SSAS Student Contributor

  • Master of Sustainability Year-in-Review

    Wednesday, May 19, 2021 | By

    Blog Contributor: Mikellena Nettos

    To sum it up – this program deeply changed my life. I have learned so much and met so many amazing people that inspire me every day. I can truly say it was one of the best decisions I have ever made in my life so far and I know I will take what I have learned and bring it with me for the rest of my life.

    First semester I was enrolled in Environmental Sustainability Education & Foundations of Sustainability. In Environmental Sustainability Education (SSAS 5V80) – I truly learned the effect the environment can have – not only on your mental health – but on your capacity to learn. Dr. Xavier showed us how ESE can induce empathy for nature and for people and I think this will be the way we overcome the climate crisis – empathy. Did you know 20% of the world has empathy? That’s it – and I think it is because of individualism that capitalism pushes onto modern society. To combat the crisis, we must come together and share empathy for people and the planet – put aside our differences and put the earth first. This then led me to creating a group to try and promote a sense of community around sustainable values. I now have 35 people in my community group and 143 followers on my Instagram page where I promote clean-ups, started a sustainable book club, and discuss various topics about sustainability to educate and come together with my followers.

    The second semester was hard and pushed me to my limits. The course load during the pandemic was a lot to balance. From working as an RA, to being enrolled in Project Management (SSAS 5P03) and Climate Change Adaptation (SSAS 5P12) – all while trying to secure a co-op and write my proposal. I had a few breakdowns coupled with COVID-19 isolation – but I never gave up because I love sustainability. It truly has lit my heart on fire. In Dr. Blythe’s Climate Change Adaptation – the conversations I was able to have with my cohort on diverse topics really gave me hope for the future of our planet. Additionally, the book review gave us the opportunity and freedom to study any aspect of sustainability. I chose “All We Can Save” and that book really changed my life. It’s so inspiring but very sad at the same time. It has taught me so much and I truly hope there is a course developed around analyzing it because it is very eye opening to the severity of our climate emergency.

    My research is also something I am very passionate about – and I am so lucky to have Dr. Blythe as my supervisor – she is such an inspiration. I am looking forward to mapping the proximity of environmental hazards and environmental benefits to minority communities in Ontario and Dr. Blythe plans to assist me in knowledge mobilization once my research is complete! This will hopefully influence the government to take environmental racism seriously and protect vulnerable populations. The reason I chose this topic is because I believe we need to protect and elevate everyone if we are to solve the climate crisis and that starts with those who are affected by it the most.

    While the pandemic has definitely caused some stress and our cohort was not able to meet in person – I have still made amazing connections with people I will hopefully continue to share the sustainability space with, and I am so glad that I chose this path. I really want a future career in sustainable community engagement – I want to spread the word of a sustainable future alongside Mother Earth’s allies to sustain a thriving future for everyone on the planet.

     

    Categories: Blog, Program Reflections, SSAS Program, SSAS Student Contributor

  • My Experience in the Master of Sustainability Program 2020-2021

    Wednesday, May 12, 2021 | By

    Blog Contributor: Allison Clark

    I accepted my admissions offer to the Master of Sustainability program in February 2020, prior to the Covid-19 pandemic. I was expecting all courses to be taught in person and was looking forward to building connections with faculty members and students at Brock. After several months of lockdowns, it became apparent that the 2020-2021 academic year would take place virtually. While I understood the importance of working from home during the pandemic, I was disappointed that I wouldn’t be able to undertake graduate studies in person. Nevertheless, I knew the Master of Sustainability program was the right fit for me, so I began my studies in September 2020.

    From the comfort of my home in Nova Scotia, I spent the past two terms completing courses pertaining to sustainability, science and society. Required courses focused on the foundations of sustainability science, research methods for environmental inquiry, and transdisciplinary research in practice. Through these courses, I was able to better understand the complex social-ecological issues we are faced with as sustainability scientists. As an elective, I enrolled in a directed readings course with my supervisor, Dr. Michael Pisaric. This course allowed me to engage with literature pertaining to my thesis topic, investigating the impacts of climate change on vegetation in the Canadian Arctic. I also audited a climate change adaptation course taught by Dr. Jessica Blythe, where I was able to learn about climate adaptation at the academic, municipal, and corporate levels. Despite these courses being entirely virtual, each of my professors cultivated incredible, open, and engaging learning experiences. Having small class sizes allowed me to build connections with my classmates and professors – both of whom have encouraged and supported me every step of the way.

