SSAS Program

Life in the Thesis Stream of the Sustainability Science and Society program at Brock

Monday, January 13, 2020 | By Erin Daly

Blog Contributor: Meredith DeCock

I always assumed I would return to the academic world to pursue a master’s degree. But I resisted this urge for years as it felt like something I should do, not necessarily something I felt a passion to do. If I was going to do a master’s, I wanted it be for a specific purpose and mean something. That is when I found sustainability science.

I chose Brock, not only because it seemed to be the best sustainability science program in Canada, but I was really interested in a lot of the research being conducted at the Environmental Sustainability Research Centre (ESRC). I reached out to my now supervisor, Dr. Liette Vasseur, as her work on ecosystem-based adaptation and ecosystem governance interested me. She was just starting a three-year long project with a neighbouring community that will help them co-generate adaptation strategies to combat the impacts of climate change. I was sold. I packed up my essentials and drove across the country to start the program in the fall of 2018.

Being in either the thesis or MRP stream, your first semester is largely focused on just trying to figure out what grad school is all about. You are in a new school, and in my case, a new province, while trying to balance the seemingly never-ending work loads of classes and trying to understand your area of research.

The second semester in the thesis stream you have a slightly lighter course load compared to your MRP peers; however, I found second semester busier than the first. I took on an extra course, held a research assistantship position with the ESRC, and took on a few other professional development opportunities that Brock offers such as presenting at the Brock Mapping New Knowledges (MNK) Conference, completing a certificate in Teaching and Learning in Higher Education, and submitting an article to a journal for peer-review. But to ensure I did not fall behind, I considered my research proposal its own class. I did not let a week go by without working on my research proposal. It is easy to let your research slide to the backburner in the first two terms of the program; however, if you schedule time into your week dedicated to your thesis, you will be successful.

I am thankful that I am working with a supervisor on a specific project as I wanted to complete a master’s knowing that my research project is feeding into something larger. However, I know that is not the case for everyone. There is no right way to go about it, but it is great to know that there are options and that you will feel supported by the ESRC regardless of which route you choose.

Categories: Blog, SSAS Program, SSAS Student Contributor, Sustainability at Brock
Life in the Master of Sustainability Program – Second Semester 2019

Monday, January 06, 2020 | By Erin Daly

Blog Contributor: Connor Thompson

The second semester seemed to pick up right where the program left off in December. I think the cohort expected to ease into the winter term, but our hopes were immediately dashed thanks to a few quick deadlines. Such is life in grad school!

Both of this semester’s courses were taught by Dr. Jessica Blythe. Jessica absolutely loves working in academia and that passion comes through clearly in her lectures. If you have the opportunity to take any of her courses I highly recommend it, her excitement is infectious and she makes coming to class an enjoyable experience every week.

SSAS 5P03 – Problem Solving in the Environment

This is the program’s project management course. Our class was kept as a single project team, tasked with creating a sustainable tourism framework for the Town of Lincoln through our Living Lab agreement. You can expect a few bumps along the way, but a strong group dynamic can overcome just about anything 5P03 throws at you.

SSAS 5P04 – Transdisciplinary Seminar

If this course sounds familiar it is because I wrote about it last semester too, 5P04 runs in both the fall and winter. The seminar brought researchers and professionals in to speak with us from across disciplines, which was incredibly useful in bridging sustainability research, policy, and practice. These events are open to the public and you can see past seminars here.

SSAS 5P12 – Climate Change Adaptation & Transformation

This course was steadily demanding throughout the semester, largely because we were required to read two articles and submit a 500 word critical response each week. We also created climate data projection reports for Walker Industries Inc. and many of their worksites across Canada, then we each read a book on climate change adaptation, wrote a review, and were given the option to submit it for hopeful publication in an academic journal. The weekly deadlines ensured that we had all completed and were able to speak to the readings with a high level of understanding, which lead to some fascinating conversations on how we communicate about climate change as sustainability scientists.

