SUSTAINABILITY PATHWAYS WORKING GROUP REPORT
Revised Version October 3, 2018
Contents
1. Context 2. Review of Sustainability Materials 2.1 Sustainability Plans 2.2 Support Structures 2.3 Sustainability Tracking Tools 2.4 Undergraduate Courses with Sustainability Content at UTM 2.5 Sustainability -Related Undergraduate Programs in Canada 3. Sustainability at UTM 3.1 Sustainability Vision 3.2 Definition of Sustainability 3.3 Role of Academic Disciplines 3.4 Creating the Five Pillars of Sustainability Culture at UTM 3.5 Sustainability Planning at UTM 4. Five Pillars and Plans 4.1 Short-Term Plan and Its Pillars Pillar 1: Academic Programs and Curriculum Objectives, Recommendations, and Resource Complements Pillar 2: Research Objectives, Recommendations, and Resource Complements Pillar 3: Campus Engagement Objectives, Recommendations, and Resource Complements Pillar 4: Civic Engagement Objectives, Recommendations, and Resource Complements 4.2 Long-Term Plan and Its Pillars Pillar 5: Human Resources & Infrastructure Objectives, Recommendations, and Resource Complements
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1.0 Context
The Vision Statement within UTM’s Academic Plan (2017) includes the following phrase: “UTM strives to educate highly accomplished individuals who are capable of leadership in the global knowledge economy, and who are thoughtful and empathetic global citizens able to reflect critically on the world and are committed to the values of integrity, democracy, and academic freedom.”
The Plan has identified five attributes – Community, Creativity, Communication, Innovation and Sustainability – that make up UTM’s identity. The Plan has also set five goals: 1) inspire student success by supporting a rigorous and innovative academic environment, 2) demonstrate that UTM is a home for world-class research, 3) enrich the student experience by embracing opportunities for community involvement, 4) educate future leaders to be global citizens meeting complex challenges, and 5) focus on transformation and innovation to create a sustainable and cohesive community. Sustainability, directly or indirectly, is embedded in all five goals. In addition, Goal 1 puts special emphasis on engaged learning through multi-disciplinary collaborations:
“UTM will continue to create imaginative new undergraduate educational experiences designed to challenge student thinking, performance and growth to new levels. This will include sponsoring opportunities for engaged learning in multi-disciplinary collaborations at UTM that link across departments in the humanities, social sciences, and sciences. For example, providing students with the option to include a ‘Sustainability Pathway’ in their degree will allow our students to leave UTM with a deeper appreciation and understanding of the complexity surrounding sustainability in all that it encompasses.”
As part of the Academic Implementation Process, Professor Amrita Daniere, Vice-Principal Academic and Dean, constituted the Sustainability Pathways Working Group (SPWG) (membership list is provided in Appendix 1) in December 2017. The SPWG has met four times. In the first meeting, held in early January 2018, the group discussed the many aspects that make up sustainability on campus – academic programs, research, outreach, and sustainability initiatives – and it was decided that the group will report on all aspects. In the second meeting, held in late January 2018, the group was divided into two further sub-groups – one charged with providing a working definition of sustainability and the other to report on the best practices of sustainability at universities (membership of the sub- groups is also provided in Appendix 1). These two sub-groups met twice independently, and once together. The two sub-groups drafted separate reports, and then worked together to produce a joint report. The joint report was discussed in a facilitated session on April 23, 2018. In this session, first different parts of the report were discussed in smaller groups, and later the whole group discussed the observations/ suggestions of different groups. The observations/suggestions from the meeting on April 23, 2018 have been incorporated in this version.
2.0 Review of Sustainability Material
Sustainability Plans, Support Structures, Sustainability Tools, Courses and Programs
The SPWG decided to review relevant material. A brief summary of the elements included in the review is provided below.
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2.1 Sustainability Plans The group reviewed sustainability plans from leading universities who have placed a high importance on sustainability including Yale, Columbia, Harvard and University of British Columbia. Details of these plans are available at the links provided.
1) Yale Sustainability Plan 2025 https://sustainability.yale.edu/sites/default/files/sustainability_plan_2025.pdf
2) Columbia University Sustainability Plan 2017-2020 https://sustainable.columbia.edu/sites/default/files/content/Columbia%20University%20Sustainability %20Plan(1).pdf
3) Harvard Sustainability Plan 2015-2020 http://www.syntao.com/Uploads/files/Harvard%20Sustainability%20Plan.pdf
4) University of British Columbia – 20-Year Sustainability Strategy https://sustain.ubc.ca/sites/sustain.ubc.ca/files/uploads/CampusSustainability/CS_PDFs/PlansReports/P lans/20-Year-Sustainability-Strategy-UBC.pdf
2.2 Support Structures Different universities have used different structures to promote sustainability. Some examples of different structures include: a) University of British Columbia - The UBC Sustainability Initiative (USI) Office under the direct supervision of the Provost: UBC has made a commitment to integrate academics and operations in sustainability and the USI, established in 2010, is the main agent/structure for implementation of this commitment. The USI directly reports to the Provost. The USI is responsible for fostering partnerships and collaborations beyond traditional boundaries of disciplines, sectors and geographies. The USI’s work is carried out under two themes - campus as a living laboratory and the University as an agent of change. The USI has four groups to implement different programs: the Regional and International Engagement Group; the Teaching, Learning, and Student Engagement Group; the Urban Innovation Research Group, and the Pacific Institute for Climate Solutions. b) Arizona State University - Julie Ann Wrigley Global Institute of Sustainability: The Institute is the hub of ASU’s sustainability initiatives, and its mandate includes advancing education, research, and business practices. The School of Sustainability, in the Institute, offers transdisciplinary degree programs focused on finding practical solutions to social, economic and environmental challenges. The school offers the following degrees: a BA in Sustainability, a BS in Sustainability, an MA in Sustainability, an MS in Sustainability, an MS in Global Sustainability Science, a Master of Sustainability Solutions, a Master of Sustainability Leadership, a 4+1 Accelerated Master of Sustainability Solutions, a Ph.D. in Sustainability, a Ph.D. in Sustainable Energy, and a Ph.D. in Complex Adaptive Systems Science. The Institute has 18 Sustainability Programs and Solutions, such as the Centre for Biodiversity Outcomes and Sustainable Cities Network. In our terminology, it may be a Faculty (given the size of the unit and support staff of the Director), but this is not entirely clear from the materials available publicly.
October 3, 2018 3 c) Columbia University - The Earth Institute: The Earth Institute is hub of inter-disciplinary research and programs at Columbia. It blends research in the physical and social sciences, education and practical solutions to help guide the world onto a path toward sustainability. It has 24 Columbia- based research units and programs which are home to over 850 scientists, students, postdoctoral fellows and staff working to advance understanding in engineering, biology, and earth, health, and social science. It offers many undergraduate programs, Master and Ph.D. programs related to sustainability either by itself or in collaboration with other academic units. The status (in terms of an EDU) is not clear, but its operations are quite large.
2.3 Sustainability Tracking Tools
The group reviewed a Sustainability Tracking, Assessment & Rating System to identify what metrics are typically reported on by institutions of higher learning. The most common Sustainability Metric used by many universities is the Sustainable Campus Index developed by the Association for the Advancement of Sustainability in Higher Education (AASHE). AASHE publishes an annual report on sustainability performance of universities. University of Toronto does not currently participate in the AASHE report. Examples of components or elements that make up the Sustainable Campus Index are included as Appendix 2.
2.4 Undergraduate Courses with Sustainability Content at UTM
Amy Geisberger, a Master of Science in Sustainability Management (MScSM) student and SPWG Member, identified a large number of UTM courses that have sustainability content. The main filter used for identification of courses was the text that makes up the Sustainable Development Goals (SDG) since they encompass a breadth of topics within sustainability. After carefully analyzing the course calendar, she went online to peruse the syllabus of every course that seemed to have some content related to the SDGs. She assessed the detailed descriptions in each course syllabus and made a judgment as to whether or not it had aspects of sustainability as defined by the SDGs. If the syllabus included an outline of the individual lectures, she also made note of the topic and numbers of lectures with sustainability content to further help her gauge if a significant portion (about 25% or more) of the course was focused on sustainability.
She also recorded the contact information available for the professors teaching each course. Next steps should include directly approaching each professor as well as every department chair/director to get a better understanding of the available courses and decide how much of the course content actually focuses on sustainability.
This list of courses, which contain sustainability content (Appendix 3), is a starting point for further creation or modification of UTM’s sustainability-oriented courses. The list of sustainability courses in each department will be finalized in consultation with concerned academic units.
2.5 Sustainability-Related Undergraduate Programs in Canada
The committee also prepared a list of all sustainability-related undergraduate programs in Canada. The list is provided in Appendix 4. There are many Major and Minor options related to sustainability, such as Environmental Science, Environmental Management, Resource Management etc. However, a
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Sustainability Pathway is only available at the University of British Columbia.
After reviewing and debating the content of this material, the SPWG created the other elements of its report (which are presented next).
3. Sustainability at UTM
3.1 Sustainability Vision
UTM strives to become a global leader in sustainability by fostering a culture of sustainability.
3.2 Definition of Sustainability
The World Commission on Environment and Development (WCED), commonly known as Brundtland Commission, introduced the concept of sustainable development (SD) and defined it as:
“development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”
In its most cited definition of SD, the WCED draws upon several notions but the key element is non- separation of environment and development. The commission states:
"..the "environment" is where we live; and "development" is what we all do in attempting to improve our lot within that abode. The two are inseparable."
In 2015, to operationalize the goal of a sustainable world, more than 190 world leaders committed to 17 Sustainable Development Goals (SDGs) to help us all address the challenge of climate change, end extreme poverty, and fight inequality & injustice. The 17 goals are: (1) no poverty; (2) no hunger; (3) good health; (4) quality education; (5) gender equity; (6) clean water and sanitation; (7) renewable energy; (8) good jobs and economic growth; (9) industry, innovation and infrastructure; (10) reduced inequalities; (11) sustainable cities and communities; (12) responsible consumption; (13) climate action; (14) life below water; (15) life on land; (16) peace and justice; and (17) partnerships for the goals.
Taking the fundamental aspects of our existence and our wellbeing into perspective, the SPWG group defines sustainability as:
“Sustainability rests on the principle that the biosphere is the foundation for all human activities: the well-being of present and future generations depends on the health of our shared ecosystems. The University of Toronto Mississauga has a unique role to play in fostering a culture of sustainability that respects the Earth and all of its inhabitants.”
3.3 Role of Academic Disciplines – Natural Sciences, Social Sciences, Humanities and Beyond Sustainability, as defined above, is about human beings’ relations with the Earth and its other inhabitants. A culture of sustainability promotes the wellbeing of all generations, maintains healthy ecosystems, and fosters regenerative relations between natural, social, and technological systems.
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Fostering such a culture requires an emphasis on holistic, integrative, and critical thinking that draws upon but also moves across traditional academic fields and disciplines. The natural sciences provide foundations for knowledge about the Earth’s systems and processes, gained through research and scholarly engagements in biology, chemistry, geology, physical geography, physics, psychology and others. The social sciences provide foundations for knowledge about social systems and processes, gained through research and scholarly engagements in anthropology, economics, human geography, political science, sociology and others. The humanities provide foundations for knowledge about meaning of systems and processes, gained through research and scholarly engagements in the arts, history, languages, philosophy and others.
In addition to these traditional fields and disciplines, transdisciplinary and newly emerging fields also play a fundamental role by synthesizing insights, revealing critical gaps in knowledge and developing new approaches. This includes, but is not limited to, bioinformatics, digital humanities, environmental studies, ethnic and indigenous studies, communications, transnational studies and women and gender studies. In short, a culture of sustainability hinges on the generation, integration, and application of holistic knowledge that draws from traditional, transdisciplinary and emerging academic fields, disciplines and areas of specialization.
3.4 Five Pillars of Sustainability Culture at UTM
A culture of sustainability can be fostered only by incorporating sustainability in all aspects of UTM, e.g. academic programs, research, human resources and infrastructure and by engaging the whole campus and society-at-large. Hence, Sustainability at UTM rests on the following five pillars.
1) Academic Programs and Curriculum 2) Research 3) Campus Engagement 4) Civic Engagement 5) Human Resources and Infrastructure
3.5 Sustainability Planning at UTM
Pillars 1 to 4 are related to academics and research while Pillar 5 is related to infrastructure and human resources, and these two categories of pillars require different time-horizons and the involvement of different stakeholders in planning and implementation. Given these differences, sustainability planning should be adopted in at least two distinct phases:
a. Short-term Plan: This part of the plan should focus on Pillars 1 to 4, and the first plan may be based on a 3-year planning period. b. Long-term Plan: This part of the plan should be a more comprehensive plan incorporating all five pillars; the short-term plan (or its updated version) should become a part of the long-term plan. The first long-term plan may have a planning period of five years. The plan should also include Key Performance Indicators (KPIs) for each pillar, measurement frequency and should identify the administrative/academic units responsible for reporting on the different KPIs.
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The next section provides more details regarding the five pillars and affiliated recommendations related to both plans.
4.0 Five Pillars and Plans Main Point of Agreement Sustainability initiatives and strategic plans at higher education institutions in Canada and around the world have gained momentum at an accelerated rate. For UTM to truly embrace sustainability, there is a clear demand for better integration between theory and practice; UTM needs to walk the talk as well as conduct the research and teach sustainability throughout the curriculum.
To lead the sustainability effort at UTM that bridges and supports academic research, student education and campus administration and physical logistics/operations, a new position of Vice- Principal Sustainability should be created (or the existing Vice-Principal Special Projects can be converted into Vice-Principal Sustainability). The mandate of this office should be to lead and collectively inform an overarching divisional sustainability strategy that crosses boundaries yet simultaneously aligns progress towards an integrated sustainability practice. The VP Sustainability should be supported to become the command centre for Sustainability initiatives on campus.
A standing Sustainability Advisory Group (SAG) should be formed immediately. The group should have representation from a wide range of stakeholders. The SAG will advise and work with the VP Sustainability to develop a Long-Term Sustainability Strategic Plan for UTM that should include metrics for all pillars and activities. The SAG should also develop an implementation, monitoring (tracking progress), and reporting mechanisms for the strategic plan.
The VP Sustainability will report directly to the Principal and be given primary responsibility for implementing efforts around Pillars 3, 4, and 5, and will work with VP Academic on Pillar 1 and with VP Research on Pillar 2, each elaborated in much more detail below. This new position and office will serve as the bridge that connects our campus community, integrating the vast number of sustainability practices underway and planned initiatives in different departments and units, including academic, research, outreach and operational approaches, with an added goal of linking our campus to local and global communities engaged in sustainability efforts more broadly.
4.1 Short-Term Plan and Its Pillars The Short-term Plan, as stated earlier, will incorporate the first four pillars. Details of each pillar and related recommendations are discussed next.
Please note that the recommendations detailed below are purely suggestions as to how one could foster sustainability culture at UTM in connection to these four pillars, and are not intended to be concrete action items for any individual office to undertake. Implementation of these recommendations will require the development of short-term and long-term implementation plans, which will include specific details of proposed programs and activities. Broader discussions and further consultations with concerned stakeholders will also be a central part of this planning process.
Pillar 1: Academic Programs & Curriculum Based on our myriad and profound teaching experiences as well as lessons learned from existing programs, UTM will develop sustainability-specific academic opportunities for undergraduate and
October 3, 2018 7 graduate students. These opportunities will be in the form of courses, experiential learning options, pathways and programs focused on sustainability.
Objectives: The learning opportunities should provide students with the space to explore creative approaches to current systems, use critical thinking skills and take calculated risks. Undergraduate and graduate learning pathways should be interdisciplinary and freely accessible to all students, regardless of their degree program.
A. Undergraduate Programs: Each undergraduate student, regardless of their degree program, should have access to sustainability education.
Recommendations: In the short-term, UTM should introduce a Sustainability Pathway. In the long- term, UTM should also consider incorporating at least one “Sustainability Course” as part of UTM’s distribution requirements.
Sustainability Pathway: UTM should introduce a Sustainability Pathway as a Certificate option. The SPWG felt that a Certificate option will complement existing programs, such as the recently approved Sustainability Minor in the Geography Department. A certificate can provide options for students who already have focused their studies towards formal Subject POSts (programs) such as a specialist, two majors or one major and two minors. The design of the Certificate option should address three important aspects. First, the credit requirements of a certificate should be less than the credit requirements of a minor program (1.5 to 3.5 credits because a minor requires 4.0 credits). Second, the certificate should be clearly distinguishable from other programs/opportunities (such as the new Sustainability Minor in the Geography Department). Third, all courses that comprise the certificate should be regular for-credit courses that can also count towards a student’s other program(s) or degree requirements. Key recommendations for the educational attributes and structure of the Sustainability Pathway are highlighted below.
Educational Attributes: Four key educational attributes are: i. Sustainability Thinking – systems and critical thinking as well as global citizenship ii. Sustainability Knowledge – from different perspectives: scientific, social and humanities iii. Sustainability Integration: integration of knowledge from different perspectives iv. Sustainability in Practice – experiential learning and change agents
Certificate Program Structure (3.0 credits)
First and Second Years: 1.5 (0.5 credit in the first year and 1.0 credit in the second year) credits from required courses taken in the first and second Years
First Year: No new course need be created. Rather, sustainability should be embedded in foundational courses of the departments that support the Sustainability Pathway. The first year courses that include sustainability content should be identified, and ideally comprise pre-requisites for taking future steps along the Sustainability Pathway, which will be open to students in their second year.
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Second Year: Two new courses (ideally called SUS200H5 and SUS201H5) focused on Sustainability should be created and made available to all students who have taken one or more of the first year courses identified above. These courses should include contents from natural science, social science and humanities. These courses will resemble the “Big Ideas” courses in the Faculty of Arts and Science (FAS) at the St. George campus. They will normally be taught by multiple instructors and also include elements of systems and critical thinking. It is very likely that these courses will have more than one (SCI, SSC, and HUM or some other such as UTM/IMI) designation. These courses will be required courses.
Third and Fourth Years: 1.5 credits from a list of electives, including a minimum of 0.5 credits having an EXP designation
Third Year: Two electives, which would include existing courses with significant sustainability content within departments (no new course need be created). These courses will be identified in consultation with departments. The departments should be allowed to co-designate the courses.
