Engaged Learning and Sustainability Leadership: A Case Study Approach Susan Tirone & Emma Savage

1. Engaged Learning and Sustainability Leadership: A Case Study ApproachSusan Tirone & Emma Savage College of Sustainability

2. Overview • Program development process • Program overview • Theoretical framework • Use of ‘engaged learning’ framework • Story telling and story collecting theme College of Sustainability

3. 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 College of Sustainability

4. Testing the proposal • Proposal design presented to students in College, community leaders, interested others • Facilitated one day Forum • Lunch meetings with campus student leaders College of Sustainability

5. 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 College of Sustainability

6. 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 College of Sustainability

7. 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 RBC Sustainability Leadership Certificate program goals are designed to: College of Sustainability

8. Program components Story Collecting Project Action Project College of Sustainability

9. Engaged Learning • 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 Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994). College of Sustainability

10. Next steps • Revise program based on feedback • Ongoing program evaluation • Develop Online Handbook • Develop Sustainability Leaders training College of Sustainability

11. College of Sustainability