The Co-op Job Search

There is no formal course requirement for co-op students in the second semester, as the focus becomes putting those skills to work and securing a job. The co-op hunt is difficult so my only recommendation is to be prepared to search as soon as you start back at Brock in January. Expect to write a lot of cover letters, send many introductory emails, and spend an unreasonable amount of time on job boards. Look at it as preparation for life after the program!

For more information about the Master of Sustainability program here at Brock, please visit: https://brocku.ca/esrc/ssas/

Categories: Blog, SSAS Program, SSAS Student Contributor, Sustainability at Brock
SSAS Experiential Learning Field Trip Takes Students Across Niagara

Friday, November 15, 2019 | By Erin Daly
The SSAS 5P01 course description describes experiential education as “a critical vehicle to enable exploration of the enactment of genuine sustainability science”. On Thursday, November 7^th, this year’s cohort of Master of Sustainability students took part in the third and final experiential education component of the course – travelling across the Niagara region to see first-hand how Brock is involved in a number of environmental sustainability initiatives.

We were welcomed to the Vineland Research and Innovation Centre by Dr. Darby McGrath, Nursery & Landscape research scientist and ESRC Adjunct Professor. Dr. McGrath gave an overview of the research that happens at the Vineland institute, including environmental impact. She then took the students to one of the new greenhouses at the Centre, where everyone was required to put on biosafety gear – including covers for our shoes and sanitizer for our hands. Here, the students learned about biocontrol and how it’s used in the greenhouses at Vineland Research and Innovation. We left the greenhouse with a new appreciation for sustainable pest control, and some souvenir tomatoes! Our last stop at Vineland was the Potting Shed, where we heard from a few researchers about their soil-related projects and how this research affects the Canadian landscape. The students left Vineland with an appreciation for all of the research happening within one centre, and hopeful that their own research could have similar impacts.

From Vineland, we headed to Charles Daley park, where second year SSAS student Meredith DeCock and Brock adjunct professor and ESRC co-founder Dr. Brad May discussed their work on the MEOPAR-Town of Lincoln Research Community Sustainability Project. MEOPAR stands for the Marine Environmental Observation Prediction and Response Network, and the collaboration with Lincoln is meant to help the community understand how to deal with the impacts of climate and environmental changes. DeCock’s research involved examining the Lake Ontario shoreline at Charles Daley park, and she shared her experiences with the students.

Our final stop of the day took us to the Brock-Lincoln Living Lab. There, we met Lincoln Mayor Sandra Easton, who officially welcomed us to Lincoln, and spoke to the students about education and professional development. Following this, we heard from Dr. Marilyne Jollineau and Mike Kirkopoulos, who spoke to the students about living labs and what they are, as well as an overview of the Town of Lincoln and their current environmental sustainability initiatives. After a day full of guest speakers and presentations, it was time for us to reflect on what we’d learned. Carolyne Finlayson led us through a reflective practice exercise in which the students addressed their feelings towards environmental sustainability research prior to the trip, and then revisited those feelings at the end. They did this through photos and group discussion, and they all had some very insightful things to say about the day!

Needless to say, we were all pretty tired when we returned to Brock at the end of the day – but we were also excited for the future of environmental research and the role we all have in these exciting initiatives!
Categories: Blog, Brock Lincoln Living Lab, Collaborations, Experiential Education, SSAS Program
Summer 2019 SSAS Student Spotlights

Thursday, August 01, 2019 | By Amanda Smits

Blog Contributor: Noah Nickel

Jocelyn Baker, Master of Sustainability Candidate.

We wanted to check in with our SSAS Students to see how their co-op work terms were going this summer, and what exactly it is that they were up to. In their own words, here is what they are doing!

For her co-op work term this summer, Masters of Sustainability Candidate Jocelyn Baker is working with the Niagara Restoration Council in collaboration with the Niagara Peninsula Conservation Authority on the finalization of the procedural process for securing a global wetland designation for the Niagara River Corridor called a Ramsar designation.