Experiential Learning Course – Experiential education opportunity including Co- op/Internship, community-based projects, ROPs and other modes of experiential learning. The existing departmental courses, which include a Co-op/Internship component (such as BIO400H, and JEG400/401Y and similar courses in other departments which have sustainability projects), should be included here even if they are offered in Third Year or Fourth Year. Ideally, all of these courses should be regular for-credit courses that can also count towards a student’s other program(s) and/or degree requirements. In addition, UTM should create a new SUS experiential course (SUS3XXH5 (EXP)) with an internship component. Other possible courses to consider as meeting this requirement of the proposed Certificate include popular study abroad courses with a strong sustainability component. All these details should be sorted out during formal program approval process.
Fourth Year: A new Capstone course (SUS4XXH) should be created as an elective option for Certificate students.
Finally, to further enrich the exposure to sustainability research, values and experiences for undergraduate students, UTM should initiate a monthly sustainability lecture series.
Guidelines for Academic Next Steps 1. Create a brief document that includes existing UTM courses that are eligible for Certificate purposes and which may be eligible if more sustainability content is added.
2. Identify one faculty member in each department to: Recruit/select courses Coordinate with academic advisors/committees Propose courses for inclusion in the Certificate program
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3. Request that the Dean compose and send a letter to all Chairs and Directors that includes information about possible: Support/funding/complement Benefits in terms of attracting students to UTM and to their departments, which include: i. Market research ii. Employability iii. Facilitation of civic engagement
4. An SPWG website should be created that helps to increase awareness about the new academic options for faculty and students and should include: A brief summary of this report (1-2 pages) A current list of identified sustainability courses (.xlsx) An explanation of the purpose and structure of the proposed Certificate
5. Create a timeline grid/graphics for pillar one (e.g. Yale)
6. Use sustainability content to build critical thinking, reading, writing, literacy, numeracy Connect to UTM’s Academic Plan working groups
Resource Complements (i) To facilitate administration and to streamline access for students, only one academic unit (department/institute) should be responsible for administering the Sustainability Pathway Certificate, as well as student advising. The unit should be provided with sufficient human and financial resources. (ii) Faculty Complement: Additional faculty complement (research and/or teaching steam) may be considered for the departments that plan to participate in the Sustainability Pathway Certificate. In such instances, a firm commitment to offer and promote the Pathway certificate will be required from any academic unit who seeks additional complement for this purpose. (iii) Resources for First Year Courses: Additional resources in terms of Teaching Assistant(s) and/or Research Assistant hours should be provided to incorporate sustainability content. (iv) Resources for Second Year Courses: These courses will be challenging to design and deliver. Additional resources – that may be similar to the Faculty of Arts & Science (FAS) “Big Ideas” course - should be allocated for these courses. (v) A new Sustainability Pathways Grant should be started to support the development of sustainability courses/opportunities within a department that may include the revision of existing undergraduate courses. (vi) Similar to UBC, Faculty Sustainability Fellowships should be created to support Sustainability Champions in departments who will lead various sustainability initiatives including implementation of the Sustainability Pathway Certificate. (vii) To promote a better understanding of different disciplines in Sustainability, a Workshop/ Conference on the Role of Different Disciplines in Sustainability should be organized in 2018-
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19. At this event, experts from different disciplines who are working on sustainability issues should be invited as guest speakers.
B. Graduate Programs: Similar to undergraduate students, all graduate students, regardless of their degree program, should have access to sustainability education.
Recommendations: UTM should explore the possibility of starting the following two programs.
(i) Sustainability Summer School for Ph.D. students; and (ii) Collaborative Program in Sustainability for all graduate students.
Both programs should be inter-disciplinary and open to all students. Programs should be supported with required human and financial resources.
Pillar 2: Research
Building upon UTM’s excellence and diversity in terms of research, the campus should develop sustainability-specific inter-disciplinary (theoretical and applied) research opportunities for professors, graduate students, and undergraduate students. These opportunities should be in the form of research projects and research grants.
Objectives: UTM should become the pioneer for inter-disciplinary research related to sustainability within the University of Toronto. Research opportunities should provide a unique academic space/environment to work in multi-disciplinary teams on various sustainability-related issues/problems and their solutions. The space should accommodate theoretical as well as applied research, and researchers (including graduate and undergraduate students) from natural science, social science, and humanities.
Recommendations: UTM should fund sustainability research at levels that create powerful incentives for faculty to embrace and engage in this area. These funding support levels below are suggested targets that UTM should aspire to reach. (i) Research Grants for Professors: UTM should allocate up to $500,000/year for research projects proposed and led by faculty. The grants should be tiered in terms of size and duration. Suggested amounts range from $60,000 for larger grants and as little as $10,000 for smaller grants. It is also suggested that larger projects allow for implementation over a two to three-year period. All grants should be limited to inter-disciplinary research projects, and the research teams should include faculty from at least two or more disciplines/departments. SPWG members urged that research proposals include the active involvement of students and that projects include scholarships/salaries of Post-Doctoral Fellows and Research Associates.
(ii) Research Grants for Graduate and Undergraduate Students: UTM should allocate at least $50,000/year for student-driven research projects related to sustainability. The suggested grant amount is from $2,000 to $5,000. These grants could potentially fund summer schools, research travel, publication fees, independent research projects on sustainability, small equipment, field travel and other participation in research activities, It
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is suggested that these grants also be available to ROP students engaged in sustainability research.
(iii) Research areas: The research grants should not be limited to any specific discipline and/or research topic. The description of research areas and topics should be flexible and open- ended to encourage member of every department and academic unit at UTM to participate.
(iv) Sustainability Grants Committee (SGC): A Sustainability Grants Committee should be formed to review and recommend grants. As with other research funding committees at UTM, the SGC should be made up of members from multiple disciplines that, ideally, roughly reflects the disciplinary diversity of the applicant pool. The committee should be chaired by the Vice-Principal Research and include input from the Vice-Principal Academic, and Vice-Principal Sustainability (proposed in this document).
(v) Promotion of Sustainability Research and Scholars: UTM should develop a research website to promote scholarly research on sustainability being conducted by UTM researchers. Promotion of this kind can help to develop sustainability-related partnerships and attract research funds to UTM.
In addition, UTM should support faculty attending conferences that feature research addressing themes on environmental sustainability, sustainability in economic, social, and cultural context, sustainability policy and practice, as well as sustainability education. One such example is the International Conference on Environmental, Cultural, Economic & Social Sustainability, whose 2019 Special Focus is: From Pedagogies for Sustainability to Transformative Social Change.
All recipients of any sustainability research funding should also promote sustainability efforts on the campus; these activities may include participation and contributions to Sustainability Seminar/Colloquia Series (Pillar 3) and activities related to civic engagement (Pillar 4), such as Let us Talk Sustainability, Sustainability Summer Camp, and the Peel Region Science Fair.
(vi) Sustainability-Friendly Labs Program: UTM should develop a well-funded and implemented program to reduce the environmental impacts of research-related activities and to support a healthy work environment in UTM labs. A Sustainability Revolving Fund should be created to promote this program. The funds can be used to reduce consumption of gas, electricity, water, chemicals, and to improve the work environment in labs. The SPWG proposes that UTM allocate at least $100,000/per year for this program.
(vii) Global Conference on Sustainability: UTM should consider organizing a global conference on sustainability every other year.
Resource Complements (i) A sub-unit, supported by adequate financial and human resources, within the VP Research portfolio and/or VP Sustainability portfolio will be necessary to implement the Sustainability research program.
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(ii) The unit should have an advisory committee with representation from sustainability scholars from different disciplines. (iii) The staff in the unit should also possess an educational background in the environmental, social and/or economic aspects of sustainability.
Pillar 3: Campus Engagement
UTM will support campus-based student, staff and faculty-driven initiatives surrounding issues of importance, including, but not limited to well-being, food and dining services, waste management, water quality, transportation, infrastructure, energy utilization and grounds maintenance.
Objectives: Widespread campus engagement will contribute towards fostering a culture of sustainability through student, staff and faculty-driven activities in the areas that will directly contribute to making this campus a more sustainable community.
Recommendations: (i) Sustainability Seminar/Colloquia Series: UTM should start a seminar/colloquia/ workshop series (also recommended in Section 4.1) with sustainability topics to edify campus members. The series may invite speakers from the areas identified above, such as water quality.
(ii) Sustainability Orientation: Add material related to sustainability and/or Sustainable UTM to the website of the UTM/Sustainability Office as well as to campus recruitment and orientation events
(iii) Sustainability Poster Competition: UTM should start an annual Sustainability Poster Competition. The competition may have different awards for undergraduate and graduate students. The poster competitions can also focus on different themes related to the topics identified above.
(iv) Campus Life and Sustainability: UTM should consider incorporating Sustainability into the Campus Life menu on the UTM website and as part of opportunities offered through the Centre for Student Engagement.
(iv) Peace Garden: UTM should consider developing a joint peace/indigenous garden and public space on campus as a symbol of the importance of international peace and its benefits to humanity. This is a fundamental tenant of social sustainability. The garden should be developed at a prominent location. The process of garden development should be inclusive and Indigenous leaders should be actively involved.
(v) Engagement of Student Clubs: UTM should consider programs to promote sustainability through student clubs. Small grants, specifically for student clubs, for sustainability initiatives could be used to incentivize these efforts.
(vi) Professional Development (PD) for Staff Members: UTM should consider creating professional development activities focused on sustainability. PD can include grants to
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attend workshops/courses, time release for staff to take courses related to sustainability, and organization of staff-oriented sustainability educational opportunities.
(vii) Recognition and Awards: UTM should provide awards for students, student groups, staff and/or faculty who show leadership in sustainable practices on campus including co- curricular activities and other new ideas.
(viii) Sustainability Engagement Grants/ Loan Program: UTM should create incentives for students, staff and faculty who wish to promote a sustainability culture on campus. UBC's Sustainability Coordinator (SC) program may be used as a model to develop details of this program.
(ix) Food and Dining Services, Waste Management Practices, and Transportation Services: UTM should immediately start reviewing and improving campus food and dining services, waste management practices, and transportation services with an eye to improving sustainability aspects of these services.
Resource Complements
(i) The Vice-President Sustainability portfolio should be responsible for all campus engagement and civic engagement activities. This administrative unit will also ensure that other opportunities/activities that are marketed as having sustainability themes are aligned with UTM’s sustainability vision and plan. (ii) As indicated under previous pillar(s), consider where current staff and faculty, such as those within the MScSM program, Student Engagement Centre, Career Centre, and Hospitality and Retail Services, can support campus engagement opportunities. (iii) The unit/sub-unit should be supported with required financial and human resources.
Pillar 4: Civic Engagement
In recognition of our position in the broader ecosystem, UTM will support partnerships with schools, conservation authorities, local and broader government and community/neighborhood organizations that promote sustainable practices. This would include promoting authentic interactions between campus and community members leveraging the full range of human communications, which encourages development of verbal, analytical, and written skills.
Objectives: Such civic engagement will contribute towards fostering a culture of sustainability through engagement with a wider community. Supporting this pillar will also help position UTM as part of a broader natural, social, political and organizational ecosystem, embedded within Peel or the GTA.
Recommendations
(i) UTM should explore all possibilities through the Centre for Student Engagement and Experiential Education Unit for existing opportunities or to create new ones for civic
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engagement (to develop and strengthen connections with Mississauga, Peel Region, Ontario, and Canada).
(ii) Partnership with Let’s Talk Science: UTM should develop a partnership with this group to promote sustainability among elementary and high school students. UTM should also explore the possibilities of organizing a separate event on Let’s Talk Sustainability, with or without partnership of Let’s Talk Science.
(iii) Peel Region Science Fair: UTM should also develop a sustainability component (competition on sustainability-focused projects) in this science fair.
(iv) Summer Camps Focused on Sustainability: UTM should explore possibilities of organizing sustainability-focused summer camps for elementary school students either as a part of its existing summer camps or an independent stream of summer camps.
(v) Team-building Events: UTM managers and/or leaders should be encouraged to coordinate team-building events whereby entire teams/units volunteer with a program or organization (such as an NGO, Habitat for Humanity, a food bank), which encourages learning and sharing of experiences and cultures. A Sustainability leadership course should be organized for city councilors to be offered on-campus on an annual basis if it proves successful.
(vi) Partnerships and Support of Community Organizations: UTM should introduce a program for staff to contribute a fixed number of paid days per year (for example, seven) to provide professional support to community organizations that have mandates consistent with UTM’s Sustainability Plan. Examples include: The United Way campaign and where it should be possible for UTM to support community organizations through individual or coordinated donations and by allowing embedding of UTM staff and faculty and librarians. This could mean, for example, allowing the Mississauga Food Bank to partner with UTM on yearly events such as the Principal’s Holiday reception. Other possible organizations to partner with are Toronto and Region Conservation Authority (TRCA), EcoSource, and Credit Valley Conservation.
Resource Complements (i) VP Sustainability will be responsible for campus engagement activities. (ii) Consider where current staff (such as those associated with the Student Engagement Centre, Environment & Sustainability Coordinator) can support managers and leaders who have ideas on how to become more involved or active within the community. (iii) Consider having Sustainability Ambassadors (much like Health & Safety representatives) representing collective units on campus, who meet regularly with a central administrative unit, a coordinator and/or Faculty so that ideas and knowledge can be shared and disseminated. (iv) Human Resources and management at UTM has to be supportive of the financial implications of staff being away from the office for a day or days, understanding the ultimate way it gives back to the community.
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4.2 Long-Term Plan and Its Pillars In order to foster a culture of sustainability in the long-term, it is essential that we ‘walk the talk’. Hence, the integration of sustainability principles and incorporation of the best possible standards of sustainability practices in our human resource and infrastructure management will be critical for building our reputation as a global leader in sustainability.
The long-term plan, as stated earlier, will include all pillars. Other pillars have been discussed in the short-term plan, and here we discuss only Pillar 5.
Pillar 5: Human Resources & Infrastructure The main focus of this pillar is to build sustainability into human resource infrastructure management practices. Some of the aspects that need to be addressed in this pillar are air quality, buildings, energy use, food and dining, greenhouse gas (GHG) emissions, grounds, purchasing, transportation, waste, water use, employee engagement and well-being.
The scope of this pillar is very broad, and the UTM stakeholders related to human resources and infrastructure are not represented on the SPWG. The SPWG does not have enough understanding, data, time, and other resources to offer informed input into the long-term plan in this area.
Recommendations:
(i) As mentioned above in section 4.0, create a new position of Vice-Principal Sustainability. The Office of the VP Sustainability will oversee all other sustainability-related activities and initiatives at UTM. The Office of the VP Sustainability should have three units – (i) Campus and Civic Engagement; (ii) Human Resources, Infrastructure, and Reporting; and (iii) Coordination of Sustainability related Academic and Research Initiatives and Outreach. The VP Sustainability should be added to the membership of the UTM Executive Committee. The appropriate level of resourcing for this new office is to be determined, but should be supported to take a leadership role in Sustainability at UTM, Mississauga, Ontario, Canada, and globally. (ii) A standing Sustainability Advisory Group (SAG) should be formed immediately. The group should have representation from all stakeholders. The SAG will advise the VP Sustainability. (iii)The SAG should work with the VP Sustainability to develop a Long-Term Sustainability Strategic Plan for UTM. The SAG should be able to request the services as needed of expert consultants to support the development of the Sustainability Strategic Plan. The Plan should include metrics for all pillars and activities. Examples of metrics related to five pillars are detailed in Appendix 2. (iv) Given the importance of Sustainability overall to UTM, the VP Sustainability should be supported by an appropriate structure and resources to implement, monitor, and report on all of the short-term and long-term sustainability plans. (v) UTM should become a member of AASHE STARS as soon as possible; AASHE reporting could become part of the coursework in 3rd year experiential learning courses and/or capstone courses.
