Engaged Learning and Sustainability Leadership: A Case Study Approach

Susan Tirone & Emma Savage

College of Sustainability

Overview

• Program development process• Program overview• Theoretical framework

• Use of ‘engaged learning’ framework• Story telling and story collecting theme

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Program Development

• Collaborative, campus wide consultations• Aim: Create a leadership program

• Proposal development 2010• Funding of 3 year pilot by Dalhousie University CLT• Focused on sustainability• Conference style program with service learning component

• First year pilot - 2011-2012• Testing of proposal

• Implementation in pilot year 2 - 2012-2013

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Testing the proposal

• Proposal design presented to students in College, community leaders, interested others

• Facilitated one day Forum• Lunch meetings with campus student leaders

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Students and community shaped the program • Forum – March 2012• Students liked the proposal• But recommended:

• Action/experiential projects – not passive volunteering• Opportunity to learn to lead, do it, get feedback, and to reflect

• Experience emphasize real world challenges and change leadership • Proram components should be off campus, resonate on a personal

level, use local leaders• Emphasis on collective rather than individual action• Build on students’ existing experience, skills, strengths• Involve community based mentors• Create co-learning environment with instructors/mentors

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Creating and implementing the program

• Community partners• Local Specialists in youth leadership,

youth engagement, community development

• Draw from facilitation approach used by community development practitioners & program development approach

• Introduced story telling as a unique way to tie the program together

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RBC Sustainability Leadership Certificate program goals are designed to:

College of Sustainability

• Engage students in an exploration of personal and group leadership

• Inspired students to take effective sustainability actions• Develop competencies and provide students with

practical tools to lead change• Provide students with opportunities to demonstrate

leadership to increase sustainability in their world and environment

• Provide skills that will inspire, motivate and build capacity in others to take action for sustainability

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Story Collecting Project Action Project

Program components

• Teacher as facilitator, co-learner• Rich learning environments• Explore and discover concepts• Apply their skills to practical scenarios• Construct and produce knowledge in meaningful ways• Work collaboratively• Supported environment• Deep appreciation for diversity and multiple

perspectives

Engaged Learning

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Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994).

Next steps

• Revise program based on feedback• Ongoing program evaluation• Develop Online Handbook• Develop Sustainability Leaders training

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