    As a graduate research assistant, I worked on the Excellence in Environmental Stewardship Initiative, a partnership between Brock University and the Niagara Parks Commission (NPC). My co-worker, fellow student, and now friend, Savannah Stuart, was also assigned to this position. Together, Savannah and I focused most of our time developing a Climate Change Readiness Plan for the NPC. We received constant support from our supervisor, Dr. Ryan Plummer, who guided us through the planning process. Through this position, I was able to develop my leadership, communication, teamwork, and qualitative research skills.

    Through my thesis research, I have been able to foster my passion for Arctic ecology and climate change. With the help of Dr. Michael Pisaric, I formulated a successful thesis proposal, which will guide me through my research in the terms to come. My proposed research requires me to complete in-person laboratory analyses, which will be done in the Water and Environment Laboratory at Brock. Due to Covid-19 restrictions, I was not able to work on this aspect of my research during the Fall or Winter terms. Luckily, I was recently approved to work in the laboratory. With this approval, I made the big move from Nova Scotia to Ontario so that I could continue with my research.

    Overall, faculty and staff within the Environmental Sustainability Research Centre have created an incredibly supportive and engaging learning environment, which is no small feat during a pandemic. I have already learned more than I could have ever imagined going into this program. I am eager to continue in the program through my thesis research. In doing so, I have no doubts that I will have support from those within the Sustainability program at Brock.

    Categories: Blog, Program Reflections, SSAS Program, SSAS Student Contributor

  • Master of Sustainability – My First Year

    Wednesday, May 05, 2021 | By

    Blog Contributor: Shannon Ruzgys

    When I imagined going to grad school, I often pictured myself sitting in a small seminar room, having thought provoking discussions with a group of like-minded individuals, making plans to save the world. However, the year 2020 had other plans in store for my grad school experience. With the forced introduction of online school, we were left no choice other than to navigate this unique time in history together.

    When I started school, I felt as if I was being cheated out of a “real” grad school experience and I found myself questioning if I was going to get the same skills and experiences as students who were able to graduate before me. While of course the experiences had to be altered to an online setting, I never felt that I was not receiving a full and quality education. I found myself looking forward to the discussions in our weekly classes, and while we we’re joining from all over the globe, the discussions were enriching, and I still felt connected to the material and my peers. When we finally signed off for our final class of the year, I truly felt connected to my peers and professors, and although we’ve never met in person, I believe that I still managed to make friends for life.

    This program has changed the way I view sustainability but most importantly it has changed the way I think and utilize my knowledge. I have learned how to view problems from multiple perspectives and how to apply research into real world applications. I have learned about the importance of scientific and ancient knowledge. I have learned how to critically evaluate and challenge my baseline assumptions. But most importantly, I have learned to listen and critically evaluate knowledge, accepting that it is completely okay for my opinions to my challenged and changed.

    One thing that has been extremely challenging for so many of us during COVID is feelings of isolation and loneliness. However, while I have not met any of the people involved in the program, we were still able to foster a sense of community and connection in an online space. I am extremely grateful for the faculty, my professors, and of course my peers for going above and beyond in making us feel connected.

    As a thesis student, much of my first year has been dedicated to designing and building the foundations of my research. Through this program I feel that the way in which I look at research has been altered, which has ultimately made me a stronger researcher. I have learned about the importance of connecting research to real world problems as well as the importance of viewing problems from multiple perspectives. This insight has enriched my research immensely and all of the courses that I took we’re directly relevant in enhancing my thinking and skills. Building a research proposal has been a long and difficult process, however I feel that the content and skills that I was learning along the way helped with the entire process. While COVID has made a lot of things harder, I also feel like I was granted freedom to develop my ideas in my own space and on my own timeline, which helped foster my creativity and thinking along the way.

