S.10-147
1. SCUP 10-81
2. Community Engagement and Cultural Diversity
Library Course Assessments

OFF

E V

CE-

PRE

DENT

ICilDEM

liND

OVOS

MEMORANOUM

ATTENTION

Senate

8888 U

:-;

ty Drive

Burmby

Canada V5:\

156

FROM

Jon

iver, V

, Academic and

Provost,

:lnd

Chair, SCUP

EL: 778.782.3925

FAX: 778

782

5876

DATE

ovember

15,

PAGES

titute for

Environme

Learning

(SC

81)

Novcrnbcr

3,2010

rncct

ng SCUP

reviewed and approv

nstitute

for

Environme

tal

Learning.

Motion

S.10-147

vpacad@sfu

\\,,"vw.s fu.ca/

vpaca

dcmic

the creat

on of the

That Senate approve the crcation of the

nstitute fo

Environmental Learning as an

stitute for a S year

term.

cnc

Zandvlict

RilSER

IVER

ITY

THINKING

THE

WORLD

Norbert H. Haunerland. Ph.D.

Associatt: Vice-President, Research

Professor of Biological Sciences

MAILING ADDRESS

8888 University Drive

Burnaby BC Canada

VSA IS6

TEL:

778.782.4[52

FAX: 778.782.4860

sfuavpr@sfl1.ca

w'..vw.sfu. ca/vpresearch

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SCUP 10-81

OFFICE OF THE VICE-PRESIDENT, RESEARCH

ATTENTION Sarah Dench, Secretary

Senate Committee on Unlversit Planning (SCUP)

FROM Norbert Haunerland, Associate Vice President. Research

RE Institute for Environmental Learning

DATE October 22, 2010

Attached is a proposal from Dr. David Zandvliet, for the establishment of the "Institute

for Envir0111nental LearningH.

I recommend approval as a research Institute according to Policy 40,01. Once approved

SCUP the proposal should be sent to Senate and the Board of Governors for

infonnation.

Ivlotion:

That SCUP approves the "Institute for Environ

year term.

Dr.

Norbert Haunerland

Associate Vice-President, Research

Attachment

D. Zandvliet, Faculty of Education

SIMON FRASHU UNIVEUSITY

THINKING OF

THE

WORLD

Oct. 20

, 2010

Senate

Committee on Undergraduate Programs

Simon

Fraser University

Re: Proposed Institute for Environmental Learning

Dear colleagues,

Please accept the attached proposal for an Institute for Environmental Learning. The

Institute is envisioned as a Research Institute

at Simon Fraser University under the terms

of SFU Policy R 40.01, and would come under the direct authority of the VP Research.

Start-up funding and in-kind support is being provided by the Faculty of Education and

Faculty

of Environment and once approved the Institute will pursue research and

development funding from a variety

of partners and funding bodies.

The proposed Institute will also provide a much needed governance structure for the

recently

UN chartered, BC North Cascades Regional Centre for Expertise (RCE) in

Education for Sustainable Development (ESD), a research based and community focused

research group initiated

in January 2010. Simon Fraser University will be the lead

academic institution in the proposed Institute with the Faculty

of Education and the

Faculty

of Environment being key proponents. Our community partners include Metro

Vancouver as well as the

Provincial Ministry of Education (Green Schools Division).

Once approved, the Institute will be linked closely to the existing BC Working Group on

Education for

Sustainable Development and will involve the wide variety of education,

corporate and

NGO members in our growing Walking the Talk network (see

http://www.walkingthetalk.bc.ca/). We look forward to this next step

in our development

as both a national and international centre for research on environrnentallearning.

Warm regards,

David Zandvliet, Associate Professor

Faculty

of Education (Rm 8642)

Sim'on Fraser University

8888 U ni versity Dri ve

Burnaby BC Canada V5A

IS6

1. Purpose

RESEARCH INSTITUTE (proposed)

Institute for Environmental Learning

1.1 The institute will coordinate the research, teaching and communication functions of

the Be Working Group on Education for Sustainable Development

(Walking the

Talk),

and its newly developed research arm, the UN chartered BC North

Cascades Regional

Centre for Expertise (RCE) in Education for Sustainable

Development (ESD) with its associated research and development activities (see

Appendix A).

