|Submission Date||Nov. 25, 2015|
|Current and Formal Plans (Yes or No)||Measurable Objectives (Yes or No)|
|Research (or other scholarship)||Yes||Yes|
|Air and Climate||No||No|
|Diversity and Affordability||Yes||Yes|
|Health, Wellbeing and Work||No||No|
As set out in the Comsun College Sustainability Plan 2014-2017, Teaching and Learning is a top priority. The long term goal is for Camosun to integrate sustainability into all teaching and learning. The corresponding three year goal is to implement the Integrating Sustainability into Teaching Learning sub-Plan with a high degree of faculty, employee and student engagement. The plan ensures that concepts of sustainability are built into the programs, courses, and college "life," providing students with knowledge and understanding needed to make critical decisions about their future. Examples of how Camosun has already begun integrating sustainability into teaching and learning can be found in the 2014 Sustainability Report. (http://camosun.ca/sustainability/documents/sustainability-report-2014.pdf)
The key initiatives of the plan and the measurable objectives are as follows:
1.0 Identify projects which will incorporate elements of “Campus as a Living Lab.” Measured by the number of Campus as a Living Lab projects on campus.
- 2 projects by March 2015
- 3 projects by March 2016
- 4 projects by March 2017
2.0 Assess current curriculum by course, school or program, identify and implement opportunities to incorporate sustainability into the curriculum. Measured by the number of courses, schools or programs assessed and the percent of courses that have sustainability integrated into the curriculum.
- 3 courses by March 2015
- 6 courses by March 2016
- 9 courses by March 2016
- 1 program by March 2017
3.0 Provide opportunities for faculty to obtain knowledge and skills to integrate sustainability into curriculum. Measured by the number of opportunities provided and the number of faculty engaged in opportunities.
- 10% by March 2015
- 20% by March 2016
- 30% by March 2017
The teaching and learning sub-plan is lead by the Vice President Academic John Boraas, with support from the Environmental Sustainability Council, The Office of Environmental Sustainability, and Faculty.
Within Camosun College's Sustainability Plan 2014 - 2017 Appendix B is our Integrating Sustainability into Operations and Governance Sub-Plan, Key Initiative 3.0 deals with Applied Research and Innovation.
A key initiative identified is as follows:
3.0 Camosun's Applied Research and Innovation Department develops industry partnership projects that involve engagement with staff, students and faculty and supports the Integrating Sustainability into the Teaching and Learning plan.
Measured by the number of applied research projects supporting sustainability and the percent of projects that involve elements of a living lab.
- 4 projects, 25% involving Living Lab elements by March 2015
- 5 projects, 40% involving Living Lab elements by March 2016
- 6 porjects, 50% involving Living labs elements by march 2017
Director, Centre for Applied Research & Innovation, Tim Walzak and Enterprise Point.
Within the Sustainability Plan (2014-17) under the Governance and Accountability section, The Office of Environmental Sustainability is noted to coordinate and support the implementation of the action plans and reporting/performance monitoring. One of the responsibilities includes to "Increase understanding, awareness and engagement in sustainability initiatives at the College for both employees and students." Furthermore, the Office of Sustainability is responsible for the Transportation and Parking portfolio, which includes the Transportation and Parking Management (TPM) Plan and The Alternative Transportation Campaign, the objective of this is "To develop and implement an outreach and awareness program to support the broader goals of the TPM."
The timeframe of the Alternative Transportation Campaign is one year, the college has completed three campaigns so far. The measurable objectives include number of people involved in the campaign or outreach events; shifting mode share away from SOV and in favour of alternatives (cycling, walking, transit, carpooling); number of staff using video conferencing technologies
Campus Community Services
Office of Sustainability and Transportation & Parking
As set out in the Camosun College Sustainability Plan 2014-2017 Operations and Governance are identified as a priority area. The long term goal is to be a college that excels in environmental sustainability innovation by structuring our governance, educational practices, and applied research and technologies as a "test bed and showcase" that inspire sustainability and inovation, enage employees and provide on-site learning for students, employees and partners. The corresponding short-term goal is to implement the Integrating Sustainability into Operations and Governance sub-Plan with a strong focus on sustainability and a high degree of stakeholder engagement by 2017.