    Overall, while this year is not what I imagined my first year of grad school being, I wouldn’t take anything back and I am extremely grateful for the things I have learned, the experiences I have gained, and the friends I have made.

    Categories: Blog, Program Reflections, SSAS Program, SSAS Student Contributor

  • Partnership for Freshwater Resilience Research Participant Webinar

    Tuesday, April 20, 2021 | By

    Blog Contributor: Jillian Booth

    The Brock-WWF Canada Partnership for Freshwater Resilience held a research participant webinar on Wednesday, April 7th, 2021 to present the results of the social network analysis performed on the flood planning network of the St. John River Basin.

    The research lead, Dr. Julia Baird, introduced the members of the partnership and the work that has been done in the St. John River Basin thus far. The participants were informed that the results presented in this webinar build off the preliminary results previously presented by the partnership during the summit they held this past June 2020. Due to COVID-19 restrictions, the webinar was held virtually through a live stream where participants remained anonymous to meet confidentiality requirements.

    The Vice President of Resilient Habitats at WWF-Canada and the co-lead of the partnership, Simon Mitchell, explained the importance of the partnership’s work in building freshwater resilience and stewardship in New Brunswick and across Canada. This highlighted the importance of how knowledge mobilization can improve governance of a watershed and the surrounding community and environment. Social network analysis is useful as it can identify opportunities to collaborate and catalyze thinking into action and how to facilitate this moving forward.

    The student research lead, Bridget McGlynn, presented the results of the study, explaining that social network analyses are used to study how people and organizations are connected and can identify the range and types of connection, in this case in communication, and collaboration. It was explained that understanding these structures can help add and transform decision-making systems to maximize the benefits received. Disclosing that the resulting network structures of the study do not capture the full picture as there were some non-respondents and discrepancies between respondents in terms of perspectives.

    The results from the social network analysis found that there is communication throughout the entire basin, however, municipalities tend to communicate with other government agencies, and similarly, non-government organizations (NGOs) and watershed organizations tend to communicate more with each other than with others. In terms of collaboration throughout the basin, it is often happening within parts of the basin (upper, middle, or lower) with less collaboration between different parts of the basin. Organizations that work across multiple parts of the basin are thus important to whole-basin collaboration. The results from key informant interviews were used to identify key tasks to improve flood planning on a watershed scale. It was found that there is a lot of assessment work, knowledge sharing, and communication, and less application of these efforts through projects on the ground.

    Moving forward, the connection between task engagement and effectiveness will be further analyzed due to the high interest expressed by participants during the webinar. Efforts to improve collaboration in flood planning in the St. John River Basin should focus on sharing the lessons learned between key actors to ensure long-term success. This includes addressing the current disconnects between upper, middle, and lower basin organizations that are further compounded by political boundaries especially between Maine, Quebec, and News Brunswick. Also, collaboration between upriver and down river organizations is needed, considering a good chunk of flooding comes from upriver. In addition, more support is needed for organizations to make stronger connections to the surrounding community through webinars and workshops. The findings from this study can be applied to build resilience across Canada against other climate change impacts, such as the increase in droughts.

    Categories: Blog, Innovative Partnership, SSAS Student Contributor

  • The Brock-WWF Partnership for Freshwater Resilience

    Monday, April 05, 2021 | By

    Blog Contributor: Jillian Booth

    The St. John River, the longest in Eastern Canada, flows through a variety of landscapes along its 700 km length with its headwaters located in the province of Quebec and state of Maine and empties into the Bay of Fundy located in the province of New Brunswick (CRI, 2011). It acts as an international boundary between Canada and the USA with a population of approximately 513,000 people that are evenly distributed between rural and urban areas (Plummer et al., 2016). The Wolastoqiyik or Maliseet people, Indigenous to the St. John River valley have named the area Wolastoq or W’aslustuk meaning “beautiful and bountiful river” in the Maliseet language (Currie et al.,2020). The river and its surrounding watershed act as the economic powerhouse for New Brunswick supporting local communities through their agriculture, forestry, fishing, and energy sectors (WWF-Canada, 2020). The basin has been classified as a priority region for the Government of Canada under the Pan-Canadian approach to transforming Species at Risk conservation in Canada, as it is home to multiple species at risk and acts as a nature-based solution to climate change with its ability to store carbon from its high levels of soil carbon and forest biomass (Arabian J et al., 2019).

