The word is out there—sustainability is about much more than the environment. Sustainability is viable when social and economic systems are considered along with the environment because at its core, sustainability is about fulfilling the needs of the present generation without compromising the needs of the future.
With the future in mind, McGill's Sustainability Education Fellows (SEF) program supports instructors with integrating sustainability principles into their courses through course design considerations, such as learning outcomes, approaches to assessment, and teaching strategies. The support provided includes pairing instructors (Faculty Fellows) with students (Student Fellows) who work with them on the course (re)design. (Learn more about the program's objectives and context.)
The second year of the SEF program ran from November to May 2024, during which 11 Faculty and Student Fellow pairs representing seven faculties and 11 departments and schools across McGill's two campuses (re)designed a course to integrate sustainability. As we did with last year's cohort, we invited this year's Fellows to share their thoughts on their SEF experience. This blog series offers insights into each pair's course (re)design journey: the highlights, the struggles, and everything in between. Some of the Fellows even developed more critical assessments of the concept of sustainability and we invite you to learn more by following this 11-part mini-series. We begin with a reflection by Faculty Fellow Juan Camilo Serpa, who, with Student Fellow Meriem Mehri, redesigned a course in the Desautels Faculty of Management.
Collective eco-innovation abroad: Cultivating impact through sustainability education in Costa Rica
Series contributors: Juan Camilo Serpa, Faculty Fellow and Meriem Mehri, Student Fellow Course: Analytics-based Community Capstone (BUSA 649)
As we reflect on our journey through the Sustainability Education Fellows (SEF) program, our endeavor to reimagine the Costa Rica Study Trip stands out as an eye-opening lesson in the ever-changing power of integrating sustainability into academia. This course, traditionally rooted in data analytics and community engagement, presented a unique canvas to explore how environmental, social, and economic pillars of sustainability could reshape educational experiences within our faculty and on campus. Our collaboration aimed not just to enhance academic understanding but to forge a palpable connection between students and the vibrant ecosystems and communities of Costa Rica. Through this reflection, we hope to illuminate the pathways we discovered and the unexpected challenges that spurred our growth and reinforced a deeper appreciation for the interplay between practical learning and impact-driven initiatives.
Entering the Fellowship, our understanding of the Costa Rica Study Trip was framed by its focus on applying data science and analytics to real-world sustainability challenges. Our goal was to deepen this focus, ensure that sustainability was integrally woven into the course structure and allow students to meaningfully engage with and contribute to long-lasting solutions. Originally designed as an experiential learning journey, the course enabled students to use technology tools to help local communities tackle socio-ecological challenges and hurdles. We were driven by a commitment to socio-environmental stewardship while delivering educational excellence. Our goal was to promote McGill's positive global influence by focusing not only on environmental sustainability but also on the economic and social dimensions. We aimed to create an immersive educational experience that mirrors the complex realities of sustainability in the real world, realities that compel us to shape the leaders of tomorrow – innovators who can adeptly navigate these challenges with insight, a profound sense of humanity, and creativity.
In our redesign of the MGSC 483/BUSA 6491 course, we interlaced the three pillars of sustainability – environmental, social, economic – into every aspect of the course outline. Leveraging the resources at our disposal, we focused on embedding this constitutive concept into our course design, rather than selecting specific projects to articulate the grading schemes, the complementary resources, etc. Incorporating Bloom's Taxonomy, our course design aimed to deeply embed all three notions so that students can recall and understand such key principles from a hands-on perspective. Students will apply and analyze these principles, progressing towards evaluating and creating cross-functional and sustainably oriented solutions. Our learning outcomes will require them to demonstrate integration of this philosophy in their analytical approaches and decision-making processes.
Diving into the content's re-orchestration, we're stepping beyond the classroom to make a real difference. The projects students will take on in Costa Rica – e.g., wildlife conservation or improving local agricultural ecosystems – are not just school assignments. They're about making a tangible impact, lifting the voices of those often unheard, and pushing for real environmental and social change. This isn't about padding resumes; it's about incorporating deep values of sustainability into our actions, learning, and lifestyles. Our course design blends these ideals into every lecture and activity, with the aim to shape students not just into graduates, but into thoughtful conscious citizens ready to pave a collective and inclusive path. That said, this class reflects the analogy of learning beyond theory and making a difference in the communities we touch.
Guided by the SEF team, we re-envisioned our course with a strong emphasis on its core values. It steered us toward creating pedagogical and assessment strategies focused on affective learning outcomes. The process was dynamic and required us to engage in iterative cycles of design, feedback, and reflection rather than adhering to a rigid plan. Adaptability was crucial in fostering hands-on, impactful learning experiences as well as self-reflection that is intrinsic to all course components. The process of continuous reflection helped us deepen our understanding of how we teach and engage with science, society, and sustainability, all while recognizing the influence of our identities and cultural sensitivity. As almost everyone, we faced some hurdles and surprises along the way. Integrating sustainability into the course authentically, without losing the rigor of analytics, was a real challenge. We were also struck by how deeply we needed to understand the local context in Costa Rica to make sure our efforts were appropriate. Balancing the students' innovative ideas with the scientific demands of the projects can be tricky, but discussions really highlighted the complex nature of weaving sustainability into established academics across diverse fields.
The journey wasn't a solo effort. Engaging with Fellows during our SEF virtual/in-person sessions and check-ins was incredibly enriching. These moments became more than just strategy sessions. They were a place to explore broader questions about teaching sustainability with hope and clarity amidst environmental and societal issues. Working closely with student Fellows was a game-changer for both of us. Co-designing the course allowed us to integrate different views and perspectives directly and indirectly, which brought up confidence in the relevance and impact of the curriculum we were developing. The cooperative space that we were offered not only improved the course but also built a strong network of committed scholars across McGill. Together, we've become active ambassadors, like a community of practice dedicated to meaningful change. This experience went beyond our expectations and strengthened both our expertise, critical thinking, and sense of belonging.
One of the highlights of our work culminated in the creation of the Data Mangrove, a sustainability analytics hub that scales up projects from our course to enhance their impact on local communities and beyond. As we integrate these projects into the unique setting of Costa Rica, we're excited about the profound growth we'll experience. Bringing classroom theories to life not only transforms the teaching approaches at McGill but also broadens our perspective on the global impact of education. We look forward to how this journey will inspire others and extend our reach into global sustainability challenges.
For those jumping into the Fellowship program, here's a bit of advice: soak up every perspective you can and put what you learn into practice – it'll do wonders for your growth, both academically and personally. For faculty, be ready to blend students' fresh ideas with the practical needs of your courses. Open engagement with these ideas not only spices up the course design but also enriches the learning environment for everyone involved.
Looking forward, we're optimistic about the role of sustainability in education here at McGill. The work we're doing with the Costa Rica Study Trip course paves the beginning. It's about more than just enhancing how we teach; it's about reimagining our interactions with the planet.
1The Costa Rica Study Trip is designed to serve both undergraduate and graduate students. It caters to a diverse range of learners at different stages of their academic journeys to engage deeply with the complexities of sustainability and to benefit from a curriculum that challenges and expands their perspectives on global environmental issues. Find more information.
Image credits:
Photos by Sophia Richardson and Juan Camilo Serpa.
No comments:
Post a Comment