26-27. Moon, J. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. New York: RoutledgeFalmer.

Nine Criteria for Experiential Learning Nine Criteria for Experiential Learning Chapman, McPhee and Proudman (1995) 1. Mixture of content and process; 2. Absence of excessive judgment; 3. Engagement in purposeful endeavors; 4. Encouraging the big picture perspective; 5. Creating a role for reflection; 6. Creating emotional investment; 7. Re-examining values; 8. Presence of meaningful relationships; 9. Learning outside one’s perceived comfort zone.

UN Sustainable Development Goals

17 Wicked Problems

Wicked Problems Demand Systems thinking Critical thinking Team work Inter-disciplinary knowledge Trial and error Suspending judgement Re-thinking personal values You don't understand the problem until you have developed a solution. Indeed, there is no definitive statement of "The Problem." The problem is ill-structured, an evolving set of interlocking issues and constraints. Wicked problems have no stopping rule. Since there is no definitive "The Problem", there is also no definitive "The Solution." The problem solving process ends when you run out of resources. Solutions to wicked problems are not right or wrong, simply "better," "worse," "good enough," or "not good enough." Every wicked problem is essentially unique and novel. There are so many factors and conditions, all embedded in a dynamic social context, that no two wicked problems are alike, and the solutions to them will always be custom designed and fitted. Every solution to a wicked problem is a "one-shot operation," every attempt has consequences. As Rittel says, "One cannot build a freeway to see how it works." This is the "Catch 22" about wicked problems: you can't learn about the problem without trying solutions, but every solution you try is expensive and has lasting unintended consequences which are likely to spawn new wicked problems. Wicked problems have no given alternative solutions. There may be no solutions, or there may be a host of potential solutions that are devised, and another host that are never even thought of.

UVic’s Com 362 Business and Sustainability Mandatory course in the third year core program 5 cohorts of 60 students = 300 students Taken at the same time as finance, marketing, organizational behaviour, and accounting

Use a class to open a door Business and Sustainability

SDG 9 – Industry, Innovation and Infrastructure Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation Biomimicry

Evolution of the Biomimicry Lesson Plan Biomes in a Jar Fieldtrip to the Forest Slideshow in the Classroom

Are Com 362 Lesson Plans Experiential? Nine Criteria for Experiential Learning Biomimicry SDG 9 Human Rights SDG 10 Zero Waste SDG 12 Mixture of content and process Absence of excessive judgment Engagement in purposeful endeavors Encouraging the big picture perspective Creating a role for reflection Creating emotional investment Re-examining values Presence of meaningful relationships Learning outside one’s perceived comfort zone

Discussion and Questions Heather Ranson hranson@uvic.ca