    In New Brunswick, spring flooding is a common occurrence and every year the entire Wolastoq/St. John River is vulnerable to two types of flooding: ice-jam flooding and open-water flooding (Fraser, 2019). Ice – jam flooding usually occurs in the areas of Edmundston, Grand Fall, Perth-Andover, and the Woodstock from ice chunks getting stuck on something while flowing down the river causing water to build up behind the ice (Fraser, 2019). Whereas open water flooding typically occurs below the Mactquac Dam in the Fredericton, Maugerville, Jemseg, and Saint John areas when the river is overwhelmed by the excess water produced by snowmelt (Fraser, 2019). Recently, a record-setting open-water flood occurred in 2018 that resulted in millions of dollars in property damage specifically in the Fredericton and Saint John regions (Cox, 2021). Increasing water levels destroyed homes, cottages, and businesses displacing 1,600 residents for months in some cases (Fraser, 2019). This flooding reoccurred in the spring of 2019 damaging homes and restricting access to certain communities due to washed-out roads raising local concerns that action needed to be taken to reduce the impacts of flooding (Cox, 2021). 

    The 5-year Brock-WWF Canada partnership for freshwater resilience was initiated in June 2019, designed to better understand how to build resilience in Canada with the increasing threats and climate change impacts on our freshwater resources (Brock University, 2021). The partnership aims to advance our understanding and promote the application of freshwater resilience and stewardship by 1) encouraging the co-creation of knowledge between researchers and practitioners and 2) identifying innovative and evidence-based approaches for management and governance (Brock University, 2019). The partnership’s initial focus is working to address the lack of communication/collaboration among actors involved in flooding planning within the Wolastoq/St. John River basin. This will be achieved not only through research but also through community engagement and events to better inform evidence-based decisions (World Wildlife Fund Canada, 2020). The lessons learned can be applied to efforts across Canada, providing a foundation for evidence-based decisions, promoting opportunities for innovation, and encouraging the use of best practices (Brock University, 2019). 

    References:

    Arabian J., Currie j., and Snider J. (2019).Wildlife Protection Assessment: A national habitat crisis. World Wildlife Fund Canada. Toronto, Canada. https://wwf.ca/wp-content/uploads/2021/01/habitat-report-english-web-53019.pdf

    Brock and WWF-Canada partnership to Address Freshwater Challenges. (2020, June 17). World Wildlife Fund Canada. Retrieved March 23, 2021, from Brock and WWF-Canada Partnership to Address Freshwater Challenges – WWF.CA

    Canadian Rivers Institute (CRI). (2011, July). The Saint John River: A State of the Environment Report. University of New Brunswick. St.+John+river+report1-min.pdf (squarespace.com)

    Cox, A. (2021, March 11). New Brunswick launches flood monitoring platform ahead of spring melt. CBC News. New Brunswick launches flood monitoring platform ahead of spring melt | CBC News

    Fraser, E. (2019, March 23). What you need to know about possible flooding in New Brunswick. CBC News. https://www.cbc.ca/news/canada/new-brunswick/new-brunswick-flooding-st-john-river-basin-2018-1.5051577

    Memorandum of Understanding Between World Wildlife Fund Canada and Environmental Sustainability Research Centre Brock University. 2019. May 17th. Brock University. Retrieved March 23, 2020

    Partnership for freshwater resilience. Brock University. Retrieved March 23, 2021, from Partnership for Freshwater Resilience – Environmental Sustainability Research Centre (brocku.ca)

    Plummer, R., Baird, J., Krievins, K., & Mitchell, S. (2016). Improving river health: insights into initiating collaboration in a transboundary river basin. International Journal of River Basin Management, 14(1), 119–132. https://doi.org/10.1080/15715124.2015.1080717

    Categories: Blog, Innovative Partnership, SSAS Student Contributor

  • Key Takeaways from the Panel on Exploring Careers in Sustainability

    Friday, January 22, 2021 | By

    Blog Contributor: Erica Harper

    On Thursday, January 21st, The Environmental Sustainability Research Centre’s (ESRC) Sustainability Seminar Series continued with a panel discussion on exploring careers in the field of sustainability.