1.2

The institute will be affiliated with Simon Fraser University and conducts its

activities in such a way as to enhance

the reputation and the programs of the

University while

allowing broad representation from other institutions, centres, or

organizations located within the

(North Cascades)

region.

1.3 The institute aims to develop and support research on environmental learning in

communities, schools and post-secondary institutions throughout the Province

British Columbia. Our view is that education is fundamentally about values, with

respect

at the centre: respect for others, including those of present and future

generations, respect

for difference and diversity, respect for the environment, and

respect for the resources

of the planet we inhabit.

2. Governance

2.0

The Institute is constituted as a Research Institute at Simon Fraser University

under the terms

of SFU Policy R 40.01, and comes under the direct authority of the

VP Research and conducts its affairs in accordance with

all other University

policies. Start-up funding and in-kind support is being provided by the Faculty

Education and Faculty of Environment.

2.1

An annual report on the Institute's activities and financial status from April

March

31, including the current membership of the Institute,

Steering Committee

and Advisory Council,

by the Director before June 30

of each year and to the

Vice~President

Research by August 31 st of each year.

2.2

The Institute is governed by a Steering Committee and headed by a Director and

will seek broad community consultation through an Advisory Council (Appendix B).

2.3

The Director of the Institute is an SFU faculty member appointed by the VP

Research under advisement from the Institute's Steering Committee upon

nomination by

the Steering Committee. The Director serves a renewable three-

year term.

2.4 The Director's tasks include the following responsibility, which he/she may

delegate but not abrogate.

• Chairing the Steering Committee and Advisory Council;

• Overseeing Institute finances;

• Liasing with the Deans of the Faculty of Education and Faculty of Environment

(and other supporters) keeping

them appraised of the Institute operations

• Recruiting members;

• Preparing annual report to member faculties, organizations, and VP Research.

October

2010

2.5 The Steering Committee will comprise Faculty and Graduate students and other

signatories on the founding UN University designated

RCE charter for British

Columbia - North Cascades

(2010). The steering committee will develop general

criteria for membership

in an advisory council (see Appendix C) that reflect the

vision

of the Institute and potential members will demonstrate how they meet this

criteria and work to support research on environmental learning within the Province

of BC. Membership in the Institute (and RCE) would be reviewed and approved by

the Steering Committee on a yearly basis. Steering committee members would be

appointed as representatives

of member groups in the Institute (eg. USC-O, Royal

Roads University, SFU Faculty of Education, SFU Faculty of Environment):

• The steering committee will consist of 5-6 faculty and a few adjunct /

associates from other member institutions

organizations including a Director,

who serves as Chair.

• The committee will consist of members that hold full-time continuing positions

within SFU or institute affiliated member institutions/organizations and will

serve one-year renewable terms.

• The composition of the committee will aim to represent as much as possible

the range

of disciplinary perspectives of members affiliated with the

Institute/RCE and additional appointments can be made as institutional

representation grows over time.

• The task of the Steering Committee is to determine the overall direction of the

Institute and to oversee the management of its research and development

programs (eg. Consulting, publishing, research development). While it

operates by consensus, when necessary it can make decisions by majority

vote, including the appointment

of new members of the Steer.ing Committee.

• Initial Steering Committee members as designated in UN RCE documents are:

Laurie Fretz,

representing

Corporate Relations, Metro Vancouver

Veronica Gaylie,

representing

Faculty of Education, UBC-Okanagan

Richard Kool,

representing

School of Environment, Royal Roads University

Paul Lukasek,

representing

Green Schools Division, BC Ministry of Education

Kenneth Lertzman,

representing

Faculty or Environment, SFU

David Zandvliet,

representing

Faculty of Education, SFU (provisional chair)

2.6

Advisory Council:

Consists

of an expanded representation of the Institute's membership while

providing advisory functions to the Steering Committee. Membership in the

advisory council is recommended by the Steering Committee to the director.

