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Embedding sustainability learning pathways across the university

Marcus, Jean, Coops, Nicholas C, Ellis, Shona, Robinson, John
Current opinion in environmental sustainability 2015 v.16 pp. 7-13
college students, curriculum, learning, British Columbia
The University of British Columbia's (UBC) long-term vision is to embed sustainability in all of its undergraduate teaching programs. The University has described four student sustainability attributes—Holistic Systems Thinking, Sustainability Knowledge, Awareness and Integration, and Acting for Positive Change—to help guide academic units to develop sustainability learning pathways. These pathways are loosely defined as any combination of curricular experiences that, when combined, equip undergraduate students with a firm grounding in the four attributes in the context of sustainability. Amongst the early adoption of the attributes has been their application at the course level in a pilot introductory course, ‘SUST 101’, and their use in designing a sustainability pathway within the Faculty of Science. In this paper we describe the structures developed at UBC to support and enable sustainability education, summarize the curriculum framework for sustainability at UBC, and present curriculum examples that employ the University's sustainability education framework.