    The panelists included Kara Renaud from Career Education at Brock as well as Brock Master of Sustainability alumni Leaya Amey, Kelsey Scarfone, and Nicholas Fischer. To learn more about each panelist, click here to read their biographies.

    The panelists discussed important topics for prospective, current, and past SSAS students that will undoubtably help them in their journeys from being in the program to navigating through the challenging times between graduation and landing a job in sustainability. Each panelist provided the audience with their varying experiences and what they learned as they reflected on the paths they took to get to where they are today in the corporate world, the public sector, and the non-profit space.

    As a someone who recently completed the Master of Sustainability program at Brock in Fall 2020, here are my key takeaways and pieces of advice based on what I learned from all the panelists:

    Patience and flexibility are essential:

    Being patient with yourself and flexible while you’re navigating life from graduate school to the working world was a piece of advice that all of us could use. All the panelists agreed that we must be patient as we determine what we want to do within the field of sustainability since there are a wide variety of options, and to be flexible with your timelines. It’s fun to plan out your post-graduation life while you’re in school, but you never know what can happen (like a global pandemic) so it’s best to remain flexible regarding the type of work you get into and when you start working after graduation. As long as you’re honing your skills, volunteering, networking, or getting involved in some way, you will eventually find a job that works for you.

    Communication and collaboration are key:

    Effective communication is essential in all jobs, but it is especially important in the field of sustainability. From CSR reporting to policy analysis, it’s crucial to know how to formulate an effective and impactful message to be able to enact change within an organization, the public, or the government, to name a few. Collaboration, which is a skill most students will quickly learn throughout the program’s group projects, is a skill that cannot be overlooked. Since sustainability is directly tied to the environment, the economy, health, and social issues, there is no doubt that sustainability professionals will need to collaborate with people in different departments on a daily basis. Due to the transdisciplinary nature of the SSAS program and the field of sustainability in general, students must prioritize gaining collaboration skills to help them be competitive in the job market.

    Push yourself out of your comfort zone:

    The panelists agreed that putting yourself out there and attending conferences, networking events, and reaching out to professionals in your field on LinkedIn will directly contribute to landing a job in your desired field. It’s important to note that you may not start your career off in the field of sustainability, but you may work for a company that has a sustainability department that you may have the chance to work with or even transfer to once you gain more experience. Ultimately, making one connection leads to that connection knowing someone who knows someone who may have the perfect job for you! It’s all about continuing to meet people (virtually) who can provide you with more information in the field that you hope to work in, which will help you gain a deeper understanding of trends, important skills, and the direction of an industry you may be interested in.

    If you missed the live panel discussion, make sure to check it out on the ESRC’s YouTube channel here.

    Categories: Blog, Event, SSAS Program, SSAS Student Contributor

  • Experiential Education in a Virtual Year

    Tuesday, December 15, 2020 | By

    Blog Contributor: Shannon Ruzgys

    2020 orientation

    In an academic year quite unlike any other, the first year Master of Sustainability students experienced experiential education in a very different form, the virtual kind. Three virtual experiential education components took place in SSAS 5P01 (Foundations of Sustainability Science and Society), focusing on sustainability at Brock, UNESCO Biosphere Reserves, and the ESRC’s innovative partnerships.