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Appendix 1 Sustainability Pathways Working Group (SPWG) University of Toronto Mississauga
A. Membership of the group 1. Prof. Amrita Daniere (VP Academic and Dean, UTM) 2. Prof. Ingo Ensminger (Department of Biology) 3. Prof. Jumi Shin (Department of Chemical and Physical Sciences) 4. Prof. Teresa Lobalsamo (Department of Language Studies) 5. Prof. Barbara Murck (Department of Geography) 6. Prof. Joan Simalchik (Department of Historical Studies) 7. Prof. Soo Min Toh (Department of Management) 8. Prof. Steven Hoffman (Department of Sociology) 9. Prof. Amy Mullin (Department of Philosophy) 10. Prof. Jeffrey Graham (Department of Psychology) 11. Christopher Lengyell (Student Housing & Residence Life) 12. Laura Ferlito (Academic Advisor, Office of the Registrar) 13. Lorretta Neebar (Registrar & Director of Enrolment Management, Office of the Registrar)) 14. Amy Geisberger (MScSM Student) 15. Julia Morton-Marr (International Holistic Tourism Education Centre) 16. Anuar Rodrigues (Director, Academic Planning, Policy, and Research, Office of the Dean) 17. Prof. Shashi Kant (Director, MScSM)
B. Membership of Two Sub-groups Sub-group on Sustainability Definition 1. Prof. Jumi Shin (Department of Chemical and Physical Sciences) 2. Prof. Barbara Murck (Department of Geography) 3. Prof. Steven Hoffman (Department of Sociology) 4. Laura Ferlito (Academic Advisor, Office of the Registrar) 5. Prof. Shashi Kant (Program Director, MScSM)
Sub-group on Best Practices of Sustainability 1. Prof. Joan Simalchik (Department of Historical Studies) 2. Prof. Soo Min Toh (Department of Management) 3. Lorretta Neebar (Registrar & Director of Enrolment Management, Office of the Registrar) 4. Amy Geisberger (MScSM Student) 5. Prof. Shashi Kant (Director, MScSM)
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Appendix 2 Metrics (based on AASHE Technical Manual)
Pillar 1: Academic Programs & Curriculum Academic courses o An inventory of courses that have been identified as “sustainability courses” and “courses that include sustainability” using the definitions provided by AASHE Learning Outcomes o Number of students that graduate from programs that have adopted at least one sustainability learning outcome Undergraduate Programs o Number of sustainability-focused programs and sustainability-focused minors of concentration Graduate Programs o Number of sustainability-focused programs and sustainability focused minors of concentration Immersive Experience o Immersive, sustainability-focused educational programs that are one week or more in length and may take place off-campus, abroad, or on-campus Sustainability Literacy Assessment o Conduct an assessment of the sustainability literacy of students Incentives for Developing Courses o An ongoing program that offers incentives for faculty in multiple disciplines to develop new sustainability courses and/or incorporate sustainability into existing courses Campus as a Living Laboratory utilizing its infrastructure and operations for multidisciplinary student learning and applied research that contributes to understanding campus sustainability
Pillar 2: Research Research and Scholarship o An inventory of Faculty and staff engaged in sustainability research and Departments that conduct sustainability research Support for Research o Encourage and support sustainability research Open Access to Research o Published open access policy that ensures that versions of future scholarly articles by faculty and staff are deposited in designated open access repository
Pillar 3: Campus Engagement Student Educators Program o Total number of students served by a peer-to-peer outreach and education program
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Student orientation o Percentage of entering students provided orientation activities and programming that include sustainability Student life o Number of co-curricular sustainability programs and initiatives Outreach Materials and Publications o Production of outreach materials and/or publications that foster sustainability learning and knowledge Outreach Campaigns o Hold at least one sustainability-related outreach campaign directed at students o Hold at least one sustainability-related outreach campaign directed at employees Assessing Sustainability Culture o Conduct an assessment of campus sustainability culture
Pillar 4: Civic Engagement Community Partnership o At least one formal community partnership that is either transformative, collaborative or supportive Inter-Campus Collaboration o Collaboration with other colleges and universities to support and help build the campus sustainability community Continuing Education o Conduct an inventory during the previous three years to identify continuing education courses that address sustainability o Have at least one sustainability-themed certificate program through continuing education or extension department Community Service o Engage student body in community service, as measured by the percentage of students who participate in community service o Engage students in community service, as measured by the average hours contributed per student per year Participation in Public Policy o Advocate for public policies that support campus sustainability or that otherwise advance sustainability Trademark Licensing o Become a member of the Fair Labor Association (FLA) and/or the Worker Rights Consortium (WRC)
Pillar 5: Human Resources & Infrastructure
Air Quality Greenhouse Gas Emissions
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o Conduct a publicly available greenhouse gas (GHG) emissions inventory that includes, at minimum, Scope 1 and Scope 2 GHG emissions and may also include Scope 3 GHG emissions o Reduce its adjusted net Scope 1 and Scope 2 GHG emissions per weighted campus user compared to a baseline o Annual adjusted net Scope 1 and Scope 2 GHG emissions are less than the minimum performance threshold of 0.02 metric tons of carbon dioxide equivalent (MtCO2e) per gross square foot (0.215 MtCO2e per gross square meter) of floor area Outdoor Air Quality o Written policies or guidelines to improve outdoor air quality and minimize air pollutant emissions from mobile sources on campus o Complete an inventory of significant air emissions from stationary sources on campus or else verified that no such emissions are produced. Significant emissions include nitrogen oxides (NOx), sulfur oxides (SOx), and other standard categories of air emissions identified in environmental permits held by the institution, international conventions, and/or national laws or regulations
Buildings Building Operations and Maintenance o Certified under a green building rating system focused on the operations and maintenance of existing buildings, e.g., LEED®: Building Operations + Maintenance (O+M) and/or Operate and maintain in accordance with published sustainable operations and maintenance guidelines and policies that include one or more of the following: Building Design and Construction o Buildings that were constructed or underwent major renovations in the previous five years are: 1) Certified under a green building rating system for new construction and major renovations, e.g., LEED®: Building Design & Construction (BD+C) 2) Certified Living under the Living Building Challenge and/or 3) Designed and built in accordance with published green building codes, guidelines and/or policies
Energy
Building Energy Consumption o Reduced total building energy consumption per gross square foot/meter of floor area compared to a baseline o Annual building energy consumption is less than the minimum performance threshold of 65 BTU per gross square foot per Fahrenheit degree day (389 BTU per gross square meter per Celsius degree day). Clean and Renewable Energy o Supports the development and use of clean and renewable energy sources
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Food & Dining
Food and Beverage Purchasing o Primary dining services contractor conducts an inventory to identify food and beverage purchases that have the following attributes: 1) Third Party Verified. The product is sustainably and/or ethically -produced as determined by one or more recognized food and beverage sustainability standards. 2) Local & Community Based. The product does not qualify as Third Party Verified, but meets the criteria outlined in the table below. This category provides a path for campus farms and gardens and small and mid-sized producers to be recognized in the absence of third party certification. Sustainable Dining o Dining services support sustainable food systems in one or more ways
Grounds Landscape Management o Grounds include areas that are managed in accordance with: 1) an Integrated Pest Management (IPM) program; and/or 2) an organic land care standard or landscape management program that has eliminated the use of inorganic fertilizers and chemical pesticides, fungicides and herbicides in favor of ecologically preferable materials. Biodiversity o Conduct one or both of the following: 1) an assessment to identify endangered and vulnerable species (including migratory species) with habitats on institution-owned or - managed land; and/or 2) an assessment to identify environmentally sensitive areas on institution-owned or -managed land.
Purchasing
Sustainable Procurement o Written policies, guidelines or directives that seek to support sustainable purchasing across commodity categories institution-wide o Employ Life Cycle Cost Analysis (LCCA) as a matter of policy and practice when evaluating energy- and water-using products, systems and building components Electronics Purchasing o Purchase EPEAT registered products for desktop and notebook/laptop computers, displays, thin clients, tablets/slates, televisions and imaging equipment (copiers, digital duplicators, facsimile machines, mailing machines, multifunction devices, printers and scanners) Cleaning and Janitorial Purchasing o Main cleaning or housekeeping department(s) and/or contractor(s) purchase cleaning and janitorial paper products which are environmentally-conscious Office Paper Purchasing
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o Purchase office paper with post-consumer recycled, agricultural residue, and/or Forest Stewardship Council (FSC) certified content.
Transportation Campus Fleet o Supports alternative fuel and power technology by including appropriate components in its motorized vehicle fleet vehicles Student Commute Modal Split o Students commute to and from campus using more sustainable commuting options such as walking, bicycling, vanpooling or carpooling, taking public transportation, riding motorcycles or scooters, riding a campus shuttle, or a combination of these options Employee Commute Modal Split o Employees (faculty, staff, and administrators) get to and from campus using more sustainable commuting options such as walking, bicycling, vanpooling or carpooling, taking public transportation, riding motorcycles or scooters, riding a campus shuttle, telecommuting, or a combination of these options Support for Sustainable Transportation o Implement one or more strategies to encourage more sustainable modes of transportation and reduce the impact of student and employee commuting
Waste
Waste Minimization and Diversion o Implement source reduction strategies to reduce the total amount of waste generated (materials diverted + materials disposed) per weighted campus user compared to a baseline o Total annual waste generation (materials diverted and disposed) is less than the minimum performance threshold of 0.50 tons (0.45 tonnes) per weighted campus user. o Divert materials from the landfill or incinerator by recycling, composting, donating or re-selling Construction and Demolition Waste Diversion o Divert non-hazardous construction and demolition waste from the landfill and/or incinerator. Soil and organic debris from excavating or clearing the site do not count for this credit. Hazardous Waste Management o Strategies in place to safely dispose of all hazardous, special (e.g., coal ash), universal, and non-regulated chemical waste and seeks to minimize the presence of these materials on campus. o Program in place to recycle, reuse, and/or refurbish electronic waste generated by the institution and/or its students. Institution ensures that the electronic waste is recycled
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responsibly by using a recycler certified under the e-Stewards® and/or Responsible Recycling (R2) standards.
Water Water Use o Reduce its potable water use per weighted campus user compared to a baseline o Reduce its potable water use per gross square foot/meter of floor area compared to a baseline o Reduce its total water use (potable + non-potable) per acre/hectare of vegetated grounds compared to a baseline Rainwater Management o Use green infrastructure and low impact development (LID) practices to help mitigate stormwater run-off impacts and treat rainwater as a resource rather than as a waste product
Sustainability Coordination
Sustainability Planning o Publish one or more written plans that include measurable sustainability objectives
Diversity & Affordability Diversity and Equity Coordination o Institution has a diversity and equity committee, office and/or officer (or the equivalent) tasked by the administration or governing body to advise on and implement policies, programs, and training related to diversity, equity, inclusion and human rights on campus. The committee, office and/or officer may focus on students and/or employees. o Institution makes cultural competence training and activities available to students, staff, and/or faculty. Assessing Diversity and Equity o Institution has engaged in a structured assessment process during the previous three years to improve diversity, equity, and inclusion on campus Support for Underrepresented Groups o Institution has one or more policies, programs or initiatives to support underrepresented groups and foster a more diverse and inclusive campus community Affordability and Access o Institution has policies and programs in place to make it accessible and affordable to low-income students and/or to support non-traditional students
Investment & Finance
Committee on Investor Responsibility
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o Institution has a formally established and active committee on investor responsibility (CIR) or equivalent body that makes recommendations to fund decision-makers on socially and environmentally responsible investment opportunities across asset classes, including proxy voting (if the institution engages in proxy voting) Sustainable Investment o There are two possible approaches to this credit; institutions may pursue one or both. Institutions for which investments are handled by the university system, a separate foundation of the institution and/or a management company contracted by the institution should report on the combined activities of those entities. o Option 1: Positive Sustainability Investment or Option 2: Investor Engagement Investment Disclosure o Institution makes a snapshot of its investment holdings available to the public, including the amount invested in each fund and/or company and proxy voting records. The snapshot of holdings is updated at least once per year.
Wellbeing & Work
Employee Compensation o More than 75 percent of the institution’s employees receive a living wage (benefits excluded) o Institution is able to verify that more than 75 percent of the employees as contractors that work on-site as part of regular and ongoing campus operations receive a living wage (benefits excluded) o Total compensation provided to the institution’s lowest paid regular (i.e., permanent) employee or pay grade meets or exceeds the local living wage Wellness Program o Institution has a wellness and/or employee assistance program that makes available counseling, referral, and well-being services to all students, staff, and/or faculty members Workplace Health and Safety o Institution has reduced its total number of recordable workplace injuries and occupational disease cases per full-time equivalent (FTE) employee compared to a baseline o Institution has fewer than 6 recordable workplace injuries and occupational disease cases annually per 100 full- time equivalent (FTE) employees
Employee Engagement Employee Educators Program o Number of employees served by a peer-to- peer outreach program Employee Orientation
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o Percentage of new employees offered orientation and/or outreach and guidance materials that cover sustainability Staff Professional Development o Estimated percentage of regular staff that participates annually in sustainability professional development and training
Innovation & Leadership Innovation o Innovation credits are open-ended and reserved for new, extraordinary, unique, groundbreaking, or uncommon outcomes, policies, and practices that address sustainability challenges and are not covered by an existing credit or exemplary practice option
Appendix 3 Undergraduate Courses with Sustainability Content at UTM (Please refer to Excel File attached)
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Appendix 4 Sustainability-Related Undergraduate Programs in Canada (Please refer to Excel File attached)
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Course Name Sustainable Aspect Professor ANT464H5F The End of Coal: An This class looks at the strange afterlife of coal in order to pose social, historical, and cultural questions about the global Ethnographic Approach transition towards cleaner energies Andrea Muelebach We will explore the diets of our human ancestors, and human food revolutions, including contemporaryindustrial and biotechnological food production. . Physiological consequences, and the sociocultural, socioeconomic and political causes of malnutrition, undernutrition, and overnutrition will be examined - critically analyze current food systems and consider possible alternatives. - understand how the environment affects human nutrition, and in turn, how the ANT214H5 Anthropology of Food and Nu humandemand for food influences the environment. Slonim, K. This course critically evaluates the shift to agriculture in the context of current ecological and archaeological perspectives. The concept of "agriculture" is evaluated by considering plant and animal domestication as well asresource management in a broad range of contexts . Readings include: 2002 Facing Environmental Crisis—Societal and Cultural ANT327H5 Agricultural Origins: The SecoChanges at the Transition Michael Gregg Survey of the function of gender roles from evolutionary and cultural perspectives….students may have the option of participating in an international learning experience . Readings:We should all be feminist. & Glass Ceilings & 100- ANT335H5 Anthropology of Gender Hour Couples: What the Opt-Out Phenomenon Can Teach Us About Work and Family . Sarah Hillewaert Social inequality is a major focus of inquiry; the course explores how colonialism and injustice lead to significant and persistent health inequalities for many populations. Readings: Ethnography, Social Analysis, and the Prevention of ANT341H5 Anthropology of Infectious Sexually Transmitted HIV Infections among poor women in Haiti. & Ourselves and others – for better or for worse: Disease social vulnerability and inequity. Social Determinants of Health Karen Slonim ANT350H5 Globalization and the This course introduces students to the radical shifts that characterize the world of work today – away from national, Changing World of Work stable, industrial (“male”) labor towards globalized, flexibilized, and “feminized” forms of labor Andrea Muelebach Ranging from accounts of struggles against the privatization of water to free-software activists...this course offers insight into current social movements, their deep groundings in the past, and the implications they might have for the future. Throughout, we will discuss how these anti-capitalist struggles are best conceptualized as a struggle against enclosure and for the commons, asking whether ideas and practices of „the commons“ and of „commoning“ might offer radical resources for our – and the planet’s - future. Lectures include: Great Lakes Commons, Tragedy ANT354H5 Capitalism and its Rebels of the Commons?, A Tree as Commons Andrea Muelebach This course examines anthropological approaches to the environment and environmentalism. Through key readings on indigenous peoples and conservation, traditional ecological knowledge, community-based natural resource management, ANT357H5 Nature, People and Power: ecotourism and the human dimensions of climate change, the course explores the complex social, cultural and political Topics in Environmental Anthropology encounters that produce ’the environment’ as a resource in need of management Jim Stinson A study of the responses of selected world religious traditions to the emergence of global ecological concerns. Key ANT368H5 World Religions and Ecology concepts and tenets of the traditions and their relevance for examination of the environment crisis Scharper, Stephen Our present environmental challenge constitutes of the most pressing areas of contemporary social, cultural, ethical and ecological concern. This course attempts to introduce students to both the scope and seriousness of present ecological concerns, as well as some core principles and concepts in the field of the ntersectioni of environment and culture, through the lens of feature films. Themes such as the precautionary principle, urban/rural dualisms, ecofeminism, deep ANT370H5 Environment, Culture and ecology, and the overwhelming burden placed on poor populations by environmental destruction are but a few of the Film areas which will be examined through the use of feature films, both classic and contemporary. Scharper, Stephen Fresh water has become one of the world’s most sought-after commodities and is said to soon replace oil in terms of its projected value. Scarce, increasingly polluted, and overused, water and the question of how we are to manage this precious resource has moved to center stage for politicians, financiers, bankers, development specialists, and activists all ANT463H5 Anthropologies of Water: On over the world. We ask how water is understood and managed - privately, as public good, as commons - and how these Meaning, Value, and Futures diverse ways of understanding and managing water have become intensely politicized Victor Barac Lectures and computer labs introduce students to concepts and methods of landscape ecology and their application to current issues of land-use management and global change. The students will learn to apply GIS, spatial statistics, BIO311H5 Landscape Ecology landscape metrics, and modelling to address problems in conservation, biodiversity, and ecosystem management Helene Wagner By addressing factors involved in global change, including rising atmospheric CO2, alterations of the global nitrogen cycle and global climate warming, and examining their effects on photosynthesis and plant metabolism, the course will provide the basis to understand the implications of global change factors to plants, ecosystems and their impact on BIO312H5 Plant Physiology carbon sources and sinks in the modern biosphere. Ingo Ensminger