A call for photos of the Lincoln Shoreline from Meredith DeCock, Master of Sustainability Candidate.

Master of Sustainability Candidate Meredith DeCock is in the thesis stream of the program and is spending her summer working on her thesis research and data collection. “My name is Meredith DeCock. My thesis research is focused on using historical photographs to help us tell the story of the evolution of the Lincoln coastline over time. I have made a few trips out to the shoreline to get a better sense of the system. The other day I went out to 16 Mile Creek with a local resident Brian Jaworsky, who photographed our kayak trip. The shoreline analysis will reveal areas and time frames of the shoreline where there was a higher change rate. From there I will look at climatic and non-climatic data to help provide a possible explanation of why some of these changes may have occurred. In addition, I am just getting ready to launch my call for photographs to the public! This is an opportunity for the community to participate in the research project by submitting historical photographs of the shoreline that I will then replicate to create photograph comparisons along the shoreline.“

Master of Sustainability Candidate, Connor Thompson, pictured left.

For Master of Sustainability Candidate Connor Thompson this summer has included a work placement in Toronto with the Great Canadian Shore Cleanup. “I’m a co-op student working as an Educator with the Great Canadian Shoreline Cleanup, a national conservation partnership by Ocean Wise and WWF-Canada. My primary job is to engage in outreach at local events. We’ve set up tables, and in one case gave a speech, at farmers markets, delivered programming to youth summer camps, and I’m on my way down to West Virginia to present and facilitate discussion at World Scout Jamboree. We’ve been told that there will be around 50,000 Scouts age 14-17 from around the world in attendance.” – Connor Thompson

Master of Sustainability Candidate, Emma Baker.

Another Master of Sustainability Candidate, Emma Baker, was successful in securing a unique co-op experience in Hamilton. “My name is Emma Baker. My research is in urban water resilience and policy, but currently I am in co-op as the Camp Director at the Royal Botanical Gardens Discovery Camp in Hamilton, Ontario. The RBG Discovery camp is a nature-based camp for children ages 3-15, where we see approximately 1,800 campers through the summer. We emphasize experiential, outdoor learning and write our programs to focus on various elements of environmental education, biodiversity and conservation. Some of our weekly themes include dendrology, ethology, geology and ornithology as well as developmental aspects of leadership, communication and creativity. I absolutely love the time I have spent at camp with the campers and staff and think the RBG’s mission,connecting people, plants and place for the purpose of nurturing and preserving healthy growing life on our planet,perfectly aligns with why I am pursuing further education.”

Master of Sustainability Candidate, Jessica Zugic, completing field work.

Lastly, summer for Master of Sustainability Candidate Jessica Zugic has included thesis research. Jessica recently completed her field work at a red pine plantation in the St. Williams Conservation Reserve, where she and several field assistants collected tree core samples from 600 trees. The goal of this research is to determine how carbon sequestration has changed over time as well as in response to a harvesting technique called variable retention harvesting. Currently, she is working to process and analyze these cores in Brock’s Water and Environment Lab under the supervision of Dr. Michael Pisaric.

Categories: Blog, Co-Op, Experiential Education, SSAS Program, Student Contributor
Congratulations to the Master of Sustainability Class of 2019

Monday, June 17, 2019 | By Amanda Smits

Pictured from left to right: Dr. Julia Baird, Yuka Kataoka, Ben House, Leaya Amey, Zach MacMillan, Sylvia Hussein, Dr. Ryan Plummer, Alison Feist, Emilie Jobin Poirier, Tasnuva Afreen, and Dr. Marilyne Jollineau.

On Tuesday, June 11, 2019, the Sustainability Science and Society (SSAS) graduate program celebrated the graduation of ten students.

The Environmental Sustainability Research Centre (ESRC) would like to extend congratulations to our newest Master of Sustainability graduates. The 2019 graduating class included: Tasnuva Afreen, Leaya Amey, Ben House, Zach MacMillan, Emilie Jobin Poirier, Alison Feist, Jessica Williams, Sylvia Hussein, Salima Medouar, Yuka Kataoka.

