As you and I wrestle with the thousands of little ways that we can improve our pro-environment actions, it can be VERY frustrating when the powers-that-be seem to be using that power to be doing the exact opposite of what we’d like them to do. But who are these ‘powers’ – and how do I get me some!? 

“If I was King of the Forest…..” sang the Cowardly Lion on the road to Oz. Well, if I was King of this forested land called Canada, I know that I would take legislative steps on a myriad number of issues near and dear to me and my vision for a greener, healthier tomorrow. What kind of steps, you ask? Well, don’t mind if I do!

I’d take steps to reduce our carbon footprint and increase our caring footprint. I’d take steps to ensure that we have less oil pipelines siphoning the last of the dead dinosaur juice from our sacred grounds – and I’d sure as heck have more freshwater pipelines bringing aqua-vitae to the First Nations communities across the North who have to live without water all too frequently. I’d take steps to ensure that those most impacted, most vulnerable, to the growing pain of the climate emergency are given more voice in the decision-finding and decision-making, and that we, as a country, measure ourselves to a higher standard of living within the means of Nature.

But, truth be told, I really don’t know that much about politics, or the inner workings of the system. I’ve voted most of my life and have occasionally dabbled by assisting a friend with a campaign – but it has never gone beyond that. And it’s not as if I’m not an opinionated SOB who may be guilty of an over-fondness for the sound of his own voice. But despite my lived experiences as a white male of acceptable means, I remain intimidated and afraid to break through my barriers in pursuit of something that has always percolated in my mind.

Thankfully, some friends shared with me a link to the FLIP 2.0 summit – and it was like flipping a switch in my mind as I pivoted from “I can not” to “why the heck not”. I will be spending my Saturday learning from those in the know, those who’ve walked paths that I seek to explore. I will listen and I will learn from people of all backgrounds as they share their wisdom for summoning the courage to be king or queen of a forever-forested land.

I may never be a powers-that-be but, by the end of day Saturday, I’m pretty certain that I’ll understand that power and how best to work together with my friends and peers to affect positive change on a local, provincial and federal level. And that’s a pretty powerful way to spend the day.

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Whether you would classify yourself as a political person or not, there is no denying that political change is an essential piece of the puzzle for environmental change. If you’re interested in making positive environmental changes, it is critical to learn about and/or contribute to how politics can be used as an effective method of change. But no one has to do this alone. GreenPAC is a Canadian non-profit, non-partisan organization that focuses their efforts on enhancing environmental decision-making, building environmental leaders, and creating spaces for the public and for future environmental leaders to contribute to these causes. 

This year, GreenPAC is hosting their second annual FLIP Summit (Future Leaders in Politics) – on Saturday, January 22nd. The FLIP Summit is an all-day event that presents a diversity of speakers, presentations, networking opportunities, and participatory sessions with the theme of breaking barriers for environmental political change. This event is a great opportunity to learn about Canadian politics and its essential tie to environmental advocacy as well as hear from local politicians, interact with other like-minded people, ask questions, and learn how to get involved. 

“This year’s theme is breaking political barriers for environmental progress. We chose this theme because there are many barriers that still exist for environmental change-makers to enter or engage in politics, and we believe focusing on those barriers will make the conversations more fruitful and impactful.” -Coco Wang, GreenPAC’s 2022 Summit Director

The FLIP Summit is not only for those who know about politics or have an interest in running for office. This event is for everyone. It’s for citizens. It’s for youth whose voices need to be amplified and empowered. It’s for older folks who may not know how to break out of the red and blue dichotomy that has been entrenched in our minds (and that environmental change can happen in any party). It’s for people who love politics, want to get involved with and inspired by current politicians, and aspire to be an environmental leader. It’s also for people who don’t know what politics has to do with environmentalism but want to learn. The point here is that this event is for anyone of any age or experience-level, looking to get involved, network, or just simply learn how the system of politics can work to enhance and increase positive environmental change. 