    Sustainability at Brock usually would have involved a tour of Brock’s Central Utilities Building, but instead involved Mary Quintana (Director, Asset Management & Utilities) and Amanda Smits (ESRC Centre Administrator) virtually joining the class to discuss how Brock is committed to sustainability through management of facilities. The students were virtually walked through Brock’s District Energy Efficiency Project (DEEP), which involved replacing old co-generation engines with state-of-the-art energy efficient units. The students were walked through how this project had increased energy efficiency and lowered Brock’s carbon emissions, helping the university stay on track with their sustainability targets. The students were also introduced to the sustainability initiatives on campus through BU Sustainable, including the @busustainableInstagram and other social media platforms. Even though the students couldn’t walk the underground tunnels of Brock instead, they still got to learn and experience all of the ways in which Brock is currently enacting sustainability every single day through a virtual presentation.

    The second experiential education component focused on UNESCO Biosphere Reserves, including the Niagara Escarpment Biosphere Reserve, a reserve in which Brock University is situated. The students were virtually joined by Dr. Liette Vasseur who is a faculty member at Brock University and Lisa Grbinicek, a Senior Strategic Advisor at the Niagara Escarpment Commission. Through their presentations we were taught about the Ontario’s Greenbelt, UNESCO Biosphere Reserves, and natures contributions to people. The discussion was kicked off by highlighting the vast expanse that is the Greenbelt, which is 1.8 million acres of protected land spread across Ontario, including the Niagara Escarpment. The unique biodiversity within the Niagara Escarpment was discussed, including thousand-year-old trees, rare flora, and multitudes of mammals, birds, and reptiles. The students learned about the early plans put in place to protect the greenbelt and its designation as a biosphere reserve in 1990. From there, new developments in UNESCO’s Biosphere Reserves were discussed, including the ongoing conversation around the colonial implications of the term and the aim to change the term to Biosphere Region. The students also got to learn about ongoing developments in the field of biodiversity, including the differences between ecosystem services and natures contribution to people. Overall, the students got to hear from two professionals who have spent years in the field, protecting and researching biodiversity, and got to learn about the natural wonders that surround Brock.

    The final educational component highlighted the innovative community partnerships in the Environmental Sustainability Research Centre (ESRC). While in any other year this would have involved the students visiting these partnerships in person through an interactive field trip, instead this course component took place virtually this year. The students were joined by Ryan Plummer (Director of the ESRC), Amanda Smits (ESRC Centre Administrator) and Erica Harper (a second year SASS student and ESRC co-op student). The students were walked through each of these partnerships and learned how the ESRC is actively integrating transdisciplinary research into the surrounding community. The ESRC is currently involved in 8 community partnerships, including the Brock Lincoln Living Lab, Niagara Adapts, Trail Assets and Tourism, and a new Living Planet @ Campus partnership with WWF. As transdisciplinary research is a pillar of the SASS program and the ESRC, it was very important for the students to experience how the centre is integrating the transdisciplinary approach into their own partnerships. So, while the students did not get to visit these partnerships, they were still able to experience and learn about all of the work that the ESRC is doing within the community and learn about these partnerships.

    In a virtual year, experiential education can be a difficult thing to accomplish but the SASS students were still able to learn about and experience all of the ways in which sustainability is lived out at Brock, including through the facilities management, Brock’s place in a Biosphere Reserve, and the ESRC’s innovative partnerships.

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

  • EESI Partnership Roundtable Event

    Friday, November 20, 2020 | By

    Blog Contributor: Allison Clark

    Greenspaces, such as those found within Niagara Parks, have great ecological and social importance. For example, connecting with nature can provide benefits to physical and mental health. The Covid-19 pandemic has increased the need for people to get outside and connect with nature. As a result, human activity in greenspaces has increased substantially, which has in turn created challenges for parks management. To ensure ecological integrity is being upheld while also protecting visitor safety, new trail management strategies should be considered. 

    To discuss how Niagara Parks can navigate the increased use of greenspaces, a roundtable event was held on October 20th, 2020. This event brought together individuals from the Niagara Parks Commission (NPC) and Brock University. This event was made possible by the Excellence in Environmental Stewardship Initiative (EESI) – a partnership between NPC and Brock. During this event, Brock University’s master’s students, Samantha Witkowski and John Foster, presented their research pertaining to greenspaces within Niagara Parks. Implications of these research findings were discussed with regards to the management of greenspaces. 