The ESRC would also like to congratulate Emilie Jobin Poirier, who was named the 2019 recipient of the Distinguished Graduate Student Award – Sustainability Science and Society for achieving the highest overall average in the program.

“This is the largest group of SSAS students we’ve seen at a single convocation ceremony and I could not have been happier to hood them – it was an honour to witness the conferring of their degree of Master of Sustainability early last week. Their hard work has had impact on scholarship, the environment, and on different communities in Canada, including the Niagara Region. This is an important milestone in their lives and I am extremely proud of them,” said Dr. Marilyne Jollineau Graduate Program Director of SSAS.

“I am confident that these individuals will continue to make a positive impact on society and the environment as they pursue their future goals. We wish them all great success in their future endeavours!”

Categories: Blog, SSAS Program
Mapping the New Knowledges Graduate Student Research Conference: Oral Presentation Session

Thursday, May 02, 2019 | By Amanda Smits

Blog Contributor: Connor Thompson

One of the early issues we discussed in the Master of Sustainability program concerned where we fit within the academic landscape. I contend that this degree is what you make of it, in the sense that we are all able to choose our areas of specialization as we see fit. Education, policy, and environmental science immediately come to mind, but the beautiful thing about sustainability science is that it can (and should!) be incorporated into every facet of modern life. I was reminded of that early discussion after seeing the program for Mapping the New Knowledges (MNK) 2019, Brock University’s graduate student research conference. I found myself delivering a presentation on motivations and barriers to living off-grid, in a session themed “intersections of power and identity negotiations”. It was not exactly a perfect fit but I did my best to keep an open mind.

MNK was my first opportunity to share my research publicly and it really was a great learning experience. I chose to open with an icebreaker on how my research was substantially different than the presenters who came before me, which drew a laugh across the room and helped set the tone for an engaging 12 minute spiel. By committing my presentation to memory I was able to make eye contact with the audience and play to their non-verbal cues, making sure to emphasize important points and elaborate when confused looks washed over the crowd. Though I initially laughed at my misfortune in being literally the last presenter of the conference, I was enormously lucky to be in that final timeslot. My presentation had all of the academic rigor that this sort of event demands, but I was also able to inject some personality and life into the end of a very long day for everyone in the room. I was told early on at Brock that knowing your audience is critical to your success, and it was absolutely true at MNK. The most successful presenters I saw were those that thoroughly knew their material, engaged with the audience, and were able to smile while discussing their work. Should you find yourself in a presentation room at MNK 2020, leave your PowerPoint slide notes in your bag and really make an effort to show your passion. The audience is there to see you, so make it interesting for them!

Categories: Blog, Conferences, SSAS Program, SSAS Student Contributor
Student researcher explores future of electric buses in Canada

Thursday, May 02, 2019 | By Amanda Smits

FRIDAY, APRIL 26, 2019 | by Cathy Majtenyi

Master’s student Tasnuva Afreen (right) and her supervisor, Associate Professor of Geography and Tourism Studies Christopher Fullerton (left), stand in front of a demonstration electric bus displayed at a conference. Afreen and Fullerton, along with the Canadian Urban Transit Research and Innovation Consortium, set up an internship with the non-profit funding agency Mitacs for Afreen to research the adoption of electric buses across Canada.

It’s a simple, logical way to cut down on air and noise pollution.

Electric buses don’t emit carbon or use fossil fuels, are low cost to maintain and, by the silent way they operate, reduce noise pollution compared to conventional buses.

But replacing current buses with electricity-powered ones is easier said than done, says master’s student Tasnuva Afreen.

Afreen recently wrapped up an eight-month internship with the Canadian Urban Transit Research and Innovation Consortium (CUTRIC) to collect and interpret information related to transit authorities’ transition to electric buses.