“Every year, we encounter countless people who recognize that there is a disconnect between the kind of change they want in the world, and the progress that’s actually happening. Politics is the missing piece, especially environmental leadership in politics. It doesn’t matter what issue you care about, it doesn’t matter where or how you want to make a difference, politics is there. We may not like that, but we need to engage with politics so we know how to navigate it, how to shape it, and where necessary, how to change it completely.” -Brittany Stares, GreenPAC’s 2021 Summit Director

It is especially critical that youth feel invited to this event – and more broadly, to conversations about environmental politics – because the future of our world is the future of our youth. The next generation of decision makers need to be heard today and every day looking forward, especially when talking about long-term sustainability. We have a world of passionate youth who want to improve the world in whatever ways they can, and GreenPAC is an organization that is working to uplift those voices, and facilitate knowledge sharing, mentoring, and inspiration between current and future politicians.

“Research has shown that young people are the most engaging demographic in taking advocacy actions like signing petitions and raising awareness on issues, particularly climate change and other environmental issues. But the reality is that young people also have the lowest rate of voting in elections and have little political knowledge in general. To transform the energy and will for change, understanding and entering formal politics is crucial for our generation to push for the real changes we need.” -Coco Wang, GreenPAC’s 2022 Summit Director

Check out more details about the event, including the agenda and speakers, here: https://bit.ly/GPflip2022 

Registration is open until 1:00 PM (EST) on Friday, January 21st, so be sure to get your ticket now and be prepared to be empowered this weekend. Never underestimate the power of a speaker, a conversation, an idea – those things can spark movements, and this event is THE place for sparks to fly. We’ll see you there!

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I had the pleasure of speaking to Laurie Simmonds, the president and CEO of Green Living Enterprises (aka the Boss of Green Business), for our upcoming issue Playbook for Progress. Laurie shared her experiences and wisdom from her successful career in green business and marketing, and gave some valuable advice for new grads. Here’s a sneak peek into our conversation!

“It’s been 20 years and it’s been incredible to watch the innovation explode. Not just big corporations but small entrepreneurs in every sector,” Laurie shared about the surge of green business. “It’s been very rewarding to see publicly-traded companies commit to the UN Sustainable Development Goals, to a significant ESG performance metric, finally understanding that they can run a company that benefits people, planet and profits. It’s undeniable that things are changing. We can see corporations and entrepreneurs really working hard to keep up with that, and seeing the rewards of it, which is really the most important thing – that they actually now understand that they can still make a lot of money, be very profitable, but do good and do well.” 

Green Living Enterprises’ Office // Credit: Kourosh Keshiri

To hear that both big corporations and small and medium businesses are on the right track and committing to sustainability goals is very encouraging for two reasons. 1) Businesses have an obligation to advance the environmental movement, so they need to do their part for consumers to follow suit, and 2) more and more businesses are taking part in this positive shift because it pays to be sustainable. 

When asked about the obligation of businesses in advancing sustainability, Laurie said, “It’s introducing consumers to a much more healthy and sustainable lifestyle, showing them the way with these products and services. That’s how we’re going to affect change – consumers choosing a healthy and sustainable lifestyle, voting with their dollar by supporting those companies. Businesses’ obligation to their stakeholders is to make money in a sustainable and socially responsible way. The other obligation is to, of course, continually increase their ESG commitments – reduce their footprint, become more inclusive, watch the social impacts of their corporation, commit to good governance, and communicate transparently to their stakeholders and their customers about their commitment to ESG. We’re starting to see rankings really significantly demonstrate that those corporations that commit to this are increasing in value, in profitability, have strong brand value, and strong consumer loyalty … It’s incredibly hopeful for the future. I think the technological advancements are happening so quickly now and the commitments by big corporations are so enormous that we are galloping forward. It’s like someone has just pulled out all the stops and it’s moving very fast now.”

Laurie and Green Living Enterprises’ management team, 2018 // Credit: Kourosh Keshiri

For more from Laurie Simmonds be sure to check out our next issue, Playbook for Progress, in which she shares her story of turning her vision of Green Living Enterprises into reality, the key practices that put her on the path to success, her golden rules to using business as a tool for environmental change, and more. Stay tuned!!!

Laurie Simmonds is the president and CEO of Green Living Enterprises – an impact agency that markets solutions to social and environmental issues. In her 20+ year career as an environmental entrepreneur and marketing expert, she has built Green Living Enterprises from the ground up while leading an award-winning team in the world of green business. Her work focuses on the intersections between health, social justice, and the environment.