    Samantha’s presentation was titled: Examining Stakeholder Perceptions in Monitoring and Evaluation of Environmental Management. Samantha presented two different studies. The first study examined inter-group differences in the perceptions of key performance indicators (KPIs) for viewpoints. Results showed that stakeholders, tourists, local residents, and environmental managers perceived KPIs differently in Niagara Parks. For example, stakeholders perceived view quality and vegetation as the most important KPIs, whereas environmental managers perceived viewpoint KPIs more critically. The second study explored the influence of engaging in a collaborative, or participatory monitoring and evaluation process on stakeholder perceptions of KPIs for trails. For this study, Samantha had stakeholders rank KPIs from what they perceived as most important to least important in terms of trail management. Stakeholders were then required to take a KPI workshop and re-rank KPIs. Results from this study showed that stakeholders perceptions of important KPIs for trail management differed significantly following the KPI workshop. Furthermore, it was noted that discussion, communication, and learning opportunities contributed to perception change. A main takeaway from Samantha’s research was that the NPC should move away from strictly expert-led, ecologically focused trail management approaches, and move towards the inclusion of stakeholder perceptions in environmental management, monitoring and evaluation. 

    John’s presentation was titled: Niagara Glen Trails Assessment, Summer 2020. John’s research highlighted some challenges associated with increased human traffic in the Niagara Glen, as well as some short-term and long-term solutions to address increased traffic along the trail. John outlined challenges associated with social trails (networks of unauthorized trails), and visitor safety and communication. To protect ecological and human health at the Niagara Glen, John proposed that the NPC implements visitor education sessions, increases signage, and creates effective trail maps. 

    Overall, this roundtable event worked to successfully discuss how the NPC should navigate increased usage of greenspaces. The research findings presented by Samantha and John were received very well by members of the EESI, and the NPC were very receptive to suggestions for improved environmental and trail management.  

    Categories: Applied Research, Blog, Environmental Stewardship Initiative, Event, SSAS Student Contributor

  • NPC Speaker Series Wrap Up

    Wednesday, November 04, 2020 | By

    Blog Contributors: Allison Clark & Savannah Stuart

    NPC Webinar Screenshot

    Dr. Adam Shoalts was the last guest in the NPC Stewardship Speaker Series, and what an adventurous note to end on! Adam is well known for his novels and storytelling, detailing his incredible solo adventures through the Northern Canadian Wilderness. He brings with him a rare understanding and view of the vast landscape of the Arctic – one of the largest untouched wilderness areas left in the entire world. With a PhD in history from McMaster University and extensive experience orienteering and navigating wilderness settings, Adam has a keen sense of natural history and geography. Through his humorous and compelling talk, Adam translated knowledge and experiences to the viewers in a tangible way. 

    Adam’s most recent exploration was a solo adventure through the Canadian Artic, from East to West. He began this trip by foot in the spring, as rivers were still ice covered. His canoe was shipped to the Mackenzie River Delta and by then, the ice had melted and he was able to continue his journey by paddling and portaging. Near the end, he was racing to arrive at his destination before the Arctic winter took hold of the land again. Many questions were brought forth from viewers at home, such as food inquiries, how he was able to spend so much time in solitude, preparation, and lots of gear questions. Specific details of the trip are found in his novel, “Beyond the Trees”, which can be purchased on the Niagara Parks website. Judging by the captivity and engagement of the crowd, we can only assume that the novel will keep you on the edge of your seat!  

    With this last presentation, we are saddened to wrap up our speaker series. It has been a joy to come together (virtually) and learn about different aspects of the environment, stewardship, and sustainability. Our diverse selection of speakers brought an array of teachings to us and visited topics such as: Traditional ecological knowledge, adaptive capacity of communities, the current state of fresh water in Ontario, and the importance of wild spaces and connecting with nature. We feel that this series captured the transdisciplinary nature of environmental stewardship and sustainability and are hopeful that our audience took away inspiration and new ideas. Thank you to all who were able to join us! 

