((Air + Water + Agriculture + Habitat + Biodiversity +
Transportation + Energy + Poverty + Equality +
Climate Change) + Money)
X
An understanding that all these issues are
completely interconnected
=
Sustainability
Who was involved?
Identify Problem
Research Question
Hypothesis
Data Collection
Data Analysis
Discussion
Conclusion
Mission impossible or never ending story?
1.
2.
3.
Show you what students are thinking
What we should be working on
Tangible examples and challenges
1.
How well has your department provided you
with the knowledge and experience necessary to
identify sustainability issues and empowered
you to address them?
2.
What could be improved, and how?
Existence of Student Interest
“While there is a growing concern surrounding the environmental,
social and economic aspects of sustainability… it is essential that it is
touched upon in undergraduate classes so that students do not merely rely
on…the media but can alternatively learn about how it relates to their
particular area of study.” - U2 Education Student Emilie Vellacott
“There can be steps taken to introduce these issues into the classroom, as
this is a topic many students know and are intrigued by…”
- U2 Anatomy and Cell Biology Student Brian Beckett
Curriculum Breeding Apathy
“I think that many geography courses have tackled the issue too
generally and too theoretically resulting in a sense of helplessness
and apathy.” - U3 Geography Student Kathryn Higgins
“(T)his is widely accepted as appropriate, due to a perceived
disconnect between psychology and climate change, reform to this
apathetic mode of thought is needed as the study of human
behaviour is absolutely key in seeking solutions to the global crisis
at hand.” – U2 Psychology Student Nora Hope
Examine the correlation made between scientific research and its
socio-environmental effects.
“I was disappointed to discover that very, very little emphasis is put on the
(cor)relation between the scientific tools and their potential detrimental
and ethical impacts on ecosystems, animals, humans.” –U2 Bio Alice Chautard
“What I think is ridiculous is no environmental measures are taken in these
classes to at least educate us about the impacts our research has on
the world or their immediate surrounding environments.”
– U3 BioChemistry Student Bianca Malouf
Undergraduate Desire for Hands-on Experience
“Seeing the connections of these issues to our daily lives - to our city, our
campus, our community - without feeling able to act is frustrating to
say the least, and this frustration can too easily turn to bitterness,
cynicism, and disengagement, either with school, the issues, or both.”
“(the department is) lacking a community outreach aspect that is
neglected by McGill’s institution.” – U3 Environment Student Steve Leckman
“I want to be able to use my courses to tackle the issues I see on campus.”
McGill as seen by James McGill:
“I believe that if the professors were made aware
of the interest of students in gaining knowledge
about sustainability issues in their area they
would be willing and capable of offering a class,
or at least a lecture that would do so.”
-Middle-Eastern Studies Student Barbara Johnson
Hint: Course Evaluations (in- and end- course)
Green Chemistry
“This is the method of redesigning old experiments, and creating new
ones, without the use of organic solvents or other solvents that may
damage the environment.“
-U1 Chemistry Student Phillip Gregoire
English - Exploring the Perception of Nature
“We read stories that, as we reflect upon them, come to realize the poor
way our predecessors handled nature. We talk about the human notion
that we were meant to “tame the wild”; to bring Nature under human
control at any cost. “
-U3 English Student Alexander Cowan
Psychology – Effect of Environment on Behaviour
“How concerns about resource use and the sustainability of actions
factor into the psychological decision-making process. How people
form relationships with the environment during their development and
how this may change as a result of different life events; how one’s
relationship with the environment affects one’s concerns for
sustainability”
-Psychology student Andrew Ling
History 366: Topics in Latin America History
The Environmental History of Latin America
Description: A survey of anthropogenic environmental change in
Meso-American and South American territories from the advent of
the first humans to the present.
Students allowed to investigate material of interest to them.
Tri-Faculty Design and Build Course (Fall 2009 – Winter 2010)
Faculties: management, law and engineering
 Students demonstrate application of their education to solve practical
design problems
 Team project work involving design, fabrication, performance-testing and
application of a real-world mechanical device/system or experimental
facility.
 The project work will be complemented by a scheduled set of lectures,
workshop topics and seminars

The ‘lecturettes' from different disciplines allow basic
understanding of technical terms and facilitate communication
 Broaden perspectives and promote holistic solutions to
sustainability challenges
 Students gain tacit experience and specific knowledge in the field
 Provides a platform to practice communicating with different
stakeholders before jumping into the 'real world'

University of Toronto Office of Sustainability
“Through facilitating course work projects, independent studies,
undergraduate and graduate theses, work-study positions, and
volunteer work, the Office has directly involved over 400 students since
opening in 2004, and allowing students to use “the campus as a living
laboratory”.
-2008 Report to Students Society of McGill University
Integrative research at all levels
Place-based learning and applications
A hub for activity and institutional memory
Preparedness in dealing with these issues
Opportunities to implement great ideas
Mission impossible or never ending story?