“Now we’re trying to connect the dots,” says Afreen, who is in Brock’s Sustainability Science and Society program. “We hope to bring out what Canadians think of electric buses and identify the main barriers to bringing electric buses to transit authorities’ fleets.”

Afreen, Associate Professor of Geography and Tourism Studies Christopher Fullerton and CUTRIC created the internship through the not-for-profit national research organization Mitacs.

Mitacs partners with academics, private industry and governments to conduct research and training programs related to industrial and social innovation. The organization funds a number of research projects at Brock University.

During her internship, Afreen organized consultations with industry representatives, transit authorities, government officials and academic researchers.

She and her CUTRIC colleagues asked participants a series of questions about transit authorities’ experiences and challenges of experimenting with electric buses and the knowledge they need to acquire and integrate hydrogen fuel cell vehicles into their fleets.

Afreen also asked transit riders to share their opinions on and experiences with electric buses.

She then transcribed the consultation sessions and analyzed the comments. Afreen also gathered information on how to test electric buses in nine municipalities that expressed interest in becoming demonstration trial sites.

Although she and Fullerton are still analyzing the data, Afreen says her preliminary results show that there’s much interest in putting electric buses on the road.

But there are a number of barriers to overcome, she says.

“Municipalities have to redesign their infrastructure to provide electric lines so that buses can recharge very quickly,” says Afreen. “Also, the upfront expense is huge — a lot of transit agencies don’t have the money in their pocket to go for this.”

Fullerton, Afreen’s supervisor, says the research she conducted will lay the groundwork for CUTRIC’s efforts to encourage the adoption of electric buses across Canada.

“While it has already demonstrated clear environmental, social and economic benefits in other parts of the world, electric bus technology is still relatively new and adopting it represents a major funding commitment,” says Fullerton.

“Public transit agencies and other stakeholders, such as the various levels of government that provide subsidies for transit infrastructure, want to make sure that the technology is reliable and that their money is well spent,” he says, adding that Afreen’s work helps identify stakeholders’ concerns and information needs.

Afreen will share her Mitacs-supported internship experience at Brock’s Shift Conference Tuesday, April 30 and the Launch Forum Wednesday, May 1. Mitacs Director Rebecca Bourque and Office of Research Services staff will be join Afreen at Launch in the 10 to 11:30 a.m. session in the Cairns Atrium to explore how faculty member and graduate student teams can navigate Mitacs internship opportunities.

“Mitacs internships offer graduate students a valuable experience working with industry or community organizations,” says Industry Liaison and Partnership Officer Iva Bruhova. “It is a chance to apply their research skills and gain employment-ready skills.”

In addition to the Mitacs session, the Launch event offers two other sessions on how faculty and staff can support graduate students through designing individual development plans.

For more information, contact ibruhova@brocku.ca or kperry@brocku.ca

Categories: Applied Research, Co-Op, Experiential Education, SSAS Program
Blue Flag eco-label demonstrates the holistic nature of sustainability science

Thursday, February 14, 2019 | By Amanda Smits

By: Kelsey Scarfone

Kelsey is a Master of Sustainability alumna and the acting Water Programs Manager for Blue Flag Canada. Blue Flag is an international eco-label for beaches marinas and sustainable tourism boats, operated in Canada by Environmental Defence.

One of the first things I learned in the Sustainability Science and Society (SSAS) graduate program was that true sustainability is holistic and multi-faceted, and calls on a wide range of disciplines. This could not be truer in practice.

In my first career position after the Master of Sustainability program, the Blue Flageco-label has exemplified the concepts of sustainability learned through the graduate degree. Blue Flag began in Europe 30 years ago, created and fostered by the Foundation for Environmental Education (FEE). Today, 46 countries have adopted the Blue Flag program and there are over 4,000 beaches, marinas and sustainable tourism boats flying the prestigious flag. In Canada, there are 27 beaches and 8 marinas flying the flag, and the program is operated by Environmental Defence.