BIO378H5 The Biology of Marine This course provides an introduction to the biological study of marine mammals and their populations. It explores the Mammals: evolution, physiology, ecology evolution of marine mammals, their adaptations to aquatic environments, as well as their population and behavioural and conservation ecology. The course also investigates threats to marine mammal populations and their national and global conservation Can't find
Climate change is affecting life on earth at all levels from cells to ecosystems. As a result, shifts in the distribution of species, the timing of biological events, and large impacts on natural resources, agriculture, and forestry may be seen. This course explores past climate, predictions of future climate, impacts of climate change on biological systems, and BIO412H5 Climate Change Biology potentials for adaptation. Mitigation of climate change impacts on biological systemswill also be discussed. Ingo Ensminger This course encourages students to explore the relationship between social conditions and health outcomes. Topics may vary across years. Topics include the importance of the early years, interactions between the environment and the genes, BIO434H5 Social and Developmental epigenetic influences on health, sensitive periods of development, the influence of nutrition on health, the interaction Determinants of Human Health between social policy, medical care, social class and human health Joel Levine Biodiversity is the sum of species diversity, and also the interaction of species at population, at ecosystem and at migration-route levels; it is one barometer of environmental health.Conservation biology applies ecological and genetic principles to the problem of declining biodiversity. We discuss the species concept, quantification and cost-benefit analysis of biodiversity and extinction, causes, consequence, diagnosis and treatment of population declines, as well as BIO464H5 Conservation and Biodiversity the effects of different land uses on biodiversity and reserve design. Linda Kohn The route to global cooperation or global collision. This course will use a case-based approach to the study of the impact of globalization and information technologies on the formulation of relationships between people of diverse racial, ethnic, national,linguistic, and religious backgrounds.. The critical function of socio-cultural, socio-psychological, and historical variables in the creation of belief and value systems. Lectures include: Intercultural Intimacies/Re-Centring CCT200H5 Intercultural Communication Whiteness, Post-Race and #BlackLivesMatter, Migration and Intercultural Communication Sarah Sharma This course explores how society, culture, and understanding of the human condition influence, and are influenced by, technological development. It focuses on the study of interdependent and institutionalized systems of law, economics, culture and technology, exploring the conditions of stability and instability in these systems. We will survey the available theories and methods for understanding large scale socio-technological systems, including thesocial CCT207H5 Introduction to Infrastructure construction of technology, technological determinism, and feminist technology studies. Matthew Ratto This course offers students an opportunity to investigate the evolving relationship between cultural production, social order, and the development of communication technology. Students will critically assess how a wide variety of technological-mediated practices have brought about significant social changes by affecting community structures and notions of individual identity, facilitating cultural exchanges and misunderstandings, impacting public opinion, and enabling new modes of political organization and unrest. As part of that endeavour we will examine various theories of CCT320H5 Communication, Technology, collective action, including collective behaviour theory, resource mobilization, new social movements, gift economies, and Social Change (SSc) and class struggle. Alex Hanna This course introduces students to the strategies and processes of social innovation through usability studies, systems analysis, and artifact prototyping for new products or services for underserved groups. Students will learn various techniques of understanding user needs requirements and design methodologies, and apply this knowledge to create socially innovative prototypes to apply to real world situations. By the end of this course, students will have worked in groups to develop design alternatives for a technological artifact or system of their choosing, gain knowledge ofhuman- centred design strategies and learn how to become change agentsthrough case studies, best practice analyses, and CCT333H5 Social Innovation relevant readings. Elizabeth Littlejohn The course provides an overview of inclusive design, a paradigm that empowers people of all ages and abilities. By analyzing products, buildings and communities from an inclusive perspective and making the needs of people the central CCT384H5 Inclusive Design and Social focus of the design process this new paradigm seeks to develop form from function to increase the usefulness and Responsibility responsiveness of our physical world for a wider and more diverse range of people. Julie Buelow
This course immerses students in sustainable design methodologies based upon whole systems analysis, applying the quadruple bottom line of people, profit, planet, and culture to understand and design for environmental issues and social change. During this course, students will apply the process and rhetoric of sustainable systems thinking to the re-design of an object or service applying such methodologies as cradle-to-cradle, ’design-for-environment’, pricing based on full cost accounting, greening of the supply chain, and corporate responsibility. Throughout the course, students will CCT433H5 Sustainable Design examine the need for sustainable design through case studies, best practice analyses, and relevant readings Elizabeth Littlejohn Our life is totally dependent on our planet and on what she provides. This course is an overview of our relationship with Earth: how she supports us, how she affects us, and how we affect her. After a quick introduction to how Earth works, topics discussed will include volcanic eruptions, earthquakes, landslides, mineral, energy and water resources, weather and climate change. As citizens of the world, we are, and will increasingly be, required to make decisions about our ERS103H5 Geology and Public Issues relation with Earth: we need to be sufficiently informed to contribute to the consequent debates. Marc Laflamme This course will focus on Earth processes as they relate to human activities. Topics include global climate change on short and long timescales; groundwater flow and contamination/human engineering of Earth processes; geological aspects of pollution and waste disposal; and environmental impact of extracting/using minerals, energy, soil, and other ERS315H5 Environmental Geology Earth resources. A field trip will give students a first-hand experience in aspects of human/planet interaction jochen Halfar The goals of this course are to discuss the geologic record of climate change and present an overview of the methods used to reconstruct the earth’s climate history and the techniques used to determine the timing of environmental changes. Topics to be addressed will include paleoclimatic reconstruction, climate and climatic variation, dating methods, and ERS321H5 Past and Present Global climate proxies. In addition, periods of past climate change will be highlighted with particular emphasis on climate Change change during the recent past. Jochen Halfar Earth is a dangerous place and risk is an inherent feature of life on this planet. Some of the events and processes that we call "hazardous," such as earthquakes, volcanic eruptions, floods, tsunamis, cyclones, and forest fires are natural environmental processes. We define them as hazards only when they pose a threat to human interests. In this course we will examine natural hazards as well as some technological hazards – their causes, their potential impacts on people, and JGE378H5 Natural Hazards (SSc,SCI) their management and mitigation. ** Can't find syllabus Barb Murck The formation and global distribution of precious and industrial mineral deposits are introduced. Explorationmethods and mining practices are discussed in terms of environmental effects and issues. Basic aspects of the economics and ERS419H5 Earth Resources (SCI,EXP) strategic importance of mineral reserves are also covered. Lailmah Malik This course will focus on the microeconomic analysis of the causes and consequences of poverty. The emphasis will be on developing countries but we will also draw parallels to poverty in industrialized countries such as Canada. Psychological, cultural, social, and institutional factors will be considered along with an exploration of policy solutions. Some of the topics we will cover include inequality, nutrition, health, education, fertility,credit, savings, and ECO315H5 Economics of Poverty entrepreneurship can't find The course examines the basic principles of environmental economics and ecology and the interaction between ECO373Y5 The Environment: ecological and economic factors. It assesses alternative criteria and objectives for environmental policy. Problems Perspectives from Economics and Ecology associated with the implementation of environmental policy are analyzedand examined through case studies. Varouj, Harvey and Rovert B This course addresses empirical and theoretical issues in public economics. This course will be especially focused on issues related to poverty and inequality. Topics include minimum wage, social mobility, neighborhood effects, welfare, and social insurance. We will also discuss the tools economists use to measure the causal effects of policies, and consider ECO406H5 Advanced Public Economics how statistics often presented in policy debates may be biased. Natalie Bau This course addresses empirical and theoretical issues in public economics.This course will be especially focused on issues related to poverty, education, and inequality. Fall semester topics include: growth and inequality, teacher incentives and teacher quality, and the racial achievement gap. Spring topics include school competition, social mobility and neighborhood effects, and welfare and social insurance. Readings include:The Role of Educational Quality for ECO412Y5 Human Capital and Economic Growth., Understanding the Black-White Test Score Gap in the First Two Years of School, Racial Inequality Education in the Economy in the 21st Century: The Declining Significance of Discrimination Natalie Bau The course concerns itself with measuring societal economic well being. The historical development of the subject is considered together with the conceptual issues (and objections) associated with representing the welfare of economic agents. Different notions of welfare (Poverty, Inequality, Polarization, Equality of Opportunity) and the various ECO436H5 Measuring Well Being empirical techniques for examining them are critically explored and applied using existing datasets. Gordon Anderson This course focuses on raising awareness and sensitivity to equity and diversity issues facing teachers and students in EDS220H5 Equity and Diversity in diverse schools and cultural communities. It includes a field experience which entails observation of, and participation Education in, equity and diversity efforts in a community organization. Elizabeth Coulson This course is an introduction to the field of ecocriticism: the study of literary writing about nature and of literature’s role in thinking about environment. Students will read work by prominent theorists of the field and by major literary ENG259H5 Literature and Environmental writers such as Shakespeare, Marvell, Wordsworth, Coleridge, Thoreau, Emerson, Whitman, Dickens, Hardy, Pratt, Criticism Lawrence, Frost, and Atwood. Professor Avery Slater This introductory environmental science course examines large-scale features of Earth, natural hazards, Earth’sclimate and weather systems, energy and mineral resources, human population growth, extinction and biodiversity, environmental toxins, vanishing soils and expanding deserts, forests, urban environmental management, and food ENV100Y5 The Environment resources. Monika Havelka & Bab Mur Environmental management builds on topics discussed in ENV100 and GGR111/112, by focusing on conceptual frameworks and specific tools that can be used to formulate environmental management goals and support decision- making. Case studies will be used throughout to highlight different approaches, focusing primarily on Canadian examples. Topics include ecosystem and adaptive management, environment impact assessments, and the role of ENV201H5 Environmental Management stakeholders Andrew Almas Tourism has long been an important industry around the world, but increasingly questions are being raised regarding the social and environmental sustainability of tourism. This course will look at the impacts (both negative and positive) that tourism has on the natural environment, society, and local economies. It will explore how tourism relates to mobility, globalization, recreation and outdoor activity, planning, the environment, cultural identities, protected areas, andwildlife conservation. This course begins with an introduction to tourism more generally and then focuses in on critical ENV205H5 Sustainable Tourism perspectives and the development of eco-tourism, cultural tourism, and volunteer tourism Laurel Besco Analyzes environmental issues in Canadian politics. Topics include: regulation and property rights, the politics of agenda-setting; sustainable development; science in politics; the impact of federalism; and global influences on domestic JPE250Y5 Environmental Politics in policy-making. Substantive issues could include climate change, biodiversity, drinking water, land use and the Canada degradation of natural resources. Andrea Olive The United Nations Commission on Environment and Development popularized the termsustainable development in its 1987 report, Our Common Future. How far have we come since then, as a global community, in implementing sustainability as a model for development? In this course we will examine the history, measurement, and present-day models and applications of the concepts of sustainability and sustainable development in both the public and private ENV310H5 The Sustainability Imperative spheres. Barb Murck
The Earth is one, but the world is not. We all depend on one biosphere for sustaining our lives. Yet each community, each country, strives for survival and prosperity with little regard for its impact on others. These are the opening words from the report of the UN World Commission on Environment and Development, which first popularized theconcept of sustainable development. In this course we examine ’environment’ and ’development’ and ’human well-being’ as ENV311H5 Environmental Issues in the inseparable challenges. We consider global, regional, and local environmental problems from the perspectives of Developing World ( developing nations, and investigate the economic, social, and political roots of these problems Cant't find
The history of human civilization is reflected in what societies have thrown away over the ages. But in recent decades both the quantity and types of waste generated by human activities have changed radically. In this course we will address the philosophical, social, and management challenges associated with waste in Canadian and international contexts, as ENV320H5 Managing Our Waste well as examining some of the technological and scientific aspects of specific waste management problems. Cant't find
During a 1 week stay in August, students will participate in seminars onenvironmental sustainability and resource management at Sir Sanford Fleming College (Lindsay, Ontario) and/or Kawartha Conservation Authority offices, and ENV331H5 Field Course in Sustainability undertake natural and/or social science studies on sustainability in at least one of the Kawartha Lakes (Pigeon, Sturgeon) Can't find
This course is an introduction to comparative environmental policy. The main focus of the course will be Canada-US- JEP351H5 Comparative Environmental Mexico comparative policy around climate change, biodiversity, water resources, and pollution. Other countries may be Policy examined as larger themes related to sustainable development and environmental justicewill be covered in detail Can't find Environmental Justice is about the fair treatment of all people in the creation and implementation of environmental policies. It also provides a critical framework to analyze and understand inequalities of an environmental kind. These inequalities are often based around identities of race, class and gender, such that marginalized groups are made to bear the burden of environmental externalities like pollution. Why are First Nations in Canada less likely to have access to safe drinking water? Why are industrial plants often in low-income neighborhoods? After critical examinations of the theories and foundations of environmental justice, this course uses a case study approach to understanding the concepts JEP356H5 Environmental Justice and the ways in which it has shaped modern society. Andrea Olive This seminar course examines the geographic patterns andenvironmental impacts of our food production and ENV420H5 Geography of Food: distribution system. Topics include the sustainability of the current system as well as alternatives to the norm. The Geographical Patterns and Environmental geographic focus is Southern Ontario. Topics such as food miles, urban agriculture, and small scale production systems Impacts are also evaluated Can't find This seminar course examines the ways people interact with and manage urban ecosystems. The role of municipal policy, residents’ attitudes, neighborhood characteristics, and other factors will be examined in-depth. Throughout the course, issues associated with bridging the gaps between the social and natural sciences, unique characteristics of urban ENV425H5 Managing Urban Ecosystems ecosystems, and the role of individual decision-makers will be considered Tenley Conway As the world grapples with increasingly complex environmental challenges, decision makers must find ways to adequately address them. There are many different instruments and tools which can be applied to environmental ENV430H5 Legal and Policy Approaches problems. Whether they are successful can depend on the political, policy, and legal context as well as the compatibility to Environmental Issues of the instrument chosen with the environmental problem it is directed at. Laurel Besco This seven day practical field course will provide an opportunity for 4th year undergraduate geography/environment students to gain valuable international experience in environmental sustainability; economics and human health issues. ENV431H5 International Sustainability Mexico faces considerable challenges with respect to water resources and environmental sustainability, and Canada-Mexico environmental expertise in Latin America is in high demand. Harvey Shear
This course is an in-depth analysis of conservation policy in Canada. The course begins with an overview biodiversity crisis facing the planet and then moves to an overview of Canada’s approach to managing biodiversity across the JEP452H5 Politics and Policy of Wildlife country. We will carefully examine the federal Species at Risk Act as well as the provincial and territorial wildlife Conservation legislation. The remaining of the course will be aimed at making improvements to the Canadian strategy Andrea Olive Restoration ecology is an emerging cross-disciplinary field of study thatconcerns human activities undertaken to promote the recovery, health, integrity and sustainability of degraded ecosystems. This course introduces the fundamental concepts of ecological restoration, addressing topics such as assessing ecosystem health, resilience, resistance and stability; community structure and biodiversity; invasive species; ecosystem processes and functions; societal aspects of ecological restoration (e.g., the relationship between social, economic and environmental sustainability). Many types of ecosystems (marine, freshwater, terrestrial, tropical and temperate) will be studied, largely ENV495H5 Restoration Ecology I through case-study investigations. Monika Havelka It is widely recognized that human health and development is shaped by a broad set of biological and social factors (e.g., genetics, lifestyle behaviours, socioeconomic status, access to health care). The ways in which health and its HHS200H5 Methodological Perspectives determinants are defined (biomedical vs. social perspectives), operationalized, and analysed, vary across disciplines. The no one assigned at this time on the Biological and Social Determinants course will cover concepts of health, wellness, disease, evidence-based approaches, research design and implementation, as the course is not of Health and knowledge translation currently running this year Canada continues to be one of the world’s great storehouses of basic resources: fish, wood, minerals, grains, livestock, water, recreational space and more. Human impact, to the point of extinction, has varied across the country. The GGR202H5 Geography of Canada geography of regional change in Canada, over several centuries, is basic to this social science course. Nicole Laliberté This course examines the link between people and places from a global perspective. The course will cover topics related to population patterns and processes, geographic theories related to population and sustainability, as well as the tools GGR208H5 Population Geograph used by geographers to study population size, composition and migration. Prof. Robert Bridi An introduction to the interaction of the economic, social and political institutions that determine the quality of life in a particular place. Subjects covered range from economic efficiency andsocial equity to the location dynamics of value GGR209H5 Economic Geography chains. The emphasis of the course is on Canadian examples sean Field
