BACKGROUNDOntario’s Ministry of Training, Colleges and Universities, together with industry, has emphasized the need for graduates to have sustainability skills and knowledge (Knibb, 2012; OECD, 2011). George Brown College has a strategic focus on ensuring its graduates understand how sustainability relates to their work and to society. This led to our sustainability-across-the-curriculum project in 2013. In order to render visible all courses that deliver and measure student acquisition of sustainability skills and knowledge, the College undertook an audit to determine current levels of sustainability teaching and learning within all active programs of instruction (cf. Rusinko, 2010; Bridges, 2008; Jahan & Mehta, 2007; Springett, 2005). We now know which of our programs provide a framework for learning that emphasizes environmental, social and economic sustainability skills and knowledge, particularly as these relate to a student’s own field of study. We also know precisely in which courses this learning takes place. As a result of our sustainability-across-the-curriculum audit we are better able to link our sustainable research mandate to broader industry productivity and graduate preparation (cf. United Nations Development Program, 2014; Sibbel, 2009; Tilbury, 2004).

METHODSVocational and course learning outcomes from all diploma, advanced diploma, graduate certificate and degree programs were individually assessed for sustainability content. Our search terms and criteria were informed by the standard three pillar understanding of sustainability encompassing environmental, social and economic sustainability principles (United Nations General Assembly, n.d.).

SUSTAINABILITY CURRICULUM AUDIT MEASURING STUDENTS’ ACQUISITION OF SUSTAINABILITY SKILLS AND KNOWLEDGE

RESULTSSustainability teaching and learning at the outcome level occurs across all College divisions.

Lead Investigator: Sandra Neill, George Brown CollegeTeam Members: Stephanie Foster, Jason Ngan, The George Brown Green Team

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NEXT STEPS The audit results have allowed us to identify which of our diploma, advanced diploma, graduate certificate and degree programs have integrated sustainability teaching and learning at the vocational and course learning outcome level. We also know which programs are at early stages or have not yet begun this work. Where integration of sustainability themes was found within vocational or course learning outcomes, results also indicate the extent of the integration: for example, whether sustainability themes appear just once within a single course in a program, or multiple times , reinforced across multiple locations (i.e. within both vocational and course learning outcomes and/or within several courses across a single program). Using the audit results, we can target our efforts to increase sustainability learning within specific programs and courses. Beginning with programs that contain no or very few sustainability-related learning outcomes, we are now in a position to calibrate the continued integration of sustainability themes across the curriculum in a way that is focused, logical and reflective of each program’s unique connection to sustainability issues (cf. Jones et al, 2010; Desha & Hargroves, 2007). Integration of sustainability themes at the learning outcome level allows the College to do three key things: • Provide highly relevant sustainability skills & knowledge to George Brown graduates—because these are valuable to their employers and communities • Quantify sustainability-related teaching and learning across our programs • Recognize students’ sustainability skill & knowledge gains through a digital “badging” initiative, which in turn ensures students recognize the value and importance of these skills.

ABOUT THE FUNDINGA cooperative education student from George Brown’s Business Administration (Human Resources) program was hired with support from the Office of Research and Innovation. Funding for this project was derived jointly from the Federal Economic Development Agency of Southern Ontario and the Natural Sciences and Engineering Research Council (NSERC) as part of the College’s Green Building initiative.

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