One of the key initiatives of the Operations and Governance plan is as follows:
2.0 Using the overarching goal of Campus as a Living Lab, assess, identify and implement opportunities to include LEED Gold standards and environmentally innovative designs in all new builds, renovations and retrofits. The main outcomes and corresponding measurable objectives of this initiative include:
2.1 A standard for assessment is in place and sustainability is embedded into our buildings and infrastructure, dramatically reducing the environmental footprint and where possible, have a zero or even restorative impact. Measured by the number and percent of new builds, renovations and retrofits assessed for all opportunities for green standards such as LEED Gold and innovative environmental design.
• 100% new builds to LEED Gold standards by 2015
• 50% renovations and retrofits by March 2015
• 100% renovations and retrofits by March 2016
2.2 Camosun’s buildings showcase and educate about environmentally innovative features and benefits. Measured by the percent based on total square footage of new build, renovation and retrofit projects that have included elements of College as a Living Lab.
• 100% new builds
• 5% renovations and retrofits by March 2015
• 10% renovations and retrofits by March 2016
• 15% renovations and retrofits by March
2.3 Camosun’s buildings provide a platform to test innovative technologies in environmental design. Measured by the percent of new builds, renovations and retrofits that include green standards and environmentally innovative design and by the percent of total square footage per year of new builds, renovations and retrofits that include green standards and environmentally innovative design.
• 100% new builds
• 20% renovations and retrofits by March 2015
• 40% renovations and retrofits by March 2016
• 60% renovations and retrofits by March 2017
Facilities Services, Deans and Directors of Schools, Office of Environmental Sustainability, CETL – Faculty Development, ES Council, Faculty
We are in our second, three year working plan that supports the 2009 Transportation and Parking Management Plan (see www.camosun.ca/about/transportation). The first plan ran from 2010 to 2013, the results of which are listed in the final Transportation and Parking Implementation Project report. Camosun’s transportation and parking options must respond to changing needs and help achieve true sustainability. Due to economic, social, and environmental shifts, our community of students and employees are expected to rely less on automobile travel and more on alternative modes. As well, demand for efficient alternatives is expected to increase. This is an opportunity to reshape campus behaviours in preparation – and in support – of these shifts. This will require innovative ideas, creative solutions and a willingness to try new approaches.
An overarching goal of Camosun’s transportation and parking planning is to provide convenient, environmentally responsible and affordable access to the College’s campuses. To help achieve this, and to accommodate for future college growth, it has been recommended that parking demand and per capita peak period trips be reduced by at least 20% (from 2009 figures).
The following goals are defined to guide specific actions and strategies:
1. Reduce parking demand and the total number of motor vehicles – especially SOVs – driven to campus.
2. Increase use of alternative transportation modes to the college.
3. Provide funding for parking maintenance, alternative transportation, and other college programs.
4. Accommodate additional campus development, minimize impervious surfaces and preserve green space.
5. Support regional and provincial goals towards transportation demand management and reduction of GHG emissions (help achieve BC greenhouse gas (GHG) emission reduction targets.)
Campus Community Services, Office of Sustainability, Transportation and Parking.
The Indigenization Plan is a response to the opportunities and challenges that are arising alongside changing social, political, cultural, economic, relational, and educational realities of Aboriginal people within and around Camosun College. Indigenization is the process by which Indigenous ways of knowing, being, doing, and relating are incorporated into the educational, organizational, cultural, and social structures of Camosun College. Indigenization broadens the college and its communities’ capacity to recognize, respect, acknowledge and integrate Indigenous worldviews thereby:
• making the institution more welcoming and relevant to Aboriginal learners;
• preparing non-Aboriginal students, graduates, and employees to better understand and co-exist with Aboriginal peoples;
• setting a sterling example of Camosun’s capacity for creativity, innovation, and imagination, and
• enhancing Camosun’s goal to be Canada’s college of life-changing learning.
Corner Post 1: Curriculum Development and Delivery
To ensure that Aboriginal students see themselves reflected in course materials and to integrate Indigenous ways of teaching and learning into classroom processes.
• Take TELŦIN TŦE W̱ILNEW̱ (TTW̱) through the education approvals process so it can be offered to students as well as employees.
• Align TTW̱ with new employee learning resources geared to deepening intercultural
understanding and strengthening our ability to create opportunities for life-changing learning. Interculturalization encompasses both Indigenization and Internationalization but also allows an exploration of Canadian culture incorporating a necessary lens for authentic change to occur. The Indigenization Coordinator is on the committee that is formulating the strategy and framework of Interculturalization.
• Work with curriculum writer to create Indigenized composition course.
• Work with curriculum team to develop online educational resources to assist faculty with Indigenization of curriculum.