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I’ve been told that there are two main pathways that I could take as the next step in my career: further education or entering the work force in some capacity. Typically, further education is the path to take if 1) I feel like I need more skills and knowledge for the work force, 2) I just want to keep learning, or 3) I want to do my own research. But I never thought of furthering my education to be able to express myself and be who I want to be. That is, not until I had a conversation with Dean Alice Hovorka.

Dean Hovorka’s experience as a seasoned academic who so strongly followed her passions throughout her career serves as a wonderful example of a heart story born out of the pursuit of further education. Her story is one that shows how academia has the potential to be a space where you can be who you are and who you want to be. 

“I’ve been lucky enough as an academic to find a job in a sector of higher education that allows me to be who I want to be. That is a rare thing in the job market,” Hovorka shared. “As an academic, I have been able to work with students in the way that I want to work with them. No one has told me what to study. No one has told me what I must be teaching or how I must be teaching it. And now that I’m the Dean of the Faculty [of Environmental and Urban Change] at York, what I love about this role is being of service. Being a champion for students, faculty and staff, who want to make a difference in the world.”

And Dean Hovorka is just that – a champion. She is so dedicated to helping others succeed in following their passions because she herself has done just that in her career. One topic of research that she focuses on is the relationships between humans and other animals. She started a group called The Lives of Animals Research Group that originated from passion translating into academia, and I asked her what the story was behind its creation.

“I sort of think of my academic career in two different phases. The first phase, I had nothing to do with animals whatsoever. I was doing a lot of work on gender issues, gender politics and relations of power, and I was doing my work in urban, sub-Saharan Africa. A lot of my work for my PhD was in Botswana, in Gaborone. At the time, I was very interested in urban agriculture. So, I was documenting how men and women farmed differently in the city, and I thought I was going to be finding maize and beans and fruit trees – no, it was all chickens. I went ahead, wrote my dissertation, and for about 10 years, I was known for doing work on gender, urbanization, and everyday life kind of issues. 

“At a certain point, I’d gone back to Gaborone for a visit, about 8 years into doing this work. I was driving around and I had this random thought. I was driving past all these poultry farms, I was seeing chickens everywhere, and I was like, ‘the city would look different if the chickens weren’t here.’ At the same time, I had been reading some work about the exploitation of animals and I remember, I started to cry. I was reading an academic text and I’m starting to cry, so you know there’s something wrong. I realized I had completely missed the animals. I had been walking through abattoirs where chickens were getting slaughtered, I was walking through poultry farms with 30,000 birds in them – never noticed the animals. I mean, I noticed them, but I never really appreciated that they were a social group in the city as much as people were. That’s how I got inspired. 

Source: Lives of Animals Research Group

“So, I took my PhD work and instead of focusing on men and women, I turned it around and focused on chickens. The reactions I had from folks in academia in this part of the world was, ‘Why would you focus on animals? There are people who matter more.’ But when I talked to my colleagues at the University of Botswana, they were like, ‘You should totally do that. We really believe that the animals are number one.’ I started to get a lot of confidence from my Botswana colleagues to pursue this and I kind of never left. I’ve been doing this work for about 12 years now. I started the research group because I wanted to bring together a team of students to help me think through all these issues. It was largely in Botswana at the start, and now it has stretched into Canada and Costa Rica. We’re so intertwined with animals, we don’t even recognize it – and we are animals, that’s the other piece.”

Dean Hovorka has used her academic career to spotlight the role of animals in our societies and really pour her compassion into her work. Similarly, with her work on gender issues and urbanization, she always advocates for intersectional environmentalism – including the injustices between men and women and humans and other animals – which is vital to effectively tackling the climate crisis today.

“If you have inequities and injustices between men and women, you’re never going to have sustainability. It’s the same with the animals.”

“If you think about this new faculty – the Faculty of Environmental and Urban Change – one of the reasons I wanted to be here at York with this group of people is that they’re not just looking at sustainability, they’re looking at justice as a means to get sustainability. To me, that totally makes sense. If you have inequities and injustices between men and women, you’re never going to have sustainability. It’s the same with the animals. If you treat other beings in the way that we are treating other beings, we’re never going to be sustainable because not only are you abusing nature, i.e. animals, you’re also undermining everything you need to feed yourself, to have clean air, clean water, fertile soil, a climate that doesn’t change at such a rapid rate.