Initial membership on the Advisory council will consist of all current members of

the (strategic council)

of the BC Working Group on ESD.

Funding

3.1 Initial funding and support for the research and development activities of the

Institute will be provided by seed funding and/or in-kind support from member

faculties / centres

or associated organizations and institutions (see Appendix D).

3.2

Additional and ongoing funding will be secured from sources external to the

university through application to foundations, corporate sponsors and to the tri-council

research granting agencies such as

SSHRC, or NSERC for specific programs the

Institute/RCE may develop or implement.

October 2010

Appendix A

Institute

North Cascades RCE Program Plans include:

- on-going research dissemination

of the

Environmental Learning and Experience (2007)

framework and associated resources (Curriculum maps, Professional development

templates (developed

for the BC Ministry of Education) to Be schools and educators.

- continued development

of a range of Professional development options linked to

research and existing programming in the Faculty of Education

Faculty of Environment

and other partners (eg. Undergraduate minors in Environmental Education, and

Environmental Literacy, graduate courses and graduate programs in Sustainability).

- continued

development of a provincial "action research" network comprising educators

and researchers from various disciplines and institutions (hosted by

SFU) jointly

developing research proposals, tools and protocols for research into environmental

learning across British Columbia.

- continued development

implementation of an academic journal

Ecothinking

(tentative

title with Sense Publishers) which will focus on diversity of research methods and 'praxis'

(the connection of research to practice) in the field of

environmental learning while also

developing greater application

of research knowledge to teaching and learning practices.

Link to SFU 2010 academic plan:

Goal 4.5 • Link each of our three campuses closely to their communities ..

Involving community members as advisors to Academic Units

Conducting community relevant research projects

Collaborate with communities to develop research partnerships

Increasing communication with local communities.

Provide student learning and research opportunities in local communities

Support distinctive non-credit programmes in local communities

Link to SFU 2009 strategic research plan:

'"Education for Sustainable Development Education enables us to understand ourselves and others as

well as our links with the wider natural and social environment, and this understanding serves as a

durable basis for building respect. Along with a sense of justice, responsibility, exploration ancl

dialogue, education for sustainable development aims to move us to adopting behaviours and practices

that enable all to live a full life without being deprived of basics. Sustainability is a concept, a goal

and a strategy. The concept speaks to the reconciliation of social justice, ecological integrity, and the

weJlbeing of al1living systems on the planet. The goal is to create an ecologically and socially just

world within the means of nature without compromising future generations. Sustainability also refers

to the process or strategy of moving towards a sustainable future. What we teach, what we don't teach,

and how we teach are all considered when creating sustainability education. Sustainability education

is a process of creating a space for inquiry, dialogue, reflection, and action about the concept and

goals of sustainable development. The research agenda includes the development, monitoring, and

evaluation of environmental learning initiatives and the ongoing identification of sustainability

indicators and evaluation tools ... "

October 2010

Appendix B

Proposed Governance Model of Institute

October 2010

SFU

VP Research

Director of the Institute

(Appointed by VP Research

nominated

by the Steering Committee)

Steering Committee (SC)

(Representation of ReE signatory

organizations, Director will chair)

Advisory Council

(Broad representation a/membership,

appointed by the steering committee)

General Membership

Appendix C

Advisory Council Membership Criteria

Draft

~Iembers

can be from member institutions (i.e. faculty, grad students, museum or civic

government staff, etc.) or community members (from youth groups, non-profits etc). In

all cases, the goal will

be to include like-minded people who can work well with the

existing membership and contribute to, and enhance the Institute/RCE in concrete and

specific ways, members

of the advisory committee will communicate directly to the

Steering Committee of the Institute and will participate in quarterly meetings.