• Respond to 2012 invitations, including working with the following departments:
·· Practical Nursing – working with faculty to implement Indigenized provincial curriculum
·· Nursing – supporting a working group seeking to further Indigenize curriculum
·· Academic & Career Foundations – working to Indigenize curriculum and teaching methods
·· Nursing – working to continue Indigenization of curriculum
·· Dental Hygiene – beginning to work on the Indigenization of department
·· Distributed Education – offering Learning Skills course
• Find existing Aboriginal courses that fit well with the LYNC program and implement them through the South Island District Partnership
• Support Community Projects Coordinator in deepening relationships with T’Sou-ke, Scia’new, Pacheedaht, and Esquimalt Nations.
Corner Post 2: Services for Students
To create a learning and service environment where Aboriginal students feel a sense of welcome and belonging.
• Offer service area staff training opportunities that will prepare them to work effectively with Aboriginal students. This will provide a receptive environment across all college service areas to all students.
• Continue the Elders Voices program.
• Participate in community events to demonstrate Camosun’s commitment to deepening
relationships and connections.
• Connect with the work of the Aboriginal Community Liaison who will:
·· coordinate community-based advising, recruiting, and workshop activities in T’Sou-ke (Sooke), Pacheedaht (near Port Renfrew), Scia’new (Beecher Bay), and Esquimalt
·· coordinate “Sample the Campus” visits and tours for high school students
·· recruit in community by spending time building relationships with potential students and their families. These relationships lead to trust and create a safe and welcoming connection to the college.
• Support research and educational collaborations between community and faculty such as the Ancestors Animation project and the Math & Music course.
• Contribute to the creation of a more welcoming environment for all students through work on the Interculturalization Development Committee.
Corner Post 3: Policy and Strategic Planning
To help ensure that college policy and planning teams establish a process for consultation with Elders, leaders, and knowledge keepers from Aboriginal communities, Nations and organizations to ensure an Indigenous perspective is incorporated into these important areas.
• Participate on Interculturalization Development Committee with Camosun International and others to formulate a college-wide strategy and framework of interculturalization that includes Indigenization, internationalization and an exploration of Canadian culture.
• Support Director and Chair of AECC in negotiating and fulfilling affiliation agreements with T’Souke Nation. Continue building relationships with Pacheedaht, Scia’new, and Esquimalt.
• Work with AECC Chair and Human Resources to implement some recommendations outlined in the Aboriginal HR Best Practices Report.
• Continue to work with the Chairs of Education Council and the College Curriculum Committee to Indigenize processes and policies.
• Participate in workshop series delivered by Métis Nation Greater Victoria and, if appropriate, propose/implement policy to better serve Métis students.
• Work as part of the Aboriginal Service Plan team to meet Ministry goals.
• Report to Indigenization Steering Committee three times per year.
• Report to Aboriginal Service Plan Advisory Committee twice per year.
Corner Post 4: Employee Education
To provide opportunities for employee education and training from an Indigenous worldview (TELŦIN TŦE W̱ILNEW̱) that will enhance services and education for all students.
• Align TELŦIN TŦE W̱ILNEW̱ with new employee learning resources geared to deepen intercultural understanding and to strengthen our ability to create opportunities for life-changing learning.
• Deliver TELŦIN TŦE W̱ILNEW̱ to administration, faculty, and service providers.
• Coordinate special events like the Camas Harvest & Pit Cook and contribute as appropriate to Conversations Day, Celebration of Teaching, and other opportunities to teach about Indigenization.
• Provide consultation services with curriculum developers and teaching faculty seeking assistance with Indigenization of curriculum development, enhancement, and learning environment processes.
Director, Human Resources
Chair, Aboriginal Advisory Council
Director, Research & Development
College Curriculum Team
Project Team Members
Chair, Education Council
Chair, Strategic Planning Committee
Sustainability is about integration; it recognizes that healthy communities, a thriving economy and environment are interdependent. The integration of three overarching pillars – environment, social, and economic – considers not just profits and the financial bottom line, but also honours the land, air, water and people both locally and globally. At Camosun College, sustainability is providing students with the opportunity for life-changing learning while ensuring that our actions benefit the environment and the life it supports, now and for future generations.
Camosun College's 2011-2014 Strategic Plan, Pillar 4: Sustainable Results sets out goals to build concepts of ecological sustainability and social responsibility into programs and courses and to be a leader in environmentally sustainable practices.
Currently Camosun College is in the planning stages of creating a new waste management plan.
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.