In order to be awarded a Blue Flag, criteria in four main categories must be met. These categories are: environmental education, safety, water quality and environmental management. In the case of beaches, for example, there are 33 criteria in total that are evaluated first by a National Jury, then by an International Jury. This process re-occurs annually, meaning that even if a beach has been certified for 20 years they are still submitted to this rigorous and thorough evaluation. The process lends to the legitimacy of the Blue Flag certification.

Imbedded into the Blue Flag award is the concept of sustainability science. If one of the four components are not being met to the highest standard, the beach, marina or sustainable tourism boat is failing not only to achieve Blue Flag, but also in the overarching goal of sustainable management. In order to operate to the highest environmental standard, Blue Flag sites need to have swimmable clean water, environmental education programs and management committees, lifeguards and/or safety equipment, and robust emergency response plans.

In my position as the acting manager for this program, I’ve learned how to be agile between these core concepts of beach, marina and tourism sustainability. Of course, the environment is at the heart of my role, but I’ve also had to integrate the perspectives of public health, waterfront safety and rescue, and tourism development into my decision-making and program management. The SSAS program prepared me well for this and taught me how to bring these classically separate disciplines together in the goal of a truly sustainable tourism product.

Blue Flag beaches and marinas are among some of the most popular in the world. However, due to the strict and holistic criteria of the program, these tourism destinations are protected against overuse, misuse and environmental degradation. The success of this program lends itself to the same view of sustainability that the ESRC and SSAS hold: that it will take all disciplines and a multitude of approaches in order to achieve sustainable societies. The opportunity to apply this approach and see it mirrored in international environmental programming is a testament to the SSAS program and its ability to prepare students for the sustainability science field in practice.

Photo by: Environmental Defence Canada

Photo by: Environmental Defence Canada

Categories: Blog, SSAS Alumna Contributor, SSAS Program
Life in the Master of Sustainability Program – First Semester

Thursday, January 17, 2019 | By Amanda Smits

Blog Contributor: Connor Thompson

While trying to write the opening to this post on a snow-covered December morning, Dr. Jessica Blythe visited our space on the second floor of Theal House to say hello. After a brief chat on how things were going that week, she shared the following:

“I realized I was working from four different to-do lists and I needed to amalgamate them.”

That sentence accurately depicts life in the program. I can confirm that scheduling is a juggling act, the readings are complex, assignments are intense, and new tasks fall in your lap just as you become comfortable with your impending deadlines.

I would also wager that any grad student on campus can relate.

The Master of Sustainability program will challenge you, but you can handle it if you keep your head down and an agenda in your bag at all times. With the first semester in the books, here is a quick recap of the courses I took within the co-op stream:

SSAS 5P01 – Foundations of Sustainability Science and Society

Dr. Plummer’s course set the tone for the program by broadening our understanding of sustainability science through interesting readings, thought-provoking discussion, and an extraordinarily demanding research paper. 5P01 also had an experiential education component that helped connect our research to real-world outcomes.

SSAS 5P02 – Methods for Environmental Inquiry

The focus of Dr. Baird’s course was a multi-submission group research project that cumulated in the individual writing of a research note. Building a strong group dynamic was a critical part of the class, and I particularly liked how well my group and I got to know each other over the semester.

SSAS 5P04 – Transdisciplinary Seminar

5P04 brought researchers and professionals in to speak with us from across disciplines, which was incredibly useful in bridging sustainability research, policy, and practice. These events are open to the public and you can see past seminars here:

https://brocku.ca/esrc/transdisciplinary-seminars/

SSAS 5P11 – Water Resource Economics, Management and Governance

Dr. May’s lectures drew on his vast career experience and were supplemented with presentations from outside experts, which made for an interesting class every week. Students were also given the opportunity to facilitate a seminar and discussion during the semester. The class had five total students, so calling it intimate would be an understatement.

SSAS 5N90 – Co-op Education Professional Preparation Course

As a co-op student I also took 5N90, which was a refresher course on the entire process of seeking employment. I can honestly say that my interviewing skills and resume have never looked better, and I have this course to thank.