The Institute/RCE will annually require members to provide a list of their contributions

for both annual reporting requirements and to assist in a membership review. These

reports are to be reviewed by the steering committee. Minimally, the report will describe:

a) how a member intends to collaborate with other members

of the institute

(eg. on projects/on funding applications/on outreach).

b) how the mandate of the Institute/RCE reflects the members own goals.

c) whether the member's contribution will be research related, financial

(or in-kind), administrative or network support.

Overall, criteria for membership nlust include evidence of both ability and wiJIingness to

provide concrete and visionary support to the institute through a variety

of mechanisms

including regular attendance at quarterly meetings, participation

in other projects or

program functions associated with the institute, or by active service on the steering

committee or advisory council.

If working under the banner of the Institute/RCE, a member will need approval of the

project from the Director

of the Institute (on advisement of the Steering Committee).

Institute approved/sponsored projects should use name/logo of the Institute on all

institute-related projects.

October 2010

Appendix D

Memos and Letters of Support

The amounts required reflect the basic start-up costs required

the new institute,

staffing, website/online production and development, printing, promotion and general

office and capital expenses. The budget also reflects some one-time expenses such as the

website design and layout cost for initial development

of the Institute.

$15,000 staff cost for a part-time office assistant who will also act as

marketing, promotional, admin and project manager for the institute;

estimated average

of 50 hours per month x $25 per hour = $1250 per month

(Start-up funding of $5,000 requested from each of Faculty of Education,

Faculty

of Environment)

$1500 printing - posters, flyers, programs etc.

$3000 computer hardware/software costs include the capital cost of a new

computer or the loan

of existing equipment and software (print and web)

($4,500 cash and in-kind to be provided by the lead proponent from existing

research funding and activities)

various office expenses, equipment, copying, etc, requested as in-kind support

In-kind requests include use office space from Centre for

Policy Research in

Science and Technology (CPROST) or Centre for Dialogue Harbour Centre,

office equipment use, IT assistance and web site hosting (Faculty

of Ed).

Continuing and additional funds for on-going administrative or centralized support will

be sought out in the on-going project-based proposals the Institute will submit to grant

giving agencies

(SSHRC, NSERC, Vancouver Foundation) and support funds will be

augmented according to the degree

of administrative support provided by the Institute on

a project by project basis.

October 2010

Appendix E

Issues RCEs have reported that they are working on can be categorized into three major groups:

1. Sustainability issues (see Table 1)

ESD issues

Four Major

'Thrusts" of ESD (as identified in Chapter 36 of Agenda 21)

Public awareness

Access to quality basic education

Reorientation of existing education

Training for all sectors

3. Operational

organizational issues

Four

"Core Elements" of an RCE

Governance

Collaboration

3. R& D

Transformative Education

* Seven interlinked strategies are proposed for the Decade:

advocacy and vision

building;consultation and ownership; partnership and networks;

capacity building and training; research and innovation; information and communication

technologies; monitoring and evaluation.

Table 1: Major Topics to be Addressed by ESD as Identified by UNESCO

"15 Strategic Perspectives" in Draft liS

"Sustainability Issues" in Final liS

Socio-cultural

•

Human rights

1. Social Sphere

•

Employment

Perspective

•

Peace and human

•

Human rights

security

•

Gender equity

Gender equality

•

Peace and human

•

Cultural diversity and

security

in tercu I tu ral

understanding

•

Health

•

HIVjAIDS

•

Governance

Environmen tal

•

Natural resources

2. Environmental Sphere

•

Water

Perspective

(water, energy,

•

Waste

agriculture,

biodiversity)

•

Climate change

•

Rural transformation

•

Sustainable

urbanization

•

Disaster prevention

and mitigation

3. Economic

•

Poverty reduction

3. Economic Sphere

Poverty reduction

Perspective

•

Corporate

•

Corporate

responsibility and

accountability

•

Market economy

Source:

UNESCO, 200Sa,

pp.

