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
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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:
• 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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Program components
Story Collecting Project
Action Project
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Engaged Learning
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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).
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Next steps
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Revise program based on feedback
Ongoing program evaluation
Develop Online Handbook
Develop Sustainability Leaders training
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