Social geography is concerned with the ways in which social relations, identities and inequalities are produced across space. This course examines social geography in the North American context with aspecific focus on identity/difference GGR210H5 Social Geographies and inequalities in cities. We will explore cities as sites of both cosmopolitan inclusion andexclusion paul Bocking This course introduces the rapidly advancing fields of ecosystem science through theexploration of how ecosystems respond to climate change, pollution, and intensive natural resource management. The impacts from anthropogenic stressors on ecosystem functioning are often complex, with interactions occurring among plants, microorganisms, and physical and chemical environments. Lecture topics and case studies focus primarily on important representative GGR227H5 Ecosystems and Canadian ecosystems that also play vital roles in the resource sector including forests, agricultural land, wetlands and Environmental Change aquatic ecosystems. Igor Lehnherr A regional survey of the physical, social and economic landscape of India and neighbouring states of South Asia, with special emphasis on current developments. Roots of ancient civilization, cultural divisions and the drive for national unity, colonial and post-colonial politics, international relations. Natural resources, population pressure, economic GGR267H5 India and South Asia development, social change (From 2015 syllabus) Bharat A continental survey course that covers the contemporary social, cultural, environmental and economic landscape of Latin and Central America. Some of the themes addressed include the impact of trade and globalization on Latin no one assigned at this time GGR269H5 The Changing Geographies American economies, the role of indigenous people in Latin American culture, urban development patterns and trends as the course is not of Latin Americ and emerging crises posed by the rapidly increasing environmental challengesfacing Latin American nations currently running this year A broad overview of the historical development of the global food economy and a survey of recent trends and no one assigned at this time controversies. Topics discussed range from basic food staples, food markets and trade liberalization tofood security, as the course is not GGR287H5 Food and Globalization environmental sustainability and alternative agricultural systems. currently running this year World geography of freshwater resources. Ethics and international principles ofhuman water rights. Uses and abuses of accessible freshwater stocks and wastewater. Case studies of ground water, lakes and rivers (focus: Great Lakes; international watersheds), dams and diversions, water reclamation and reuse. Issues of water quality and quantity for GGR288H5 World Fresh Water Resources health, and for food production. Harvey Shear and of the environmental and biological constraints involved. The course emphasizes the impact of continental drift, GGR305H5 Biogeography Quaternary climatic changes and human interference on contemporary patterns. Andrew Almas Wetlands are an integral part of our biosphere, playing fundamental roles in the modification of water quality, biodiversity, and the global carbon cycle. This course focuses on the classification, hydrology, biogeochemistry, and ecology of wetland systems. The latter part of the course builds on this physical foundation by introducing management GGR309H5 Wetland Ecosystems issues associated with wetland preservation, restoration and creation. Tim Duval In this course students will be introduced to approaches in social geography that examine the links between gender and urban environments. Specific topics and issues to be covered include, for example,poverty, work, sex trade, human trafficking and safety. Topics will be explored across multiple scales including bodies, home, neighbourhood and GGR313H5 Gender and the City community. Nicole Laliberté Political geography is concerned with the spatial expression of political entities and events. It involves analysis at a variety of scales ranging from the local to the global. Thecontrol and manipulation of territory and the imposition of political boundaries and political ideas are central to this analysis. The course provides discussion on nation building, the emergence of the state system, theories on the state, and the role of thestate as provider of services and regulator of GGR318H5 Political Geography activities, and electoral geography and governance. Paul Bocking A broad survey of humankind’s ability to control and manipulate energy. Forms of energy and use; energy eras and transitions; past and present economic and policy debates. Understanding of technical terms, physical principles, GGR333H5 Energy and Society creation of resources and trade-offs will be emphasized as a basis for discussions about current energy options Sean Field This course will provide students with a history of the biophysical evolution of the Great Lakes Basin,its history of human population growth and industrial and urban development and the consequences of that development on the ecological health of the Basin. There will be a discussion of basic lake ecology, with emphasis on the unique characteristics of the Great Lakes. The course will examine the various stresses past, present and future (climate change, new chemicals) that have or could impact upon the Basin. The complex governance issues in the Basin (two countries, eight states, one province, hundreds of municipalities, First Nations) will be considered, along with themanagement GGR348H5 The Great Lakes - A programs put in place to deal with the effects of human activity on the ecosystem.The sustainability of the Great Lakes Sustainable Natural Resource? (SSc) basin will also be discussed in the context of present and future stresses. Harvey Shear
This course provides an introduction to the geography of health and health care, emphasizing the links between health GGR353H5 Geography of Health and and place, and covers six broad thematic areas including the development of health geography as a sub-discipline, data Health Care collection/analysis, medical, social, and cultural models of health/illness, health systems delivery, and inequalities Vincent Kuuire Over the last century, cities all over the globe have become the main domain of human populations. In this course, we will examine the historical development of cities, the spatial and social structure of cities, anddiscuss the main problems and challenges that have become associated with the seemingly unrelenting process of global urbanization. Accordingly, this course engages urban geography through multiple geographic scales, from the local to the global. Themes include (but are not limited to) urban historical geography, population flows and settlement, changing urban structures, and geographies of inequality Lectures: three on inequality and one on: The Sustainable City, The Environment, and The GGR207H5 Cities, Urbanization and Deve Future of Cities Dr. Jeff May (from 2016 Syl The climates of the globe are created from the kinds of weather systems that usually occur. This course surveys the weather systems of the globe and the geography that helps to transform them into regional climates. It uses just enough physics to show you how it all works and how we can make informed assessments about ideas on climatic change. One GGR214H5S Global Weather and Climate lecture on Past, Present and Future Climates Dr. Laura Brown Students should expect to develop a well-rounded set of skills in analyzing animal movement, and producing relevant and usable results towards the management of varied landscapes and the conservation of species. This course explores the methods for characterizing and quantifying landscape pattern, the implications of landscape pattern on biodiversity and ecosystems, the mechanisms by which pattern and process change through time (i.e., landscape dynamics), and the strategies by which humans manage landscapes. The intent is to mesh ecological theory with quantitative analysis to inform resource management decisions. Emphasis is on effective communication and providing support (both theoretical and quantitative) for resource management decisions. Lectures include:Stakeholders in resource management, Evolution GGR311H5 Landscape Biogeography of Human Influenced Landscapes Cameron Proctor What has been the impact of the automobile on the city? Are our cities becoming more segregated? Does automobile- dependent suburbanization lead to gender inequality? The course begins by reviewing the models of urban form, land use, and social structure that have been applied to the pre-industrial, industrial/modern and now ‘post-modern’ periods. The urban articulation of neighbourhood inequality and homelessness, the importance of immigration and globalization, processes of ghettoization and spatial mismatch, the spatiality of urban governance, and the securitization and gating of the city are discussed in depth. Readings Include: Global Automobility and Social Ecological Sustainability, Shocking the Suburbs: Urban Location, Homeownership, and Oil Vulnerability in the Australian City, Resilient Cities: Responding to Peak Oil and Climate GGR 349 H CITIES IN TRANSITION Change, The Impact of Urban Form on U.S. Residential Energy Use. Housing Policy Debate etc. Dr. Alan Walks International migration is an important global issue. Hundreds of millions of individuals currently live outside their country of origin. Most migrants leave their country of orgin in search of better economic and social opportunities while others are forced to flee crises including political unrest, violence, and natural disasters. Migration poses numerous challenges for individuals, families, communities and governments including thoserelated to health and access to health care services. This course examines contemporary international migration from a geographic perspective with a specific focus on the complex relationships among global (im)migration, health, and broader social determinants of health. no one assigned at this time Topics covered may include: migration theories, immigration trends and policies, integration and citizenship,social as the course is not GGR363H5 Global Migration and Health determinants of health, and health care policy. currently running this year This course uses economic and geographical principles to help students understand the advent of the current period of globalization. In this context, globalization refers to international trade liberalization which results in increased contacts across borders, migration, trade, and investment. Topics covered will include the history of globalization, the environment, sweatshops, development and inequalities. By the end of the course, students should have gained a deeper understanding of current controversies surrounding international trade and globalization. Past Lectures have included: Globalization and the Environment, Global Institutions and Foreign Aid, Market Liberalization, Sweatshops, Child GGR365H5 Trade and Globalization Labor and Fair Trade Field, S. The physical structure of the city results in a distinctive local climate that is linked to air and water quality, as well as to energy use. A geographical information system is used to assemble physical information from which to model the urban climatic environment, taking the example of Mississauga. Particular emphasis is placed upon the role of field From old syllabus: Dr GGR375H5 Physical Environment of the Cmeasurements and satellite data as sources of geographical information David Passmore The main focus of this course is upon the climatic aspects of environmental change which affect Great Lakes water levels, disappearing glaciers, sea level rise, desertification and dwindling water resources in an ever more populous world. These changes to the earth surface environment are explored in the context of themes and issues which were introduced in first year, with a view to answering an important question: whether policy action on climate change must GGR377H5 Global Climate Change wait for more science, or whether action is merely delayed by failure to appreciate science Passmore, D This course looks critically at how places and people are come to be labelled as indigenous and how this labelling is tied to political, social, economic, and environmental systems that shape the spaces in which we all live. Furthermore, this course asks how spaces and places can be indigenized and what this means for social relations. We will study these processes at multiple scales ̋ from international solidarity networks to nationalist claims on territory to an individualŠs sense of belonging. We will examine a wide range of topics related to these processes such as the geographies of education, the Truth and Reconciliation Commission, resource conflicts, media representations, identity formation and well-being. Possible project topics include: Resource Conflicts, Policing bodies, Media Representations, Gender and GGR385H5 Indigenizing Space and Place Sexuality, Sports, Multiculturalism Nicole Laliberté Biogeochemistry explores the intersection of biological, chemical, and geological processes that shape the environment. In an era of unprecedented human-induced environmental and climate change, research in this field is advancing rapidly. This seminar course explores the processes underlying biogeochemical cycles of major elements such as carbon and nutrients, and examines how humans alter these cycles. Topics covered include biogeochemical processes in atmospheric, aquatic and terrestrial compartments, emerging techniques (eg., stable-isotopes) used in biogeochemistry, and how disruptions to these processes are at the root of many environmental issues such aseutrophication, climate GGR406H5 Biogeochemistry change, ocean acidification and toxic metal contamination Igor Lehnherr
Ecohydrology explores the feedbacks between biological, hydrological and biogeochemical processes that help shape ecosystem form and function. These feedbacks are central to the regulation of the global climate and water resources. With pronounced and rapid human modification to the landscape and climate system this field of study is increasingly relevant to formulate mitigation strategies. This seminar and research course explores the feedback processes most crucial to climate change and water resources. Topics include ecosystem control on the water balance, the role of no one assigned at this time peatlands in ameliorating climate change, hydrologic controls on species diversity, and the role of the watershed in as the course is not GGR407H5 Ecohydrology mitigating human pollutants. Students are expected to conduct independent and collaborative study. currently running this year This seminar course examines the spatial organization and some ofthe main policy controversies surrounding our food production and distribution system. Topics covered include traditional agriculture and the rise of agri-business,food safety and security, food miles and urban agriculture, the environmental impacts of different production systems and no one assigned at this time agricultural trade liberalization. Cases discussed range from global issues to Southern Ontario. This course fulfills one as the course is not GGR419H5 Geography of Food: Spatial O field day. currently running this year This course examines the promises, problems and paradoxes of human rights. We will study the local, national and global aspects of human rights enforcement and violation. By examining specific case studies, we shall examine how so- GGR426H5 The Geographies of Human called ’universal’ human rights are articulated and practiced differently in different places. Throughout this course, we Rights shall explore human rights as means of empowerment as well as oppression Nicole Laliberté
High latitude environments are becoming the focus of increasing scientific attention because oftheir role in global environmental change. The implications of changes occurring to the sea ice and snowcover are far reaching and can have impacts on physical, biological and human systems both within and beyond the region. This course will provide a comprehensive examination of climates of high latitudes. Topics that will be covered include theArctic energy budget and atmospheric circulation, the hydrologic cycle in the Arctic, the ocean-sea ice-climate interactions and feedbacks, GGR484H5 The Climate of the Arctic modeling the Arctic climate system as well as an evaluation of recent climate variability and trends. Laura Brown An exploration of theories, research techniques and policy options relevant to the understanding and solution of Not offered this or next GGR493H5 Special Topics in Environmen environmental issues such as sustainable development, risk management and environmental assessment. semeter so no contact info This course provides a broad introduction to the Earth System, involving the atmosphere, lithosphere, hydrosphere, and biosphere and their interactions, at local to planetary spatial scales. It examines natural and anthropogenic origins of GGR112H5 Physical Geography environmental change. One Lecture: Oct. 26: Climate Change Dr. Trevor Porter
This course historicizes capitalism and all of the subcategories that derive from this mode of production: labour, management, the commodity chain, marketing, advertising, finance, exchange value, and the multinational corporation, to name but a few. Students will be introduced to classic texts as well as to more recent work that uses historical methods HIS212H5 The History of Capitalism to study the social, cultural, environmental, gendered, and ethical aspects of economic life under capitalism. Coleman, Kevin P This course introduces the environment in which managers operate, and to the managerial role. It explores the Canadian business system, the economic, technological andsocial trends that are bringing about change in the system, and the basic principles of managing in this environment. It continues the study of functional areas of business management, and the basic principles and skills for managing and leading in this increasingly complex environment.Lecture Topics MGM102H5 Management in a Changing Einclude: Sustainability, Management Innnovation and Change, Globalization, corporate culture and labour relations. David Swanston This course covers concepts in strategic management and focuses on the role ofcorporate governance in formulating, implementing and monitoring a firm's strategic objectives.Although the course will cover economic foundations of strategy, market, industry and competitive analysis, the main focus will be on the internal operations of an organization. Corporate governance will be examined in the broad sense of the term and will include an overview of country-level legal environment, regulatory agencies, stock market, and the firm's board of directors. The objective of the course is to enhance students' understanding the operating tensions facing firms and the means of addressing such tensions through country-level and firm-level corporate governance systemsOne lecture is on: business ethics, corporate social MGT437H5 Strategy and Governance responsibility, and environmental sustainability. Kevin E. Yousie
Environmental ethics is a relatively new development in philosophical thinking which focuses on the ethical and value questions arising from our relation to nature. Focal question of the area asks: Is the non-human world of ethical significance only insofar as it is connected with human well-being, or is ethically significant in itself? This course PHL273H5 Environmental Ethic investigates and evaluates anthropocentrim, ecofeminism and radical biocentric theories of the deep ecologists Cant't find
The course explores ethical problems posed by social issues such as inequality, poverty, war, corporate responsibility, PHL274H5 Ethics and Society the treatment of animals, and social media, against the background of major ethical and political theories. Charles Repp Moral issues in the law, such as civil liberties and police powers, censorship, civil disobedience, the death penalty, PHL271H5 Ethics and the Law inequality, paternalism and the constitutional protection of human rights. Thomas Mathien Moral implications of recent developments in medicine and the life sciences; related legal and social issues. Euthanasia, PHL283H5 Bioethics health care priorities, abortion, fertility control, against the background of some major ethical theories. Amy Mullin What obligations do we have in light of the effects of our food choices? Do we have any obligations to non-human animals; are we obliged to spare them painful lives and deaths? Are we obligated to spare their lives altogether? What about our obligations to our fellow humans, and to the environment that future humans will live in? Are we obligated to PHL284H5 Ethics of Eating choose foods that minimize harm to the environment and to other communities? can't find Philosophical issues in ethics, social theory, and theories of human nature insofar as they bear on contemporary conduct of business. Issues include: Does business have moral responsibilities? Can social costs and benefits be calculated? Does modern business life determine human nature of the other way around? Do political ideas and institutions such as PHL295H5 Philosophy of Business democracy have a role within business? can't find Examines the politics of globalization in its various forms (economics, cultures, environmental and military) as well as the consequences of, management of and resistance to, globalization.Address topics such as whether globalization challenges the capacity of national societies and their governments to deal with global issues such as the environment, POL114H5 Politics in the Global World redistribution of wealth, security and human rights, both within countries and across borders. Dr. Arnd Jürgensen A comparative study of the development of American government and the main elements of the American political tradition; the structure and functioning of executives, legislatures, courts, bureaucracies, parties and pressure groups in federal and state government; characteristic processes of American politics such as voting, bargaining and regulation; and resultant patterns of public policy. Lecture include: Development and Foreign Aid, Human Rights, Advocacy POL208Y5 Introduction to International ReNetworks, The Environment (Tragedy of the Commons) and The future of the International System Noel Anderson Analyzes environmental issues in Canadian politics. Topics include: regulation and property rights, the politics of agenda-setting; sustainable development; science in politics; the impact of federalism; and global influences on domestic policy-making. Substantive issues could include climate change, biodiversity, drinking water, land use and the JPE250Y5 Environmental Politics in Canaddegradation of natural resources Andrea Olive This course examines theories of conflict management and conflict resolution in international relations. It focuses on specific conflict management techniques such as prevention, mediation, peacekeeping, humanitarian intervention, and state building. It also includes case studies of recent conflicts. The topics covered in the course can be applied to many of the important world events that are unfolding today. These include the wars in central Asia, the Middle East, and Africa. POL310Y5 Managing International MilitarLecture include: Peacekeeping and Responsibility to Protect Justin Bumgardner Examines the changing nature and forms of governance in the international system. It explores why and how international institutions and organizations arise; the goals, roles, and effectiveness of institutions inmanaging global problems and creating order and stability, and whether the rules and norms created by such institutions alter state behaviour, influence domestic policies, and/or challenge state sovereignty. Lecture include: global environment (climate change, deforestation, Kyoto Protocal as a failure and implications of the artctic ice cap) Human rights and international war crimes, International Health Issues (particularly in the developing world) and Global Poverty and the UN millennial POL343Y5 Politics of Global Governance development goals. Justin Bumgardner
