Reaching the Rest: Embedding Sustainability in Undergraduate Student Learning

Abstract

There exists a substantial literature on sustainability pedagogy. Much of it addresses individual courses, sustainability programs, or the learning competencies that are encouraged. The implicit focus is on students who have chosen to specialize on sustainability topics by obtaining a degree in programs such as , sustainability management, environmental science or studies. More recently, there has been emerging literature calling for embedding sustainability into entire university curricula as sustainability becomes a more prominent issue for higher education institutions. Four key themes have emerged in this literature that are relevant to the goal of developing sustainability pedagogy relevant to all students: (i) the organizational framework for the content of sustainability pedagogy, (ii) the conceptualisation and teaching of inter-transdisciplinarity, (iii) the relative merits of compulsory or voluntary sustainability programming, and (iv) the role of course inventories. In this paper, we examine the University of Toronto’s introduction of a new model of sustainability learning and evaluate it against the themes and recommendations found in the literature. This model aims to establish university-wide sustainability learning trajectories, called Sustainability Pathways whose novelty is in its offer to reach many more students than other approaches. The key themes emerging from the literature will serve as a basis for program evaluation. It is found that the Pathways program does embody some of these themes but that further development would be desirable. The program and the course inventories at its foundation will go through periodic evaluation to assess progress on program goals and objectives.