    Categories: Blog, Collaborations, Environmental Stewardship Initiative, Event, Innovative Partnership, SSAS Student Contributor

  • Green Infrastructure and Low Impact Development: Expert Perspectives

    Friday, October 23, 2020 | By

    Blog Contributor: Erica Harper

    On October 22nd, the Environmental Sustainability Research Centre hosted their second Sustainability Seminar Series event of the term. The event consisted of a panel discussion with three professionals in the green infrastructure and low impact design space with decades of rich experiences and knowledge bases. The panelists were: Safdar Abidi, Principal, Practice Leader at Perkins and Will, Dr. Janani Sivarajah, Postdoctoral Fellow at the Environmental Sustainability Research Centre, Brock University and Vineland Research and Innovation Centre, and Paul Leitch, Director, Environmental Sustainability Services at Blackstone Energy Services.

    The panel kicked off with an important question – “what do ‘low impact’ and ‘sustainability’ mean to you?”. This question allowed the panelists to provide the audience members with their perspective and lens when it comes to working in the low impact development and green infrastructure industry. The responses varied greatly, but one common theme was that sustainability and low impact design need to be synonymous with social, ecological, and economical resilience. Another key aspect of sustainability that Dr Sivarajah, Mr. Abidi, and Mr. Leitch pointed out was that buildings and designs must be “low impact” not only for humans, but animals, plants, and all other ecological systems for us all to thrive.

    The second questions asked panelists to identify challenges that they perceive as roadblocks to implementing low impact development and green infrastructure. Mr. Leitch highlighted that many facilities and organizations have conflicting priorities that get in the way of integrating green infrastructure and low impact development, but that we must properly communicate the benefits of sustainable design for it to be implemented “from the boiler room to the board room”. Additionally, Mr. Abidi stated that as long as we see sustainability as an optional choice instead of a priority, we will not be able to move forward in terms of green infrastructure and low impact development and we must debunk the myth that “climate change is a subjective issue”. Lastly, Dr. Sivarajah mentioned that sustainable design is often an afterthought and we try to fit it in after the “grey” infrastructure is set. Dr. Sivarajah also stated that we need to go back to our roots, making sure that low impact development and green infrastructure are planned from the onset of a development with transdisciplinary perspectives as stakeholders must work together to implement radical green infrastructure.

    The event’s last question allowed the audience to get a glimpse into how the experienced panelists view the future of low impact development and green infrastructure. To begin, Mr. Abidi explained that the pandemic has provided humans with a strong signal to take a step back and reflect on the value of being part of a community. For a thriving community, we must have the following: healthier and active lifestyles, equity in terms of access to public spaces, and community building. Dr. Sivarajah drove home the importance of planning urban spaces with intention and in a holistic manner that accounts for accessibility, equity, and sustainability for all living beings. Lastly, Mr. Leitch believes that although the transition towards prioritizing low impact development and green infrastructure will be a gradual one, as behavioural changes expand, green infrastructure and low impact development will become expected standards that offer great benefits tied to wellbeing.

    The panel discussion concluded with each professional’s closing statement for audience members. Mr. Leitch stated the importance of generating solutions for complex issues in a “people-oriented way” and to hold strong when it comes to our path with sustainability in school and in our careers. Additionally, Dr. Sivarajah told the students in the audience that they were the future of sustainability and that it is crucial to prioritize your values as they will guide you in the professional world. Lastly, Mr. Abidi left us with the fact that we are in a position of privilege to even have the knowledge to find solutions to climate change and reverse the damage that humans have done to our planet. Mr. Abidi also asked students to think of themselves as “healers of the Earth” as they go on to pursue different career paths in sustainability, low impact development, and green infrastructure.

    All in all, this was an inspiring event that helped students gain a deeper understanding of the major current challenges that professionals face in the space of green infrastructure and low impact design, while also being exposed to ways in which we can overcome them with transdisciplinary solutions.

    This panel was live-streamed – a recording is available on our YouTube channel.

    Categories: Blog, Brock Lincoln Living Lab, Experiential Education, Prudhommes Project, SSAS Program, SSAS Student Contributor, Sustainability at Brock, Town of Lincoln

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