This course is an introduction to comparative environmental policy. The main focus of the course will be Canada-US- Mexico comparative policy around climate change, biodiversity, water resources, and pollution.Other countries may be JEP351H5 Comparative Environmental Po examined as larger themes related to sustainable development and environmental justice will be covered in detail. Andrea Olive This course examines the challenges faced by humanity in dealing withglobal environmental and sustainability problems and the politics of addressing them. Focuses on both the underlying factors that shape the politics of these problems - such as scientific uncertainty, North-South conflict, equity concerns, globalization and production and consumption patterns - and explores attempts at the governance of specific global or transnational environmental and POL475H5 Global Environmental and Sustsustainability issues by state and non-state actors Steven Bernstein Examines the evolving rhetoric of scientific, journalistic, legal and political writing about environmental issues. The course will consider eco-linguistic theory and eco-critical discourse analysis. Through theory and applied research, including primary research, and writing, students will consider protocols, research standards, and ethics in writing about WRI375H5 Writing about Environment an environment and appraise current issues around the emerging language of sustainability John Currie
From Syllabus: The course also considers the process by which policies develop in response to social problems as well as the relationship between social policy and social change. Increase awareness of existing social problems and the ways SOC240H5 Introduction to Social Policy in which policies have been proposed to address these at the local, provincial, national and international levels. From old syllabus: Dr. Sarat This course aims to teach students about the social and historical reasons that explain current divisions by race and ethnicity in the Americas. By "divisions", we mean not only the inequalities that exist between different racial and ethnic groups, but our current perception that people are naturally divided between particular racial and ethnic groups, such as SOC253H5 Race and Ethnicity in the Ame "black", "white," "indigenous", etc. Lectures Include: Racism and anti-racism in the New Millenium Luisa Farah Schwartzman Examines the causes, prevalence and manifestations of social, political and economic inequalities, internationally and within Canada. The effects of gender, age, ethnicity-race, among other characteristics, are carefully analyzed in Canada SOC263H5 Social Inequality and cross-culturally. Ivanka Knezevic This course introduces students to the sociology of gender showing how gender is a relationship of power that structures our everyday lives from intimate relationships through global political and economic forces. We will focus on gender Judy Beglaubter and gender differences as produced in historically and locally specific ways where gender differences intersect with SOC275H5 Sociology of Gender those of race, ethnicity, class, religion, sexuality and other structures of inequality. This course explores the individual, organizational, and ecological dimensions ofwhite-collar and corporate crime. Topics generally include financial and environmental crime, workplace safety, and organizational deviance. As well, the social, political, and criminal justice responses to these crimes will be examined. Lectures include: Financial Corporate SOC303H5 White-collar and Corporate Cr Crimes, Pharmaceutical and Medical Corporate Crime Nathan Innocente This course provides an overview of the Sociology of Consumption.The study of consumption provides an entry point for examining the intersection between culture, economics, and the environment. Potential topics include the following: the shopping experience, consumption as status, the environmental impact of consumerism, fashion cycles, and identity SOC317H5 Shopping and Society construction through consumption. Lectures include: The sharing economy James Lannigan This course examines the intersections between social inequality and the criminal justice system in Canada and internationally. The course will explore the impact of practices and policies on race, class, gender and other forms of social inequality. Lecture include:Colonialism and Criminal Justice: Past and Present, Inequality and Policing, Inequality SOC322H5 Criminal Justice and Inequalityin the Courts Owusu-Bempah Akwasi The course examines how social, political and economic institutions are transformed by social change, as well as how these institutions can themselves promote social change. We also examine how citizens can affect change through social and political participation. In addition to classical foundations, the course covers a range of contemporary themes SOC340H5 Social Change including inequality and stratification, social movements, globalization, and law and justice Rault, Jasmine
This course will look at the situation faced by women in the workplace and workforce, and the implications for male employees. We will focus on classic and current research, theory and debates about sex segregation in jobs and occupations, the wage and earnings gap, and access to and exercise of authority by women in management positions. SOC362H5 Sex, Gender and Work Lectures include: Gaps in Earnings and Wage Rates; Explaining the Gaps & Explaining Gender Discrimination Prof. John Kervin This course explores a variety of different research approaches to thestudy of social inequalities within the discipline of sociology, from intimate relations to global institutions. This course will specifically concentrate on the intersections of health, gender, education, class, race, ethnicity, and religion, and its intersection in economic, political, occupational, institutional, and everyday settings. The diversity of these themes is intended to demonstrate the complex ways inequalities occur and persist in societies. The course also provides a range of empirical scope, from the micro-level SOC364H5 New Directions in Social Inequinteractions of individuals to the macro-level phenomena of nations and global arenas. Jayne Baker This course focuses on the relationship between gender and politics broadly defined. We will examine how actors and institutions such as the state, markets and social movements produce, maintain and challenge gender relations.Lectures SOC380H5 Gender, Politics and Society Include: Rethinking the State: Globalization and Human Rights & Social Movements and Civic Activism Anna Slavina The course will introduce students to the core and cutting-edge scholarship in urban sociology. In the seminar, we will discuss theories and empirical studies related to the issue ofsocial inequality, with a focus on urban politics, including the issues of food, housing, gentrification, and neighborhood change. Despite the focus on Canadian and American cities, this course also highlights global and transnational perspectives, such as immigrant experiences, “ethnic” restaurants, and forces of globalization that are intricately tied to urban lives. This course aims to open this discussion about how we connect the micro-level of our social interactions, consumption, and daily lives to macro-levels of SOC410H5 Senior Seminar in Inequality progress, global economic forces, politics and culture. Hae Yeon Choo This course is designed to teach you how to think sociologically about issues related to “race” and “ethnicity.” The hope is that, with this knowledge, you will be able to think more deeply about issues that you hear about in the news media, that you may observe or hear from people you know and that you may experience yourself. Lecture include: Racial and OC457H5 Sociology of Race and Ethnicityethnic segregation in Canada and the United States & How institutions influence classification, identity and boundaries Farah Schwartzman, Luisa In line with global trends, Canada is moving away from an emphasis on permanent residency for humanitarian and family related reasons, (back) toward temporary migrant labour schemes that seek to slot migrants into particular segments of the labour market and immigration policy that seeks to recruit immigrants with the skills and capital that can contribute to a knowledge economy. However, both scholarly work and recent trends document the mismatch between (im)migration policies and labour market realities, including the settlement of ‘guest workers’ in Germany and France, undocumented migration to the U.S., and Southern Europe, the deskilling of professional immigrants who drive taxis and clean toilets in Canada and the U.K. In short, (im)migration policy is only one factor among several shaping SOC460H5 Migrant Labour (im)migrants’ incorporation into the host economy. Louise Birdsell Bauer
The modern world leans heavily on the assumption that organizations run smoothly, but often they do not and sometimes the consequences are disastrous. This course draws on a variety of sociological theories and explanatory frameworks to better understand how any why large scale disasters occur. The class will investigate high risk technologies, issues and problems related to organizational culture, deviance and misconduct, community dynamics and resilience, environmental SOC463H5 The Sociology of Disasters justice, and social problems related to racialization, gender, class, and other inequalities. Hoffman, Steve
In this course a variety of classical and contemporary sociological perspectives will be deployed to understand the social context, factors and consequences of climate change. Possible topics include the political economy of the environment, environmental refugees, environmental movements, media representations of climate change, the social context and no instructor assigned as SOC465H5 Climate Change and Society consequences of fracking, the politics of global protocols on carbon emissions, climate justice and social inequality, etc. it's not running this year This course will explore the enormous opportunities and the complex challenges presented by technological development. Topics discussed will include the history of technological changes over the last decades, their effects on the social and economic environment, including new opportunities in different industries (from publishing, to education, to information technology and pharmaceuticals), the impact on income distribution, the ethical challenges related to scientific progress and its application, and the effect on the participation of women and minorities in the workforce (especially in high-tech industries). These processes offer enormous business opportunities as well the promise to increase social welfare and spread it to a much larger population, including the less developed areas of the planet. At the same time, however, we need to consider important challenges: Will these new technologies reduce the need for labor, thus putting pressure on certain categories of workers and industries? Will globalization further exacerbate these utm114H5 utmONE: Technology and Inno processes? Nicola Lacetera This course focuses on themes of social justice, global change, and conflict through the lens of multiple disciplines. Through the exploration of concepts such as class, race, gender, religion, culture, and power on a global level, students will be involved in assignments and small group activities that develop and refine key skills that contribute to student utm196H5 utmONE Scholars: Building Glosuccess in university courses. Nicole Laliberté This course will explore how humans have utilized the natural world and the impacts it has had on both the global environment and human societies. We will focus on topics such as human and natural history, conservation, sustainability, resource exploitation, domestication, GMOs, and our fascination with nature. The course will include a field component in our campus environment. As part of this course students will participate in a series of tutorials that will introduce them to essential elements of a holistic student experience (such as career exploration, health and utm197H5 utmONE: Humans in Nature: Inwellness, and co-curricular engagement). Chatfield, Steven Examines the history and theoretical treatments ofmass consumerism in North American society. We will look at the relationship between the market and cultural politics, cultural production, and mass consumption. Specific topics include: the shift from mass production to mass consumption; the growth of department stores; the rise of advertising; the relationship of race, class, and gender to consumer capitalism; the development of product brands; and the emergence VCC236H5 North American Consumer Cuof global marketing.. Lecture include: “Green” Marketing and Consumption Dr. Cheryl Thompson This course will introduce students to how ideologies and policies such as neoliberalism and globalization have reshaped the world of work for women in Canada and how this relates to the realities of women’s working conditions around the world. Students will come to understand how capitalism, neo-liberalism and globalization are restructuring work at the intersections of gender, race class and sexualities and deepening economic and social inequalities for women. Students will examine the restructuring of work and labour for women through readings and discussions on issues that include paid and unpaid work, precarious employment, racialization and sexualization of work, sex work and informal care and paid work. Students will also be introduced to the ways that women are confronting, resisting and organizing against the WGS210H5 Women and Work in Contempattacks on their labour. Punam Khosla
Using and exploring various feminist frameworks such as gender mainstreaming, Intersectionality and relational ethics of care, the course will examine different ways in which public policies can be made more responsive to gender and diversity concerns as well as the role that public policy can play in overcominggender inequalities in the context of globalization. The course will investigate key historical changes inpublic policies affecting Canadian women in areas such as family, workplace, education, poverty-welfare, sexuality and reproductive laws, immigration and refugee laws, WGS215H5 Introduction to Women, Publi and global issues. The course concludes with an overview of women’s achievements in these areas. Carolina Ruizaustria Transportation is an integral aspect of our daily lives and plays a key role in shaping the economy and the environment. Through this course, students will explore the geography of transportation. Topics will include, mobility and accessibility, transportation networks and flows, Geographic Information Systems in Transport (GIS-T), planning and GGR370H5 The Geography of Transportatpolicy, environmental and human health impacts, and other current issues Buliung, R. This course explores themes related to Indigenous feminist scholarship and activism in North America. The course centres on how Indigenous women engage in decolonial practices as a response to histories of colonialism and genocide. WGS347H5F Indigenous Feminisms and D Themes include status and tribal nations; oral history and narrative; violence and resistance, knowledge construction and pedagogy, community, self-governance and freedom. Jessica M. Cook
Courses that may be sustainable Sustainable Asepct Instructor ANT207H5 Being Human: Classic Thought on Self and Society understanding of central issues facing the world today. ANT209H5 War, Trade and Aid: The Anthropology of Global Intervention human rights, and development ANT308H5 Case Studies in Archaeological Botany and Zoology This course examines human interaction with the environment ...as well as agriculture and its intensification. ANT320H5 Archaeological Approaches Throughout, social and cultural as well as economic and functional reasons for the development and adoption of new to Technology technologies will be discussed A study of artistic genres in contemporary art, including: video, performance, installation, site-specificity, and digital media. Such new genres will be studied as alternative modes of artistic practice collaborative, ephemeral, institutionally FAH380H5 New Genres in critical, and discursive, and as a means to address questions and issues such as public space, community, networks of Contemporary Art information, and global capitalism and activism Lectures cover water chemistry; the physical structure of lakes; the different ways that algae, zooplankton, benthic invertebrates, and fish have evolved to succeed in these habitats and interact with one another; and the impact of man on BIO333H5 Freshwater Ecology freshwater systems. It is commonly believed that violent images produce violent, or desensitized people. In this class, we will examine the multiple forms of violence in film, television, and videogames as well as thevariety of discourses about violence and images. Rather than confirming the moral logic of condemnation of the violent image, we will ask instead what good a CIN304H5 The Violent Image violent image might do. This course applies a variety of theoretical and practical approaches to consider the multiple and often conflicting ways representations in media are produced and consumed. The study of representations is approached from the perspective that they are best understood as both discursive and ideological. Questions to be examined include: What does it mean for historical and contemporary representations to carry economic, ideological and discursive power? To what extent do audiences hold power to resist or negotiate with representations?How might we interrogate the notion that we live in a CCT314H5 Mind, Media and post-feminist, post-racialized society in which older ideas about gender, race and power no longer apply or need re- Representation thinking? Divya Maharajh CCT387H5 Information and Advanced topics in information policy, including emerging models of governance and the politics of standards setting Communication Policy in Global Context bodies and global treaty organizations.
This course investigates innovation strategies in organizations, including characteristics of knowledge intensive firms, open innovation, leading in digital age, design thinking in innovation process with a special emphasis on how they apply CCT474H5 Organizational Innovation to dispersed teams. In addition, other organization in digital age issues will be discussed such as multicultural work place and Digital Leadership and cohesion, cross-cultural competencies both from a diversity and globalization standpoint.
practical experience in developing information systems that are driven by the needs and active participation of users. It will prepare students for collaborating with users in a variety of settings to develop their own systems.... in this course information systems will be regarded as fundamentallysocial processes that can be supported by information technologies. Rather, systems design will be viewed as an on-going, multi-faceted process involving the balancing of CCT488H5 Human Centred Design conflicting social and technical opportunities and constraints requiring experience within the actual use context.
Topics to be covered include: labour supply and demand, minimum wages, immigration, human capital, education production, inter- and intra-generational equality, and peer effects. At the end of the course, students should have a firm grasp of key policy issues involving Canada’s labour market and be able to critique the quality of other empirical studies ECO343H5 Labour Economics and Public Syllabus lectures include: Immigrant Assimilation, Barriers to Schooling & Evidence of the Effects of Education. Philip Oreopoulos from different parts of the world are connected through the construction and sale of cell phones. We will look at the interactions between humans and the environment both in the sourcing of minerals for cell phones as well as in the GGR111H5S: Human Geography effects of cell phone waste. From population geography to political geography, from transportation geography to cartography – we will learn about human geography through our study of cell phones Nicole Laliberté This course provides a broad introduction to the Earth System, involving the atmosphere, lithosphere, hydrosphere, and biosphere and their interactions, at local to planetary spatial scales. It examines natural and anthropogenic origins of GGR112H5 Physical Geography environmental change. One Lecture: Oct. 26: Climate Change Trevor Porter
Soils play critical roles in sustaining life – they support plants and agriculture, while also serving as home to a plethora of organisms; they recycle organic matter and nutrients; they provide materials for construction, art, and medicine; they preserve paleoecological and archaeological records; they regulate global climate through the exchange of greenhouse gasses; and they filter contaminants in water and waste. Through lectures and laboratory exercises, this course introduces fundamentals of soil formation; physical, chemical and biological soil characteristics; and soil classification schemes.It explores the role of, and how humans interact with, soils in Canadian forests and wetlands; as well as in agricultural, industrial, and urban settings. Aspects of carbon, nutrient, and pollutant biogeochemistry in soils are explored. Objectives: Explore soils in Canadian ecosystems in detail (drawing on 1 and 2 above) including environmental GGR307H5F – Environmental Soil Sciencechanges that alter soil functioning. Roger Phillips