19-22

4. Cross-sectional Sphere

•

Migration

HIV

JAIDS

•

Climate change

•

Urbanization

UNESCO (2005a)

United Nations Decade o/Education/or Sustainable Development: Draft International

Implementation Scheme 2005-2014

Qanuary 2005 edition), Paris: UNESCO

October 2010

Appendix F

What is Walking the Talk? A Community Dialogue on Education

Questions for the Be UN-RCE generated from the May 19

dialogue.

Research

What are the key regional challenges and how are our challenges identified?

How can the

RCE become one of the "outside" venues to be a co-centre of dialogue

and active

event centre?

How can the

RCE be an active research site, in an active and explicit way?

How can research questions

and problem-based learning be focused on the

community

and use the natural world as a co-teacher?

Who in

the region is already doing this work and creating ESD research and

evaluation?

How do we

ensure evaluation and participatory research in the RCE?

How do we balance theory vs. action where schools are traditionally theory based?

Should theory be balanced with experimental learning?

How/where do we teach a balance between green and economic values in higher

education?

Is cultural/elder knowledge being brought up and taught in schools? Too theory-

based?

How can the

RCE use the built environment as a learning tool? How can the built

environment be redesigned to tell lessons

of place and living sustainably?

How can the

RCE generate inter-institutional curriculum change/ development/

support for integrating complex dimensions of (social, econon1ic, enviro) ESD?

How can theory be accompanied by practical activities to help the students to reflect

their actions or non-action?

October 2010

Education System and Curriculum

How do we integrate sustainability education into the K-12 curriculum? How do we

create space in an already over-full curriculum?

How

do we work with a system that already exists? What steps do we need to take

urevolutionalize" the current system?

How can

we offer facilitator skills to educators and educators in training? How can

teachers

act more like facilitators so that the students become the driving force in

learning through action and dialogue?

How can

we expand our definition of resources for classroom materials?

Is there space for specialists in the education system?

How can

we provide engaging, personal, and iterative Pro-D to teachers (and

admin.) to shift school practice to provide space for sustainability and

EE and

outside schools across BC?

Should the metaphor of the classroom be changed? How can we make place itself a

teacher?

Are

we preparing students to run the current systelTI, or do we need a new system?

What changes are needed in the current system?

How do

we get our teachers, administrators, trustees, schools, connected to the

network?

Youth Engagement

How can the RCE be a centre for active recruitment of youth into the community

dialogues, public education and action campaigns?

How can we

get youth and students engaged and give them leadership roles within

the

claSSrOOlTI so that they are not afraid to tackle problems and put forth ideas

without feeling judged or threatened?

How can we create a working space that truly engages environmental students?

How do

we encourage a depth of story ,,,,here students can speak from the heart,

fearlessly?

How can the education

system be changed or re-structured in order to empower

and support students' ideas outside the classroom and lead them into careers that

are fulfilJing

October 2010

Community Engagement and Cultural Diversity

How can RCE walk the talk itself?

How do

we reach out to the multicultural community, new immigrants and

successive generations?

60% of Metro Vancouver will be minorities so how do we

engage them, with language as a possible barrier?

Who isn't included in the

RCE? Who is being left out? (Minorities, NGOs, artists,

parents, etc) Who should be

brought in to diversify representation within the RCE?

How can we assist adults, parents, institutions, orgs, businesses and government

leaders to be educated in sustainability and generate positive change and results?

need to create these results so that students don't feel helpless in their huge (or

small) efforts.

How do you have an engaged dialogue on a continuous basis? (geography, time,

cost)

How do

we better integrate First Nations knowledge into our learning systems?

How can we unite

the community and support the conversation? How do we break

down the walls

or boundaries that are preventing us from communicating with the

people

around us, and with the community as a whole?

How do

we structure a system so that it includes community, student, and parent

voices?

What

are the tools/skills required for effective engagement and how can we provide

them?