“I’ve been around long enough now that I’ve seen us go from the actual concept of sustainability being brought forward in 1987, the ideas of a climate change issue, and how long it’s taken us to actually talk about climate change such that we’re recognizing it’s a climate crisis. When I think about the work we have to do to understand biodiversity matters, in that we are not just messing up with the climate, we’re messing up soil, plants, animals, water, air… How do we move ourselves faster through that learning curve? Even this pandemic – itself rooted in an environmental crisis first and foremost, and our relationships with animals, hands down. What it has brought forth is we’re now talking about green recovery. We managed to somehow engrain that we’re in a climate crisis, the pandemic hits, and now we’re bringing the climate crisis back as part of our recovery. So, part of this has been generating momentum, but I feel like we’re in a good place to really draw some energy from the breadth of understanding of what sustainability means.”

To read the rest of this conversation, stay tuned for our upcoming issue, Playbook for Progress. In this issue, Dean Hovorka shares her best advice for new grads on how to take that first step into further education – how to succeed, stay motivated, and sustain the journey while maintaining your core purpose and vision. You won’t want to miss it!

Alice Hovorka is the Dean of the Faculty of Environmental and Urban Change at York University. She is an accomplished academic, holding both Master’s and PhD degrees in geography; her research focuses on urban agriculture, gender and power politics, and human-animal relations. Dean Hovorka is a strong advocate for the imperative link between sustainability and justice not only in scholarship but all facets of life.

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My first few days on the job were filled with uncertainties as I was just beginning to understand my role and didn’t know what to expect for the coming weeks. I was, in every sense of the word, a newbie. But it was not long before I dove head first into the sea of work and was carried off with the current, learning as I went. Bear with me as I further use this ocean metaphor.

Some days at A\J are choppy waves – full of energy, meetings, interviews, emails, busyness. Some days are calm waters, when I can float with careful planning, inspiration, and most importantly, writing. David (A\J publisher and my supervisor) always tells me to learn the ebbs and flows of my work, and that I am. For lack of a more unique pop culture reference, I feel very much like a young Jedi learning from the Obi Wan of A\J. David shares many of his pieces of advice and wisdom with me in the form of metaphors and catchphrases, and they are all valuable lessons that fuel my growth as a writer. I’ve learned how to “use the force” of environmental journalism – you need lots of input before you can produce the output. I am being filled to the brim with inspiration, having meaningful conversations with environmental leaders on the daily, and learning how to tithe to myself in the process in order to produce my best work.

I was recently tasked with writing an article on what I’ve learned so far at A\J in just 4 weeks, but if I included everything, it would be way too long for anyone to read (and for me to write!) So, I will do my best to sum up my key takeaways from this work experience so far.

The A\J Team

First and foremost, meeting the A\J team was a huge positive. It has been wonderful to work with a team of interesting people who are all different, yet share a common purpose. Everyone at A\J is driven to share environmental stories with others, to plant seeds and inspire them. We all work together with each other’s ebbs and flows, and I have observed how dedicated these people are to their work. I’ve experienced so much support, encouragement, and collaboration from the team that has kept me moving forward.

Skill Building

During the past month, I have enhanced my existing skills and established many new ones. I’ve built upon my interpersonal skills, and I don’t just mean “customer service” or people skills. I’m talking about the ability to sustain meaningful conversation and genuinely listen to others in order to gather and absorb important insights and stories from them. Along with that, I’ve greatly practiced and improved my existing communication skills through speaking (and listening), writing, emailing, interviewing, and the list goes on.

My work as an A\J intern has also given me a real experience of what journalism work is like. There are always several different projects on the go and multitasking is the way of life. I’ve had a lot of space to work on time management and self-regulation by prioritizing tasks, working with deadlines, and working around meeting times. There is no shortage of tasks, but it’s not draining, it’s actually empowering! I get to be actively involved in everything, and maybe it’s just me, but I really thrive when I have lots on the go and can be a part of everything all at once.

