George Brown College Sustainability Curriculum Audit
Summary Report
Background
Between September and December 2012, the George Brown Green Team researched and produced a
detailed report on where within the College curriculum sustainability teaching and learning would have
the greatest and most measurable impact. Our conclusion was that in an outcomes-based learning
environment, sustainability skills and knowledge would have the greatest effect when integrated within
course learning outcomes. Integration of sustainability themes at the learning outcome level allows the
College to do two key things:

provide valuable sustainability skills and knowledge to George Brown graduates

quantify sustainability-related teaching and learning across programs
The Green Team's 2012 report was reviewed by George Brown's Academic Management Committee and
in February 2013 this group endorsed the Green Team's proposal to identify current levels of
sustainability teaching and learning through a course outline audit. A cooperative education student
from George Brown's Business Administration (Human Resources) program was hired with support from
the Office of Research and Innovation (funds derived jointly from the Federal Economic Development
Agency of Southern Ontario and the Natural Sciences and Engineering Research Council (NSERC) as part
of the Green Building Centre initiative). The audit took place from May through August 2013 and
included all available course outlines from all active fulltime programs. The goal was to render visible all
courses that measure students' acquisition of sustainability skills and knowledge.
Methods
The coop student was trained by members of the Green Team curriculum subcommittee to identify
environmental, social and economic sustainability themes within program- and course-level learning
outcomes. Spreadsheets were created listing all active College programs and courses based on each
division's current web-published information. Sustainability themes were searched for at the programoutcome level for each program, and at the course-outcome level for each course. Scores of 1 or 0 were
used to indicate presence or absence of sustainability themes in both program- and course-level
outcomes. Percentage results were derived based on number of active programs/courses published on
each division's webpage, number of these containing program- and/or course-level sustainability
learning outcomes, and number of course outlines available for audit.
Where sustainability themes were found, the audit also examined and reported the type
(environmental, social and/or economic sustainability). The audit also distinguished between courses
that are "sustainability-focused" (contain three or more sustainability learning outcomes) and
"sustainability-related" (contain up to two sustainability learning outcomes), in accordance with a key
requirement of the Sustainability Tracking Assessment and Ratings System (STARS). Should the College
proceed to institution-wide use of this tool to measure overall College sustainability practices, the
curriculum section is already complete as this work was included in the course outline sustainability
audit.
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Results
The course outline sustainability audit confirmed that sustainability teaching and learning at the
outcome level is already occurring across all five College divisions. Individual divisional results are shown
below. Appendix A contains graphed results; Appendix B depicts key sustainability topics by frequency
across all divisions; Appendix C contains the College-approved definitions of environmental, social and
economic sustainability that informed our audit.
Business Arts & Design
Percentage of course outlines audited: 98.78% (565 of 572)
Percentage of programs with 1 or more sustainability-related program outcome: 52.17% (24 of 46)
Percentage of programs with 1 or more courses containing sustainability outcomes: 82.61% (38 of 46)
Percentage of courses with 1 or more sustainability-related learning outcomes: 18.01% (103 of 572) of
which 13.59% were deemed sustainability-focused and 86.41% were sustainability-related
Key sustainability subject areas in BA&D: ethics, codes of conduct, human rights legislation, fair labour
practices, microfinance, international/intercultural awareness, materials handling & disposal.
Centre for Construction & Engineering Technologies
Percentage of course outlines audited: 83.33% (340 of 408)
Percentage of programs with 1 or more sustainability-related program outcome: 56% (14 of 25)
Percentage of programs with 1 or more courses containing sustainability outcomes: 88% (22 of 25)
Percentage of courses with 1 or more sustainability-related learning outcomes: 15.2% (62 of 408) of which
12.90% were deemed sustainability-focused and 87.10% were sustainability-related
Key sustainability subject areas in CCET: safety protocol, codes of conduct, materials handling &
disposal, identification and selection of sustainable materials, LEED.
Centre for Hospitality and Culinary Arts
Percentage of course outlines audited: 73.12% (185 of 253)
Percentage of programs with 1 or more sustainability-related program outcome: 36.84% (7 of 19)
Percentage of programs with 1 or more courses containing sustainability outcomes: 84.21% (16 of 19)
Percentage of courses with 1 or more sustainability-related learning outcomes: 19.76 (50 of 253) of which
10% were sustainability-focused and 90% were sustainability-related
Key sustainability subject areas in CHCA: Safety, hygiene, materials handling & disposal, identification
and selection of sustainable products, fair labour practices, intercultural awareness.