As much as I am enjoying the holiday break, I cannot wait to get back on campus and dig into my research. How many students can say that and mean it?

For more information about the Master of Sustainability program here at Brock, please visit:

https://brocku.ca/esrc/ssas/

Categories: Blog, SSAS Program, SSAS Student Contributor
Students experience sustainability science in the field

Tuesday, November 27, 2018 | By Amanda Smits

THURSDAY, NOVEMBER 22, 2018 | by Jeannie Mackintosh

Professor Liette Vasseur, far right, speaks to Master of Sustainability students in the core zone of the Niagara Escarpment Biosphere Reserve at Brock University.

As a group of Brock students recently learned, sustainability science is all around us.

It can be found along the Niagara Escarpment, in the waste-sorting stations of Guernsey Market and on the properties of the Niagara Parks Commission.

Students in the Sustainability Science and Society graduate program got a taste of sustainability initiatives in action during a series of field trips in October.

The Master of Sustainability program has always encouraged students to think critically about the theories behind sustainability science. Developing a sound theoretical understanding is essential, but practical application also plays a major role, said Ryan Plummer, Director of the Environmental Sustainability Research Centre (ESRC) and Professor of Foundations of Sustainability Science and Society.

“We train students to be leaders in sustainability. They need more than just classroom instruction to prepare them to take on leadership positions when they graduate,” Plummer says.

A series of three field trips added an experiential education component to the program this year, giving students a first-hand look at how sustainability science is implemented on Brock’s main campus and in the wider Niagara community.

“Sustainability science extends beyond the classroom and the University campus,” says Plummer. “Modifying the curriculum in our foundational course to include an ‘experiencing sustainability’ module enables new ways to connect theory and practice.”

On the first trip, Liette Vasseur, Professor of Biology and Environmental Science and UNESCO Chair of Community Sustainability, led an outdoor education-based exploration of the Niagara Escarpment, a UNESCO Biosphere Reserve. Lisa Gribinicek, Senior Strategic Advisor with the Niagara Escarpment Commission, also spoke with students about the area.

The second trip focused on sustainability efforts at higher learning institutions and included a tour of Brock’s Central Utilities Building. Scott Johnstone, Associate Vice-President of Facilities Management, and Ryan Stewart, Energy Manager of Maintenance and Utilities Services, demonstrated how current University initiatives contribute to the Brock University Project Charter on environmental sustainability. Students learned how Brock is working towards its goals of low emissions and an overall sustainable campus.

At Guernsey Market, students visited the waste-sorting area to see what happens behind the scenes to the scraps and recyclable containers left behind after a cafeteria meal. Bryan Boles, Associate Vice-President of Ancillary Services, and Malcolm Dale, Associate Director of Operations, described the sustainability challenges faced in Dining Services.

The final trip focused on the ESRC’s innovative partnerships with the Town of Lincoln and the Niagara Parks Commission, and included a tour of the Vineland Research and Innovation Centre.

“Seeing how the world works outside of the classroom is an invaluable experience,” says Meredith DeCock, a candidate in the Master of Sustainability program.

Each field trip in the series was “unique and engaging” according to DeCock. “I even presented my research to the Town of Lincoln,” she says.

Readings and assignments took precedence but, beyond the serious work of learning, there was also time for some fun. In Niagara Falls, students enjoyed the famed Journey Behind the Falls.

“When an experiential learning session includes a trip to Niagara Falls, you really can’t go wrong,” says DeCock.

“The thoughtful development and execution of the field study modules is a perfect example of why Brock is such a leader in experiential education,” says Carolyn Finlayson, Experiential Education Co-ordinator for the Faculty of Social Sciences. “Bringing to life course theories and concepts outside the classroom is what we do best.”

The trips were organized with financial support from a Teaching Learning and Innovation grant.

Story originally published in The Brock News.

Categories: Experiential Education, Innovative Partnership, SSAS Program, Sustainability at Brock