How can

we enable people to explore their local communities through storytelling

and bring to light all

of those models that already exist to further inspire sustainable

action?

October 2010

SFU

SIMON FRASER UNIVERSITY

LI8RARV

Library Course Assessments

The Library participates in the course approval process for new courses at both the undergraduate and graduate

levels. By Senate motion (S.93-11) "no new course should be approved by Senate until funding has been

committed for necessary

library materials." A Library review should be conducted after new course proposals have

been approved

by the department or school curriculum committee, before being considered by the Faculty

curriculum

committee. New courses will not be approved at the Senate Committee on Undergraduate Studies

(SCUS) or Senate Graduate Studies Committee (SGSC) until a Library review has been completed. Even if the

department states that no new

library resources are required, a report from the Library is required to confirm this

view.

To submit course

proposals for review by the Library, forward the following materials to Gwen Bird, Associate

University Librarian,

Collections Services:

• course proposal forms

• complete course outline

• reading list created for the course, if any

• date of Faculty curriculum committee meeting (or other deadline for library report)

An assessment will be done to evaluate whether the Library's holdings and present collection development

activities are adequate to support the new course. If no new library resources are required, the course will be

added

to the appropriate list below indicating the library is adequately resourced to support the course.

If additional library resources are required, a full report will be created and linked below, and the associated costs

will be identified. The costs may be one-time, to

fill gaps in holdings, or ongoing, for example, to start new journal

subscriptions, or sustain book collecting in areas not now included in the Library's collection scope. If costs are

attached, the department or school is asked to transfer the required funds to the Library's materials budget.

Questions about the process can be directed to Gwen Bird.

No Additional Library Resources Required

Unless otherwise indicated, these courses require no additional library resources based on a course location of

SFU Burnaby. In many cases, if the courses were to be offered at SFU Surrey or Vancouver or as off-campus

courses, additional Library costs might be involved.

Please contact Gwen Bird for details.

Centre for Education

on Research and Policy

Centre for Research

on I nternational Education

Centre for Research

on Sexual Violence

Centre for the Study

of Gender, Social Inequities and Mental Health

Centre

for the Study of Public Opinion and Political Representations

Centre for

Workplace Health and Safety

Vancouver Institute for Visual Analytics

B.Sc. in Biomedical Physiology (SchooJ of Kinesiology)

BISC 413, 830,831,832,833,834

BUS 427

CHEM 391

CMNS 357

CMPT 375,626,628,627,781,828,895, 896

CRIM 812,820, 864, 865

OEVS 801

EASC 601, 602

ECON 372

EOUC 403, 438, 454, 810, 943, 944

ENGL 432, 433

ENV 100, 200, 300, 400, 450, 650

First Nations Language Centre

FPA 285, 313 (Woodwards), 462, 485

FREN 217, 226,

245,.275, 331, 332, 333, 334, 340, 341, 343,344,352,407,417,420,440,441,442,444,852

GEOG 318

GERO 410,413

Graduate Diploma in Public Health Practice

GSPP 817,818,819,820,821,822,823,824,827,828,829

GSWS 401, 402, 403

HIST 115, 311, 323, 330, 463, 476, 872 (assessed as 893)

HSCI 349,407, 412, 479,493, 494,726,727,845,843,851,888,887,902,903,904,905

Institute for Environmental Learning

Institute for Values in Policy and Science,

IS 309, 319, 329, 802

Jack Austin Centre for Asia Pacific Business Studies

LBST

308

MACM 203, 204, 294

MBB 242, 461, 566, 821, 822, 823, 861, 862, 863

PHIL 318

POL 311, 338, ,350, 450, 452

PSYC 391

PUB 401

WL330

WS350

Completed Library Course Assessments

BUS 467.489

CRIM436. 380. 458.459.480.481

ENSC 280

HSCI8XX

HSCI PhD and ILIAD

324/813

MA in Humanities

Archived Library Course Assessments