Centre for Health sciences
Percentage of course outlines audited: 56.64% (243 of 429)
Percentage of programs with 1 or more sustainability-related program outcome: 60% (15 of 25)
Percentage of programs with 1 or more courses containing sustainability outcomes: 52% (13 of 25)
Percentage of courses with 1 or more sustainability-related learning outcomes: 21.45% (92 of 429) of which
14.13% were sustainability-focused and 85.87% were sustainability-related
Key sustainability subject areas in CHS: patient safety, community health, hygiene, ethics, materials
handling & disposal, codes of conduct, intercultural awareness.
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Centre for Preparatory & Liberal Studies
Percentage of course outlines audited: 49.70% (84 of 169)
Percentage of programs with 1 or more sustainability-related program outcome: 64.29% (9 of 14)
Percentage of programs with 1 or more courses containing sustainability outcomes: 42.86% (6 of 14)
Percentage of courses with 1 or more sustainability-related learning outcomes: 23.67% (40 of 169) of which
40% were sustainability-focused and 60% were sustainability-related
Key sustainability subject areas in CPLS: human rights, equity, diversity, ethics, fair labour practices,
biological systems, conservation, ecosystems, intercultural awareness.
Next Steps
Each division has received full inventory and summary spreadsheets showing precisely which programs,
courses, and individual program- and course-level outcomes were found to contain sustainability
themes. Instances in which a minor edit could make explicit an outcome's sustainability content were
identified visually within each division's spreadsheet to facilitate ease of next steps. Green Team
personnel have offered to meet with divisional and program teams to explain all results.
Divisional and program teams are encouraged to examine the audit findings to identify opportunities for
targeting programs or courses for increased sustainability teaching and learning content at the outcome
level. Divisions that were unable to submit their full roster of active course outlines for review due to
faculty vacation schedules are encouraged to submit any remaining course outlines for review by the
Green Team between September and December 2013. The Green Team will add these results to each
division's overall results.
It should be noted that both industry and Ontario's Ministry of Training, Colleges and Universities are
putting increasing importance on students graduating with sustainability skills and knowledge. Now that
a baseline has been established, the College should decide on next steps. Suggestions have included:
encouraging each division to ensure that at least one course in each program has one or more learning
outcomes addressing sustainability; and, integrating a review of sustainability outcomes into program
reviews. We should also considering assigning permanent responsibility to keep this audit up-to-date.
Acknowledgements
The Green Team would like to enthusiastically thank the following individuals for their support of and
contributions to this project.
Dawn Davidson, Director, Office of Research and Innovation
Suzanne Dwyer, Manager (Special Research Projects), Applied and Institutional Research
Laura Jo Gunter, Sr. Vice President Academic
Eugene Harrigan, Vice President and Green Team co-chair
Gary Kapelus, Chair, Academic Excellence
Jason Ngan, Cooperative Education Student, Business Administration (HR) program
Brenda Pipitone, Dean, Academic Services and Student Affairs
Nancy Sherman, Dean, Centre for Construction & Engineering Technologies and Green Team co-chair
Helene Vukovich, Associate Dean, Business, Arts & Design
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Appendix A: Graphed Results
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APPENDIX B: Key Sustainability Subject Areas (by frequency)
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APPENDIX C: Definitions of Sustainability
Environmental Sustainability
Environmental sustainability is concerned with reducing human consumption of resources and
mitigating human impact on the natural environment. A sustainable approach to the physical
environment entails improved understanding of the interrelation of ecosystems and the life-giving
services they provide. It promotes behaviours that minimize harm to air and water quality, and that
reduce greenhouse gas emissions.
Social Sustainability
Sustainable social practices promote “social justice, conflict resolution, access, human well-being, social
equity, diversity, intercultural fluency, quality of life, global citizenship, [and] community building”
(University of British Columbia, no date).
Economic Sustainability
Healthy local and national economies are fundamental elements of liveable, equitable and prosperous
communities. The Canadian International Development Agency’s Sustainable Economic Growth Strategy
prioritizes economic practices that:
 “Foster a stable foundation for viable businesses and industries to thrive
 Increase opportunities for meaningful employment, particularly in the formal economy
 Maximize the contribution of growth to the public resources available for investment in the
welfare of the population
Sustainable, ethical economic practices "[...] integrate environmental sustainability, equality between
women and men, and governance as essential considerations to achieve sustainable economic growth”
(CIDA 2011).
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References
Canadian International Development Agency (CIDA). 2011. CIDA's Sustainable Economic Growth
Strategy. Retrieved January 2013 from http://www.acdi-cida.gc.ca/acdi-cida/acdi-cida.nsf/eng/NAD9241625-RHC
University of British Columbia. Social Sustainability. No Date. Retrieved January 2013 from
http://www.sustain.ubc.ca/campus-initiatives/social-sustainability/social-sustainability
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