This course will focus on the natural surface climates of Canada. Topics covered will include Alpine and forest environments; ocean and wetland regions; and both artic and subarctic climates. Surface energy processes will be GGR384H5 Climatology of Canadian Landexamined, and how the behavior of energy exchange varies by climate region. One lecture on Changing climates Laura Brown This course will focus on the natural surface climates of Canada. Topics covered will include Alpine and forest environments; ocean and wetland regions; and both artic and subarctic climates. Surface energy processes will be GGR384H5 Climatology of Canadian Landexamined, and how the behavior of energy exchange varies by climate region. One lecture on Changing climates Laura Brown
This course examines the intertwined social, cultural, economic, and political histories of Indigenous peoples and HIS315H5 Indigenous Peoples and immigrants in Canada. It explores the influence on lived experience of a wide variety of phenomena and ideas including Immigrants in Canada community, place, indigeneity, ethnicity, gender,colonialism , empire, and mobility from the distant to the present.
This course examines the intertwined social, cultural, economic, and political histories of Indigenous peoples and immigrants in Canada. It explores the influence on lived experience of a wide variety of phenomena and ideas including HIS315H5 Indigenous Peoples and Immigrcommunity, place, indigeneity, ethnicity, gender, colonialism, empire, and mobility from the distant to the present An introduction to the history of Americas (the present-day territories of the Caribbean, Canada, Latin America and the United States) from pre-conquest indigenous societies to the end of the 20th century. This course will explore the Americas as a zone of connection and interaction between people of distinct environments, cultures and experiences. It surveys the historical continuities and transformations within the region and its linkages to increasingly globalized HIS371H5 The Americas: Interaction and Inetworks of culture, communication and commerce. This class historicizes the intersectional analysis of gendered and sexed bodies after 1945. We explore topics such as normative gender expectations; reproductive freedom; masculinities; second-wave feminism; race,class and poverty; conservative backlash; media and gender/sexuality; LGBTQ social movements; trans histories. Lectures include: HIS374H5 Gender and Sexuality in the USGender, Sex, and Sexuality in the Age of Trump, Liberalism and LGBTQ Rights
This course foregrounds and examines the relationship between nationalism and popular movements ’from below’, against the backdrop of variables such as class, community, gender and religion. In this regard, it relates the broader themes and question under review to the social history of varied groups such as peasants, the working class, tribals, HIS382H5 Nationalism in Modern South Alower castes and women in the era of colonialism, the national-liberation movement and the postcolonial nation-state. The evolution of Canada from an agrarian to an industrial society. Themes include migration and ethnicity, urbanization HIS487H5 Canadian Social History and industrialization, violence and social order, social stratification, education and family. Main types of feminist theory: liberal, Marxist, Existential and "Radical." A number of ethical, political and PHL267H5 Feminism psychological issues are considered. This course will examine selected philosophical topics in feminism, such as multiculturalism and women’s rights, PHL367H5 Issues in Philosophy and Feminfeminist epistemologies, ethics of care, the intersection between sexism and other forms of oppression, pornography An introduction to gender and politics that examines women as political actors and their activities in formal and grassroots politics. The course also explores the impact of gender in public policy and how public policies shape gender POL368H5 Women, Gender and Politics relations School Program Website British Columbia Kwantlen Polytechnic University BSc Sustainable Agriculture http://www.kpu.ca/calendar/2017-18/science-hort/sustainableagriculture/sustainableagriculture-deg.html Kwantlen Polytechnic University BA Geography http://www.kpu.ca/arts/geography Kwantlen Polytechnic University Plant Health: Bachelor of Horticulture Science http://www.kpu.ca/hort Kwantlen Polytechnic University BHS Urban Ecosystems http://www.kpu.ca/calendar/2017-18/science-hort/urbanecosystems/urbanecosystems-deg.html Kwantlen Polytechnic University BHS Sustainable Crop Production http://www.kpu.ca/hort Royal Roads BA Environmental Practice http://www.royalroads.ca/prospective-students/bachelor-arts-environmental-practice Royal Roads BA Global Tourism Management http://www.royalroads.ca/prospective-students/bachelor-arts-global-tourism-management Royal Roads BSc Environmental Management http://www.royalroads.ca/prospective-students/bachelor-science-environmental-management Royal Roads BSc Environmental Practice http://www.royalroads.ca/prospective-students/bachelor-science-environmental-practice Royal Roads BSc Environmental Science http://www.royalroads.ca/prospective-students/bachelor-science-environmental-science Simon Fraser BSc Chemistry http://www.sfu.ca/students/admission/programs/a-z/c/chemistry.html
Simon Fraser BSc Earth Science http://www.sfu.ca/students/admission/programs/a-z/e/earth-sciences.html Simon Fraser BSc Environmental Science http://www.sfu.ca/students/admission/programs/a-z/e/environmental-science.html Simon Fraser BA Geography (Environmental Specialist available) http://www.sfu.ca/students/admission/programs/a-z/g/geography.html Simon Fraser BE Global Environmental Systems http://www.sfu.ca/students/admission/programs/a-z/g/global-environmental-systems.html Simon Fraser BSc Molecular Biology and Biochemistry http://www.sfu.ca/students/admission/programs/a-z/m/molecularbio-biochem.html Simon Fraser BSc Physical Geography http://www.sfu.ca/students/admission/programs/a-z/p/physical-geography.html Simon Fraser BE Resource and Enironmental Management http://www.sfu.ca/students/admission/programs/a-z/r/resource-environmental-management.html Thompson Rivers University BSc Animal Biology https://www.tru.ca/programs/catalogue/animal-biology-major.html
Thompson Rivers University BSc Cellular, Molecular and Microbial Biology https://www.tru.ca/science/programs/biology.html Thompson Rivers University BSc Chemical Biology https://www.tru.ca/science/programs/chemistry/chembio.html Thompson Rivers University BSc Ecology and Environmental Biology https://www.tru.ca/programs/catalogue/ecology-and-environmental-biology-major.html Thompson Rivers University BSc Environmental Chemistry https://www.tru.ca/programs/catalogue/environmental-chemistry-major.html
Thompson Rivers University BA Geography and Environmental Studies https://www.tru.ca/programs/catalogue/geography-and-environmental-studies-major.html Thompson Rivers University BSc Natural Resource Science https://www.tru.ca/programs/catalogue/bachelor-of-natural-resource-science.html Thompson Rivers University Bachelor of Tourism Management https://www.tru.ca/programs/catalogue/bachelor-of-tourism-management.html Environmental Engineering (BASc) University of British Colombia http://www.enve.ubc.ca/ University of British Colombia Mining Engineering (BASc) https://engineering.ubc.ca/academics/undergraduate/engineering-programs/mining-engineering University of British Colombia Environmental Design (BEnD) https://sala.ubc.ca/academics/undergraduate-degrees/bachelor-environmental-design University of British Colombia Urban Forestry (BUF) http://www.forestry.ubc.ca/students/undergraduate/prospective/degree-programs/urban-forestry-degree/ University of British Colombia Geography- Environmental Sustainability (BA) http://www.geog.ubc.ca/undergraduate/programs/environment-sustainability/ University of British Colombia Geography- Human Geography (BA) http://www.geog.ubc.ca/undergraduate/programs/human-geography/ University of British Colombia Global Resource Systems (BSc) http://www.landfood.ubc.ca/academics/undergraduate/grs/
University of British Colombia Forest Sciences (BSc) http://www.forestry.ubc.ca/students/undergraduate/prospective/degree-programs/forest-sciences/ University of British Colombia Wood Products Processing (BSc) http://www.forestry.ubc.ca/students/undergraduate/prospective/degree-programs/forestry/
Natural Resource Conservation (BSc) University of British Colombia http://www.forestry.ubc.ca/students/undergraduate/prospective/degree-programs/natural-resources-conservation/ University of British Colombia Urban Forestry (BUF) http://www.forestry.ubc.ca/students/undergraduate/prospective/degree-programs/urban-forestry-degree/ Biology- Conservation Biology, Ecology, and Marine http://www.biology.ubc.ca/ University of British Colombia Biology Specializations (BSc) University of British Colombia Food and Environment (BSc) http://www.landfood.ubc.ca/academics/undergraduate/apbi/food-environment/ http://www.landfood.ubc.ca/academics/undergraduate/apbi/applied-plant-soil/ University of British Colombia Applied Plant and Soil Sciences (BSc) University of British Colombia Applied Animal Biology (BSc) http://www.landfood.ubc.ca/academics/undergraduate/apbi/applied-animal-biology/ University of British Colombia Global Resource Systems (BSc) http://www.landfood.ubc.ca/academics/undergraduate/grs/ University of British Colombia Food, Nutrition and Health (BSc) http://www.landfood.ubc.ca/academics/undergraduate/fnh/food-nutrition-and-health/
University of British Colombia Geographical Biogeosciences (BSc) https://science.ubc.ca/students/programs/geographical-sciences
University of British Colombia Atmospheric Science (BSc) https://www.eoas.ubc.ca/academics/ugrad/specializations-programs/atmospheric-science Biology - Conservation Biology, Ecology, or Marine http://www.biology.ubc.ca/ University of British Colombia Biology Specializations (BSc) University of British Colombia Oceanography (BSc) https://www.eoas.ubc.ca/academics/ugrad/specializations-programs/oceanography University of British Colombia Environmental Sciences (BSc ) http://www.ensc.ubc.ca/ University of British Colombia Social Entrepreneurship http://www.sauder.ubc.ca/Global_Reach/Sauder_Social_Entrepreneurship Forest Sciences (BSc) University of British Colombia http://www.forestry.ubc.ca/students/undergraduate/prospective/degree-programs/forest-sciences/ https://mybcom.sauder.ubc.ca/courses-money-enrolment/minors-and-concentrations/sustainability-concentration University of British Colombia Commerce with Sustainability Concentration (BComm) University of British Colombia Global Resource Systems (BSc) http://www.landfood.ubc.ca/academics/undergraduate/grs/ Alberta
Concordia University of Edmonton BSc Biology http://concordia.ab.ca/science/bachelor/biology/ Concordia University of Edmonton BSc Chemistry http://concordia.ab.ca/science/bachelor/chemistry/ https://www.ualberta.ca/agriculture-life-environment-sciences/programs/undergraduate-programs/degree- University of Alberta BSc Agricultural and Resource Economics programs/agriculture https://www.ualberta.ca/agriculture-life-environment-sciences/programs/undergraduate-programs/degree- University of Alberta BSc Animal Science programs/agriculture https://www.ualberta.ca/agriculture-life-environment-sciences/programs/undergraduate-programs/degree- University of Alberta BSc Crop Science programs/agriculture https://www.ualberta.ca/agriculture-life-environment-sciences/programs/undergraduate-programs/degree- University of Alberta BSc Sustainable Agricultural Systems programs/agriculture University of Alberta BSc Agricultural Business Management http://apps.admissions.ualberta.ca/programs/ah/ah030/agbus1 University of Alberta BSc Biochemistry http://apps.admissions.ualberta.ca/programs/sc/sc030/bioch2
University of Alberta BSc Biological Sciences http://apps.admissions.ualberta.ca/programs/sc/sc010/bios5 University of Alberta BSc Chemistry http://apps.admissions.ualberta.ca/programs/au/au010/chem1m University of Alberta BES Conservation Biology http://apps.admissions.ualberta.ca/programs/ah/ah040/cnbio1 https://www.ualberta.ca/agriculture-life-environment-sciences/programs/undergraduate-programs/degree- University of Alberta Land Reclamation programs/environmental-conservation-sciences/land-reclamation University of Alberta Environmental Economics and Policy http://apps.admissions.ualberta.ca/programs/ah/ah040/envec1 https://www.ualberta.ca/agriculture-life-environment-sciences/programs/undergraduate-programs/degree- University of Alberta Human Dimensions of Environmental Management programs/environmental-conservation-sciences/human-dimensions-of-environmental-management University of Alberta Wildlife and Rangeland Management http://apps.admissions.ualberta.ca/programs/ah/ah040/wrrm3 University of Alberta BSc Earth and Atmospheric Sciences http://apps.admissions.ualberta.ca/programs/sc/sc010/eas1 University of Alberta BSc Ecology, Evolution and Environmental Biology http://apps.admissions.ualberta.ca/programs/sc/sc030/bioeee2 University of Alberta BSc Environmental Engineering http://apps.admissions.ualberta.ca/programs/en/en130 University of Alberta BSc Environmental Science http://apps.admissions.ualberta.ca/programs/au/au010/envsc0m University of Alberta BA Environmental Studies https://www.ualberta.ca/interdisciplinary-studies/environmental-studies University of Alberta BSc Food Business Management http://apps.admissions.ualberta.ca/programs/ah/ah030/fdbus2 University of Alberta BSc Forest Business Management http://apps.admissions.ualberta.ca/programs/ah/ah070 University of Alberta BSc Forestry http://apps.admissions.ualberta.ca/programs/ah/ah020 BComm Natural Resources, Energy and the University of Alberta Environment http://apps.admissions.ualberta.ca/programs/bc/bc010/nree1 University of Alberta BSc Physical Sciences http://apps.admissions.ualberta.ca/programs/sc/sc011/physc12 University of Alberta BA Planning/Urban and Regional Planning http://apps.admissions.ualberta.ca/programs/ar/ar510/plan1 University of Alberta BSc Sustinable Agriculture http://apps.admissions.ualberta.ca/programs/ah/ah010/sagsy1 University of Calgary BSc Biochemistry http://www.ucalgary.ca/future-students/undergraduate/explore-programs/biochemistry University of Calgary BSc Biological Sciences http://www.ucalgary.ca/future-students/undergraduate/explore-programs/biological-sciences University of Calgary BSc Earth Science http://www.ucalgary.ca/future-students/undergraduate/explore-programs/earth-science University of Calgary BSc Ecology http://www.ucalgary.ca/future-students/undergraduate/explore-programs/ecology University of Calgary BSc Energy Engineering http://www.ucalgary.ca/future-students/undergraduate/explore-programs/energy-engineering University of Calgary Bcomm Energy Management http://www.ucalgary.ca/future-students/undergraduate/explore-programs/energy-management University of Calgary MEDes Environmental Design http://www.ucalgary.ca/future-students/undergraduate/explore-programs/environmental-design University of Calgary BSc Environmental Science http://www.ucalgary.ca/future-students/undergraduate/explore-programs/environmental-science University of Calgary BA Geography http://www.ucalgary.ca/future-students/undergraduate/explore-programs/geography University of Calgary BSc Natural Sciences http://www.ucalgary.ca/future-students/undergraduate/explore-programs/natural-sciences University of Calgary BSc Plant Biology http://www.ucalgary.ca/future-students/undergraduate/explore-programs/plant-biology University of Lethbridge BSc Agricultural Biotechnology https://www.uleth.ca/future-student/program/agricultural-biotechnology University of Lethbridge BA/BSc Agricutural Studies https://www.uleth.ca/future-student/program/agricultural-studies University of Lethbridge BSc Biochemistry https://www.uleth.ca/future-student/program/biochemistry University of Lethbridge BSc Biological Sciences https://www.uleth.ca/future-student/program/biological-sciences University of Lethbridge BSc Environmental Science https://www.uleth.ca/future-student/program/environmental-science University of Lethbridge BA Geography https://www.uleth.ca/future-student/program/geography University of Lethbridge BA Urban and Regional Studies https://www.uleth.ca/future-student/program/urban-and-regional-studies Saskatchewan University of Regina BSc Biochemistry https://www.uregina.ca/science/chem-biochem/undergraduate/index.html University of Regina BSc Environmental Geoscience https://urconnected.uregina.ca/programs/subject/160/Environmental-Geoscience University of Regina BSc Environmental Biology https://urconnected.uregina.ca/programs/subject/57/Environmental-Biology University of Regina BSc Environmental Health and Science https://urconnected.uregina.ca/programs/subject/58/Environmental-Health-Science
University of Regina BA Environmental Studies https://urconnected.uregina.ca/programs/subject/165/Environmental-Studies University of Regina BA/BSc Geography https://urconnected.uregina.ca/programs/subject/65/Geography
University of Regina BA Resource and Environmental Studies https://urconnected.uregina.ca/programs/subject/118/Resource-and-Environmental-Studies
University of Saskatchewan BSc Agricultural Biology https://admissions.usask.ca/agricultural-biology.php#About
University of Saskatchewan BSc Agricultural Economics https://admissions.usask.ca/agricultural-economics.php
University of Saskatchewan BSc Agronomy https://admissions.usask.ca/agronomy.php
University of Saskatchewan BSc Aminal Science https://admissions.usask.ca/animal-science.php
University of Saskatchewan BSc Applied Plant Ecology https://admissions.usask.ca/applied-plant-ecology.php
University of Saskatchewan BSc Crop Science https://admissions.usask.ca/crop-science.php University of Saskatchewan BSc Environmental Science https://admissions.usask.ca/environmental-science.php
University of Saskatchewan BSc Food and Bioproduct Sciences https://admissions.usask.ca/food-and-bioproduct-sciences.php
University of Saskatchewan BSc Horticulture Science https://admissions.usask.ca/horticulture-science.php
University of Saskatchewan BSc Soil Science https://admissions.usask.ca/soil-science.php University of Saskatchewan BSc Agribusiness https://admissions.usask.ca/agribusiness.php University of Saskatchewan BSc Resource Science https://admissions.usask.ca/resource-science.php University of Saskatchewan BSc Resource Economics and Policy https://admissions.usask.ca/resource-economics-and-policy.php University of Saskatchewan BSc Biology https://admissions.usask.ca/biology.php University of Saskatchewan BA Environment and Society https://admissions.usask.ca/environment-society.php University of Saskatchewan BSc Environmental Biology https://admissions.usask.ca/environmental-biology.php University of Saskatchewan BSc Environmental Earth Sciences https://admissions.usask.ca/environmental-earth-sciences.php University of Saskatchewan BE Environmental Engineering https://admissions.usask.ca/environmental-engineering.php University of Saskatchewan BSA Environmental Science https://admissions.usask.ca/environmental-science.php
University of Saskatchewan BE Geological Engineering https://admissions.usask.ca/geological-engineering.php University of Saskatchewan Regional and Urban Planning https://admissions.usask.ca/regional-urban-planning.php University of Saskatchewan BSc Toxicology https://admissions.usask.ca/toxicology.php Manitoba Brandon University BSc Geography https://www.brandonu.ca/future-students/programs/degrees/science/geography/ Brandon University BSc Environmental Science https://www.brandonu.ca/future-students/programs/degrees/environmental-science/ Brandon University BSc Biology https://www.brandonu.ca/biology/ Brandon University BSc Disaster and Emergency Studies https://www.brandonu.ca/ades/ Brandon University RCSP Rural and Community Studies https://www.brandonu.ca/rural-development/program-information/ Brandon University BSc Chemistry https://www.brandonu.ca/future-students/programs/degrees/science/chemistry/ University of Manitoba BSc Agricultural and Food Sciences http://umanitoba.ca/student/admissions/programs/agribusiness.html University of Manitoba BSc Agroecology http://umanitoba.ca/student/admissions/programs/agroecology.html University of Manitoba BSc Agronomy http://umanitoba.ca/student/admissions/programs/agronomy.html University of Manitoba BScAnimal Science http://umanitoba.ca/student/admissions/programs/animal-systems.html University of Manitoba BSc Entomology http://umanitoba.ca/student/admissions/programs/entomology.html University of Manitoba BSc Food Science http://umanitoba.ca/student/admissions/programs/food-science.html University of Manitoba BSc Plant Biotechnology http://umanitoba.ca/student/admissions/programs/plant-biotechnology.html University of Manitoba BSc Soil Science http://umanitoba.ca/student/admissions/programs/soil-science.html University of Manitoba BSc Biochemistry http://umanitoba.ca/student/admissions/programs/biochemistry.html University of Manitoba BSc Biological Science http://umanitoba.ca/student/admissions/programs/biological-sciences.html University of Manitoba BEnvD Environmental Design http://umanitoba.ca/student/admissions/programs/environmental-design.html University of Manitoba BES Environment, Earth and Resources http://umanitoba.ca/student/admissions/programs/environmental-science.html University of Manitoba BES Environmental Studies http://umanitoba.ca/student/admissions/programs/environmental-studies.html University of Manitoba BA Geography http://umanitoba.ca/student/admissions/programs/geography.html University of Manitoba BSc Physical Geography http://umanitoba.ca/student/admissions/programs/physical-geography.html University of Winnipeg BSc Biochemistry https://www.uwinnipeg.ca/biochemistry/index.html University of Winnipeg BSc Biology https://www.uwinnipeg.ca/biology/index.html University of Winnipeg BSc/BA Environmental Studies and Science http://envstudies.uwinnipeg.ca/ University of Winnipeg BA Geography http://geography.uwinnipeg.ca/index.htm University of Winnipeg BA Urban and Inner City Studies https://www.uwinnipeg.ca/urban-inner-city-studies/index.html Ontario Algoma University BSc Environmental Science https://www.algomau.ca/academics/programs/environmental-science/ Algoma University BA Geography https://www.algomau.ca/academics/programs/geography-and-geology/ Brock University BSc Biological Sciences https://brocku.ca/mathematics-science/biology/ Brock University BSc Biochemistry https://brocku.ca/programs/undergraduate/biochemistry/ Brock University BSc Environmental Geoscience https://brocku.ca/programs/undergraduate/environmental-geoscience/ Brock University BA Environmental Sustainability https://brocku.ca/esrc/ Brock University BA Tourism and Environment https://brocku.ca/social-sciences/geography/ Carleton University BSc Biochemistry https://carleton.ca/biochem/ Carleton University BSc Biology https://carleton.ca/biology/ Carleton University BSc Earth Sciences http://www.earthsci.carleton.ca/ Carleton University BSc Environmental Health https://admissions.carleton.ca/programs/environment-health/ Carleton University B Eng Environmental Engineering https://carleton.ca/cee/ Carleton University BSc Environmental Science https://carleton.ca/environmentalscience/ Carleton University BA Geography/Environmental Studies https://carleton.ca/geography/ Carleton University BA Globalization and the Environment https://carleton.ca/bgins/ Carleton University B Eng Sustainability and Renewable Energy https://carleton.ca/mae/ Lakehead University BSc Biology https://www.lakeheadu.ca/academics/undergraduate-programs/thunder-bay/biology/node/3362 BA Environmental Management https://www.lakeheadu.ca/academics/undergraduate-programs/thunder-bay/environmental-management/node/3577 Lakehead University Lakehead University BE Environmental Studies https://www.lakeheadu.ca/academics/undergraduate-programs/thunder-bay/environmental-studies/node/3578 Lakehead University BA Environmental Sustainability https://www.lakeheadu.ca/academics/undergraduate-programs/orillia/environmental-sustainability/node/3358 Lakehead University BSc Forestry https://www.lakeheadu.ca/academics/undergraduate-programs/thunder-bay/forestry-hbscf/node/3579 Lakehead University BA Geography and the Environment https://www.lakeheadu.ca/academics/undergraduate-programs/thunder-bay/geography/node/3357 Lakehead University BSc Natural Sciences https://www.lakeheadu.ca/academics/undergraduate-programs/thunder-bay/natural-science/node/3596 Lakehead University OE Outdoor Recreation, Parks and Tourism https://www.lakeheadu.ca/academics/undergraduate-programs/thunder-bay/outdoorrec/node/2960 https://www.lakeheadu.ca/academics/undergraduate-programs/thunder-bay/resource-and-environmental- BSc Resource and Environmental Economics Lakehead University economics/node/3360 Laurentian University BSc Biochemistry https://laurentian.ca/program/biochemistry Laurentian University BA Environmental Studies https://laurentian.ca/program/environmental-studies Laurentian University BSc Biology https://laurentian.ca/program/biology Laurentian University BSc Earth Sciences https://laurentian.ca/program/earth-sciences Laurentian University BSc Environmental Geoscience https://laurentian.ca/program/environmental-geoscience Laurentian University B Eng Mining Engineering https://laurentian.ca/program/mining-engineering Laurentian University BSc Ecology https://laurentian.ca/program/ecology Laurentian University BSc Environmental Science https://laurentian.ca/program/environmental-science Laurentian University BA Geography https://laurentian.ca/program/geography McMaster University BA Geography https://www.science.mcmaster.ca/geo/