Creativity

I’ve also been given the opportunity to hone in on my creativity, which is something I didn’t have a lot of practice doing before this job. My writing and learning style has always been quite organized, academic, and structured. For me, the most conceptually difficult type of university assignment I’ve ever had to do (out of math, sciences, and the arts) is writing an English essay. In first year, I had to write an essay on a super short, abstract poem, and I had no idea what it was saying. It took so much original thought and effort to come up with a thesis and write a full, meaningful paper on just 14 lines of confusion. Of course, I’ve come a long way since then, but I find these assignments challenging because I have to generate fresh ideas. I have to be inspired. It is through these exercises that I improve my creative thinking. At A\J, I am challenged to think for myself in everything I do. Right from the get-go I was asked, “What do you want to write about?”, “What are your stories to tell?”, and “Who do you want to talk to?” I’m starting to answer those big questions, slowly tending and listening to that creative autonomy in my work. By doing so, I’m discovering lots about myself and know that I’ll continue to do so.

Conversations

In just four weeks at A\J, I’ve met many new people (virtually, of course), beyond just the A\J team. I’ve been able to have conversations with individuals who are highly experienced, accomplished, admired in environmental fields of work. I’ve been given opportunities to network and listen to these people’s stories. I already feel much more equipped with connections than I did before starting this job, but I’ve also realized how easy it can be to talk to people. You never know how much in common you might have with a university dean or sustainability leader until you have a conversation with them!
How to BE a writer

On top of improving my writing, I’m also learning how to be a writer. There is a difference, trust me. I think you can be very skilled at writing but not be a writer. Dipping my toe into the world of environmental journalism has taught me that…

1. The work doesn’t stop when you sign off for the day. Your work is on the news, on social media, in almost every conversation, and it is literally in your mind all the time. I’m starting to see everything as a potential story. When work aligns with your passion, it doesn’t fit into a 9 to 5 day because passion doesn’t turn off once the work day is done.
2. In order to be a writer, you have to understand yourself to a tee. Understanding the ebbs and flows of one’s own writing is so important – as David told me from day one. I’ve been befriending my inner muse, inner critic, and inner storyteller, and I’ve practiced wrangling them up and getting them all working at once. It’s not always easy, but when it happens, it’s a beautiful thing.
3. I need to find a healthy balance between the busy times full of meetings and emails, and sitting quietly with my thoughts. Sometimes in order to write, I need zero distractions, otherwise I’ll never produce anything valuable. But other times, those distractions are important to pay attention to because they might spark an idea (and they’re also part of my job). I’m learning how to balance this and how to capitalize on my opportunities to write. For example, if I have a free moment to write but have a mental block, taking a break to walk in nature does wonders.

Pathways uncovered

The most common question I receive as a young adult is “What do you want to do after you graduate?” and I’ve always struggled with pinning down an answer. I’ve never known what exactly I want to do, and I still don’t, but in many ways, working at A\J is allowing me to see that I don’t need to choose one specific pathway. I can merge my passions and do lots of things with my future career. This job has introduced me to many people and many pathways I never thought of considering before, so it has only added more options to my uncertainty of the future – in a good way! I feel driven, more than ever, to continue dipping my toes into as many places I can and keep writing and having conversations with people wherever I end up.

Published Accomplishments

Now, this article is not just a spotlight on my work, because ultimately, this is about my experience at A\J and how the team has facilitated this growth for me. But, I do want to highlight a few of my physical accomplishments on top of all the lessons I’ve learned. I’ve published 4 of my own articles and put together 4 WTF (Week This Friday) columns, and that’s just on the A\J website. I’m working on a lot of behind the scenes pieces that you’ll see in our next print issue, Playbook for Progress! This is all to say that being an A\J intern is not without its many opportunities to get your name out there and publish as much as you have to offer.

Going Forward

Clearly, I’ve experienced a whirlwind of growth and excitement in the past 4 weeks and I don’t expect it to stop now! I’ve still got 3 more months left – lots more to do, to learn, and to be a part of. I know that even once my work placement with A\J is over, the experience and lessons I’ve learned will stick with me and carry over into whatever comes next for me. Who knows – maybe I’ll find myself back here one day! I don’t know where I’ll be in a couple years from now, let alone 4 months from now, but I hope to stay connected to A\J in some capacity, and if I’ve learned anything from my time here, it’s the power of planting that first seed.

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But coming out of university, I found myself being just another young person with a diploma and few employable skills. Weeks of job hunting led to me questioning my situation and decisions. Was a university education not a sure-fire ticket to a great job? Had I tumbled off the time-tested path to career success? Or had I been misinformed? 