McMaster University Environmental and Earth Sciences http://future.mcmaster.ca/programs/enviro-earth/ McMaster University BSc Biochemistry https://fhs.mcmaster.ca/biochem/ McMaster University BSc Biology and Environmental Sciences http://academiccalendars.romcmaster.ca/preview_program.php?catoid=24&poid=14171&returnto=4569 McMaster University BSc Environmental Sciences http://academiccalendars.romcmaster.ca/preview_program.php?catoid=24&poid=14191&returnto=4569 Nipissing BSc Biology/ Environmental Biology http://www.nipissingu.ca/academics/faculties/arts-science/biology/Pages/biology.aspx
Nipissing BA Geography/ Environmental and Physical Geography http://www.nipissingu.ca/academics/faculties/arts-science/geography/Pages/default.aspx Queens University BiSc Bochemistry http://healthsci.queensu.ca/liscbchm/biochemistry Environmental Studies (offers combined degrees with Biology, Chemistry, Geography, Geology, Life Sciences and Toxicology but all under the Environment Queens University department http://www.queensu.ca/ensc/ Queens University BA Geography http://www.queensu.ca/geographyandplanning/
Ryerson BSc Biology https://www.ryerson.ca/science/programs/undergraduate/biology/ Ryerson BSc Chemistry https://www.ryerson.ca/programs/undergraduate/chemistry/ Ryerson BA Environmental and Urban Sustainability https://www.ryerson.ca/geography/eus/ Ryerson BA Geographic Analysis https://www.ryerson.ca/geography/eus/ Ryerson BA Hospitality and Tourism Management https://www.ryerson.ca/tedrogersschool/htm/ Ryerson BA Urban and Regional Planning https://www.ryerson.ca/surp/ Trent University BSc Biochemistry https://www.trentu.ca/futurestudents/degree/biochemistry-molecular-biology?target=undergraduate Trent University BSc Water Science https://www.trentu.ca/futurestudents/degree/water-sciences?target=undergraduate Trent University BSc Conservation Biology https://www.trentu.ca/futurestudents/degree/conservation-biology?target=undergraduate Trent University BSc Ecological Restoration Trent University BSc Environmental Science/Studies https://www.trentu.ca/futurestudents/degree/environmental-science-studies?target=undergraduate
Environmental Chemistry Trent University https://www.trentu.ca/futurestudents/degree/environmental-chemistry?target=undergraduate Trent University BSc/BA Environmental and Resource Science https://www.trentu.ca/futurestudents/degree/environmental-resource-science-studies?target=undergraduate BSc Environmnetal Geoscience Trent University https://www.trentu.ca/futurestudents/degree/environmental-geoscience?target=undergraduate Trent University BA Geography https://www.trentu.ca/futurestudents/degree/geography?target=undergraduate Trent University BA/BSc Indigenous Environmental Studies https://www.trentu.ca/iess/ Trent University BA/BSc Sustainable Agriculture https://www.trentu.ca/futurestudents/degree/sustainable-agriculture-food-systems?target=undergraduate University of Guelph BA Environmental Governance http://www.uoguelph.ca/envgov/ University of Guelph BSc Food, Agricultural and Resource Economics https://www.uoguelph.ca/fare/ University of Guelph BSc Geography and Environmental Geoscience https://www.uoguelph.ca/geography/ Environmental Management/Environmental https://www.uoguelph.ca/ses/ University of Guelph Economics and Policy University of Guelph BLA Bachelor of Landscape Architecture https://www.uoguelph.ca/sedrd/ University of Guelph BSc Biochemistry https://www.uoguelph.ca/mcb/ University of Guelph BSc BioDiversity https://www.uoguelph.ca/ib/ University of Guelph BSc Environmental Biology https://admission.uoguelph.ca/bsc/envb University of Guelph BSc Marine and Freshwater Biology https://admission.uoguelph.ca/bsc/mfb University of Guelph BSc Wildlife Biology and Conservation https://www.uoguelph.ca/ib/ University of Guelph BSc Plant Science https://admission.uoguelph.ca/bsc/plsc University of Guelph BSc Agriculture https://www.uoguelph.ca/oac/ University of Ontario Institute of https://www.uoit.ca/programs/science/biological-science-biological-science-and-management-regular-and-co- BSc Biological Science Technology op.php University of Ontario Institute of BSc Chemical Biology https://www.uoit.ca/programs/science/chemical-biology.php Technology B Eng Civil Engineering, Environmental and Water University of Ottawa Resources http://catalogue.uottawa.ca/en/undergrad/basc-civil-engineering-environmental-water-resources-option/ University of Ottawa BA Environmental Studies http://catalogue.uottawa.ca/en/undergrad/honours-ba-environmental-studies-bilingual-program/ University of Ottawa BA Geography https://arts.uottawa.ca/geography/ University of Ottawa BSc Biochemistry http://catalogue.uottawa.ca/en/undergrad/honours-bsc-biochemistry/ University of Ottawa BSc Biology—Ecology, Evolution, Behaviour Option http://catalogue.uottawa.ca/en/undergrad/honours-bsc-biology-ecology-evolution-behaviour-option/ University of Ottawa BSc EcoChemistry http://catalogue.uottawa.ca/en/undergrad/honours-bsc-chemistryoption-ecochemistry/ University of Ottawa BSc Environmental Science http://catalogue.uottawa.ca/en/undergrad/honours-bsc-environmental-science/ University of Ottawa BSc Physical Geography http://catalogue.uottawa.ca/en/undergrad/honours-bsc-physical-geography/
University of Ottawa BSocSC Environmental Economics and Public Policy http://catalogue.uottawa.ca/en/undergrad/honours-bsocsc-environmental-economics-public-policy/ University of Ottawa BA Geomatics and Spatial Analysis http://catalogue.uottawa.ca/en/undergrad/major-geomatics-spatial-analysis/ University of Toronto BSc Environmental Science https://www.environment.utoronto.ca/undergraduate/programs/ University of Toronto BA Environmental Studies https://www.environment.utoronto.ca/undergraduate/programs/ University of Toronto BSc Environmental Chemistry https://www.environment.utoronto.ca/undergraduate/programs/ University of Toronto BSc Environment & Health https://www.environment.utoronto.ca/undergraduate/programs/ University of Toronto BSc Environmental Geoscience https://www.environment.utoronto.ca/undergraduate/programs/ University of Toronto BSc Environment and Toxicology https://www.environment.utoronto.ca/undergraduate/programs/ University of Toronto BA Environmental Ethics https://www.environment.utoronto.ca/undergraduate/programs/ University of Toronto BSc Environment and Energy http://geography.utoronto.ca/undergraduate/programs-of-study/environment-energy-program-requirements/ University of Toronto BA Human Geography http://geography.utoronto.ca/undergraduate/programs-of-study/ug-human-geography-requirements/ University of Toronto BSc Physical & Environmental Geography http://geography.utoronto.ca/undergraduate/programs-of-study/physical-geography-program-requirements/ University of Toronto BSc/BA Forest Conservation http://forestry.utoronto.ca/undergraduate-programs/ University of Toronto BSc Forest Biomaterials http://forestry.utoronto.ca/undergraduate-programs/ University of Toronto BA Environmental Management http://www.utm.utoronto.ca/environment/academic-programs/environmental-management University of Toronto Geography https://student.utm.utoronto.ca/calendar/program_group.pl?Group_Id=121 University of Toronto BSc Earth Sciences https://student.utm.utoronto.ca/calendar/program_group.pl?Group_Id=19 University of Toronto BSc Biology https://student.utm.utoronto.ca/calendar/program_group.pl?Group_Id=10 University of Waterloo BSc Biochemistry https://uwaterloo.ca/science/future-undergraduate-students/programs/biochemistry-co-op-and-regular University of Waterloo BSc Earth Sciences https://uwaterloo.ca/future-students/programs/earth-sciences University of Waterloo BES Environment and Business https://uwaterloo.ca/future-students/programs/environment-and-business University of Waterloo BSc Environment, Resources and Sustainability https://uwaterloo.ca/environment-resources-and-sustainability/ University of Waterloo B Eng Environmental Engineering https://uwaterloo.ca/civil-environmental-engineering/ University of Waterloo BSc Environmental Science https://uwaterloo.ca/future-students/programs/environmental-science University of Waterloo BA Geography and Aviation https://uwaterloo.ca/future-students/programs/geography-and-aviation University of Waterloo BA Geography and the Environment https://uwaterloo.ca/future-students/programs/geography-and-environmental-management University of Waterloo B Eng Geological Engineering https://uwaterloo.ca/future-students/programs/geological-engineering University of Waterloo BA Tourism Development https://uwaterloo.ca/future-students/programs/tourism-development University of Western Ontario B Eng Chemical Engineering https://www.eng.uwo.ca/chemical/undergraduate/future_students/program_overview.html University of Western Ontario BSc Biochemistry https://www.schulich.uwo.ca/biochem/ University of Western Ontario BSc Biodiversity and Conservatoin https://www.uwo.ca/biology/pdf/undergraduate/Honors%20Speci%20Bio%20Con.%202016.pdf University of Western Ontario BSc Environmental Geoscience http://www.uwo.ca/earth/undergraduate/ University of Western Ontario BSc Environmental Science https://www.uwo.ca/enviro/ University of Western Ontario BA Geography http://geography.uwo.ca/ University of Western Ontario BA Geography and Aviation http://westerncalendar.uwo.ca/2017/pg1758.html University of Western Ontario BA Urban Development http://geography.uwo.ca/undergraduate/urban_development_program/index.html University of Windsor BSc Biochemistry http://www.uwindsor.ca/studentrecruitment/329/biochemistry University of Windsor B Eng Environmental Engineering http://www.uwindsor.ca/studentrecruitment/363/environmental-engineering-optional-co-op University of Windsor BSc Environmental Science http://www.uwindsor.ca/studentrecruitment/364/environmental-science University of Windsor BA Environmental Studies http://www.uwindsor.ca/studentrecruitment/365/environmental-studies Wilfrid Laurier University BA Geography https://students.wlu.ca/programs/arts/geography-and-environmental-studies/index.html Wilfrid Laurier University BA Environmental Studies https://students.wlu.ca/programs/arts/geography-and-environmental-studies/index.html Wilfrid Laurier University BA Global Studies https://students.wlu.ca/programs/arts/global-studies/index.html https://www.wlu.ca/life-at- Entrepreneurship and Social Innovation laurier/entrepreneurship/index.html?gclid=Cj0KCQiA7dHSBRDEARIsAJhAHwhoa855jHBNxrLWVKSdbn2inltlE Wilfrid Laurier University M-tKezddZF1MSeGYBS5OLJM70YaAqKNEALw_wcB https://www.wlu.ca/programs/business-and-economics/undergraduate/business-administration-bba/index.html; BBA Business and Sustainability https://academic-calendar.wlu.ca/program.php?cal=1&d=1479&p=3089&s=700&y=65#Business___Sustainability Wilfrid Laurier University Wilfrid Laurier University BSc Envrionmental Science https://students.wlu.ca/programs/science/environmental-science/index.html BA Social and Environmental Justice Wilfrid Laurier University https://students.wlu.ca/programs/liberal-arts/social-and-environmental-justice/index.html York University BSc Biochemistry http://futurestudents.yorku.ca/program/biochemistry York University BDEM Disaster and Emergency Management http://futurestudents.yorku.ca/program/disaster-emergency-management BA, B Eng Engineering & International Development http://lassonde.yorku.ca/engineering-international-development-studies-beng-ba York University Studies York University BSc Earth and Atmospheric Science http://futurestudents.yorku.ca/program/earth-atmospheric-science York University BSc Environmental Sciences http://futurestudents.yorku.ca/program/environmental-science York University BES Ecosystem Management http://futurestudents.yorku.ca/program/ecosystem-management York University BES Urban Sustainability http://futurestudents.yorku.ca/program/urban-sustainability York University BA Environmental Management and Technology http://futurestudents.yorku.ca/program/environmental-management-technology York University BES International Development http://idst.sosc.laps.yorku.ca/ York University BSc Environmental Biology http://futurestudents.yorku.ca/program/environmental-biology York University BES Environmental Studies http://fes.yorku.ca/apply/bes/ York University BA/BSc Geography http://futurestudents.yorku.ca/program/geography York University BA Urban Studies http://futurestudents.yorku.ca/program/geography-urban-studies York University Geomatics Engineering http://futurestudents.yorku.ca/program/geomatic-engineering York University Sustainable Energy http://futurestudents.yorku.ca/program/certificates/sustainable-energy Quebec (English Speaking http://www.ubishops.ca/academic-programs/faculty-of-arts-and-science/natural-sciences-and- BSc Biochemistry Bishop's University mathematics/biochemistry/courses-programs/ http://www.ubishops.ca/academic-programs/faculty-of-arts-and-science/natural-sciences-and- BA Biology Bishop's University mathematics/biological-sciences/courses-programs/ http://www.ubishops.ca/academic-programs/faculty-of-arts-and-science/social-sciences/environment-and- BA Geography Bishop's University geography/courses-programs/ http://www.ubishops.ca/academic-programs/faculty-of-arts-and-science/social-sciences/environment-and- BA Environmental Studies Bishop's University geography/courses-programs/ http://www.ubishops.ca/academic-programs/faculty-of-arts-and-science/social-sciences/environment-and- BSc Environmental Science Bishop's University geography/courses-programs/ Concordia University of Montreal Bsc Biochemistry https://www.concordia.ca/academics/undergraduate/biochemistry.html
BSc Ecology Concordia University of Montreal https://www.concordia.ca/academics/undergraduate/ecology.html
Concordia University of Montreal BSc Environmental Geography https://www.concordia.ca/academics/undergraduate/environmental-geography.html Concordia University of Montreal BSc Environmental Science https://www.concordia.ca/academics/undergraduate/environmental-science.html Concordia University of Montreal BA Humna Environment https://www.concordia.ca/academics/undergraduate/human-environment.html Concordia University of Montreal BA Urban Planning and Studies https://www.concordia.ca/academics/undergraduate/urban-planning-urban-studies.html http://www.mcgill.ca/study/2017-2018/faculties/macdonald/undergraduate/programs/bachelor-engineering- B Eng Bioresource Engineering McGill University bioresource-bengbioresource-major-bioresource-engineering McGill University Agribusiness http://www.mcgill.ca/macdonald/prospective/degrees/bscagenvsc BSc Agricultureal and Environmental Sciences (with focuses on Agribusiness, Economics, Adnimal Production, Ecological Agriculture, Argrology, Plant Production, Soil and Water, Applied Ecology, Plant Biology, Wildlife Biology, Biodiversity and Conservation, Ecological Determinants of Health, Environmetrics, Food Production, Land Surface Processes, Renewable Resources, Water Environments, Animal Bio, Life Science, Microbio, and Agro- McGill University Environment http://www.mcgill.ca/macdonald/prospective/degrees/bscagenvsc McGill University BSc Life Sciences https://www.mcgill.ca/macdonald/prospective/degrees/bscagenvsc/life McGill University BSc Environmental Biology https://www.mcgill.ca/macdonald/prospective/degrees/bscagenvsc/envbiol McGill University BSc Global Food Security http://www.mcgill.ca/macdonald/prospective/degrees/bscagenvsc/agrecon McGill University BSc Agricultural Economics http://www.mcgill.ca/macdonald/prospective/degrees/concurrent McGill University BSc in Food Science http://www.mcgill.ca/macdonald/prospective/degrees/bscfoodsci New Brunswick Mount Allison University BSc Biochemistry http://www.mta.ca/programs/biochemistry/ Mount Allison University BSc Biology http://www.mta.ca/programs/biology/ Mount Allison University BSc Environmental Science http://www.mta.ca/programs/enviroscience/ Mount Allison University BA Environmental Studies http://www.mta.ca/programs/envirostudies/ Mount Allison University BA Geography http://www.mta.ca/programs/geography/ St Thomas University BA Environment and Society University of New Brunswick BSc Environment and Natual Resources http://www.unb.ca/academics/programs/environment-and-natural-resources/env.html University of New Brunswick BSc Forestry http://www.unb.ca/fredericton/forestry/index.html University of New Brunswick BSc Environmental Biology http://www.unb.ca/academics/programs/science/environmental-biology.html University of New Brunswick BSc Environmental Geochemistry http://www.unb.ca/academics/programs/science/environmental-geochemistry.html University of New Brunswick BSc Biochemistry http://www.unb.ca/academics/programs/science/biochem.html University of New Brunswick BSc Biology http://www.unb.ca/academics/programs/science/biology.html Nova Scotia Arcadia University BSc Biology https://www.arcadia.edu/academics/programs/biology Cape Breton University BA/BSc Environment https://www.cbu.ca/academic-programs/program/bachelor-of-arts-and-science-in-environment/ Cape Breton University B Eng Engineering Technology Environmental Studies http://faculty.cbu.ca/engineering/Environmental_studies/Environmental_studies.htm Cape Breton University BSc Biology https://www.cbu.ca/academic-programs/program/biology/ Dalhousie University BSc Agricultural Business https://www.dal.ca/academics/programs/undergraduate/agricultural-business.html Dalhousie University BSc Animal Science https://www.dal.ca/academics/programs/undergraduate/animal-science.html Dalhousie University BSc Biochemistry https://www.dal.ca/academics/programs/undergraduate/bcmb.html Dalhousie University BSc Biology https://www.dal.ca/academics/programs/undergraduate/biology.html Dalhousie University BSc Earth Sciences https://www.dal.ca/academics/programs/undergraduate/earth-sciences.html Dalhousie University BA/BSc Environment, Sustainability and Society https://www.dal.ca/academics/programs/undergraduate/ess.html Dalhousie University B Eng Environmental Engineering https://www.dal.ca/academics/programs/undergraduate/engineering.html Dalhousie University BT Environmental Landscape https://www.dal.ca/academics/programs/undergraduate/environmental-landscape-horticulture.html Dalhousie University BSc Environmental Science https://www.dal.ca/academics/programs/undergraduate/environmental.html Dalhousie University BSc Intergreated Environmental Management https://www.dal.ca/academics/programs/undergraduate/integrated-environmental-management.html Dalhousie University BSc Plant Science https://www.dal.ca/academics/programs/undergraduate/plant-science.html St Mary's University BSc Environmental Science https://www.smu.ca/academics/environmental-science.html St Mary's University BA Environmental Studies https://www.smu.ca/academics/environmental-studies.html St Mary's University BA Geography https://www.smu.ca/academics/geography.html St Mary's University BSc Biology https://www.smu.ca/academics/biology.html Prince Edward Island University of PEI BA Envrionmental Studies http://www.upei.ca/programsandcourses/environmental-studies Newfoundland Memorial University of BSc Biochemistry Newfoundland http://www.mun.ca/undergrad/programs/science/biochemistry.php Memorial University of Newfoundland BSc Biology http://www.mun.ca/undergrad/programs/science/biology.php Memorial University of Newfoundland BSc Earth Sciences http://www.mun.ca/undergrad/programs/science/earth-sciences.php Memorial University of http://www.grenfell.mun.ca/academics-and-research/Pages/school-of-science-and-the- Newfoundland BSc Environmental Science environment/programs/Environmental-Science.aspx Memorial University of http://www.grenfell.mun.ca/academics-and-research/Pages/school-of-science-and-the- Newfoundland BSc Environmental Studies environment/programs/Environmental-Studies.aspx Memorial University of Newfoundland BA/BSc Geography http://www.mun.ca/undergrad/programs/hss/geography.php Memorial University of Newfoundland BSc Ocean Sciences/ Ocean Environemtnal Systems http://www.mun.ca/undergrad/programs/science/ocean-sciences.php Memorial University of Newfoundland BRM Resource Management http://www.grenfell.mun.ca/academics-and-research/Pages/Bachelor-of-Resource-Management.aspx