Then one day, I happened upon an issue of Maclean’s calling Canadians into the forest. Positions needed to be urgently filled before an impending wave of Boomer retirements decimated the sector’s ranks, it said.

For someone who practically grew up in the forest, I realized I held an old fashioned, plaid-wearing, axe-swinging picture of forestry in Canada. Who knew it was still an option? Maybe it was time for me to put the plaid back on and give it a swing!

To my good fortune, the Métis Nation of Ontario (MNO) had recently launched a program designed exactly for people like me who were eager to work but in need of employment-ready training. With the MNO’s full support, I went off to the Forest Technician program at Confederation College. 

This kickstarted my new career pathway. One with no clear destination, far messier than the one I’d been sold in high school, but guided by a desire to accumulate experiences, skills and knowledge under my belt that would get me somewhere I loved. I invited myself to wander, following new interests and new opportunities, building a one-of-a kind skillset, while learning what made me happiest and brought me the most fulfillment in the process. 

Now, in my role as the Director of Indigenous and Youth Relations at the Sustainable Forestry Initiative (SFI) and Project Tree Learning Canada (PLT Canada), I get to use my lived experience to help other young people navigate their own pathway to success—whatever that means to them. Serving as the guidance I needed when I was in their position.

From pre-employment training programs to post-employment community service opportunities; every program, service and support tool we provide is a stepping-stone that a young person can take along their own unique career path. 

Free resources like our career fact sheets and “Guide to Green Jobs in Canada: Voices of Indigenous Professionals”highlight the diversity of green job opportunities in the forest and conservation sector. Webinars, online courses and skills funding help youth build their professional competencies. Work-ready equipment grants can help remove employment barriers. Green Jobs wage-matching connects youth with paid work experiences. Mental wellness services help ensure youth are supported along the way. Mentorship experiences and conference scholarships help youth grow into bigger and better roles. And PLT Canada’s Green Jobs Ambassador Program helps youth pay it forward through community service. Completing an overall well-rounded support system to get indigenous youth into the forest and a rewarding career.

Like in the forest itself, there is no right or wrong green path. Only your green career path. 

So, embrace new experiences. Pursue what gets you most excited. Don’t be afraid to take a couple steps back (or sideways) or make your own path when something doesn’t feel right. And learn every step of the way. Take it from this now not-so-young person with a green career he loves!

The post Forging a Career Path in the Forest Sector appeared first on A\J.

SFI advances sustainability through forest-focused collaborations. SFI is an independent, non-profit organization that demonstrates its commitment to forests through its work in standards, conservation, education, and community. SFI works with the forest sector, conservation groups, academics, researchers, brand owners, resource professionals, landowners, educators, local communities, Indigenous Peoples, and governments to achieve a vision of a world that values and benefits from sustainably managed forests. Learn more: www.sfiprogram.org.

About Project Learning Tree Canada (PLT Canada)

An initiative of the Sustainable Forestry Initiative, Project Learning Tree Canada (PLT Canada) believes in a society that values and benefits from sustainably managed forests and the great outdoors. PLT Canada is committed to using the outdoors to engage youth in learning about the world around them—in rural, Indigenous and urban communities—and using trees and forests as windows on the world to inspire action and grow the next generation of future forest and conservation leaders.

Since 2018, PLT Canada has placed youth in over 3,000 high quality work experiences through its Green Job program, achieving both gender balance and over 500 placements for Indigenous youth. The program is successful thanks in large part to the organization’s employer partners across the SFI and Canadian Parks Council networks. Green Jobs youth gain valuable work experience that helps them pursue careers as foresters, wildlife biologists, Indigenous knowledge coordinators, hydrologists, park rangers and much more.

PLT Canada also offers a mentorship program, factsheet, resume and cover letter review services, and webinars to support the career growth and essential skills development of both job seekers and employers. PLT Canada also offers environmental education materials to help inspire the love of forests and nature, and mental health and wellness services to help participants be their best self! Learn more: www.pltcanada.org

Week One: Forging a Career Path in the Forest Sector.

Week Two: Growing Partnerships, Prosperity and a Brighter Future for Us All.

Week Three: What do you call this?

Week Four: Let’s Paddle Together

The post #ForestFridays appeared first on A\J.

Right now, you – yes, you reading this magazine – have access to thousands of absolutely free, open, online courses covering hundreds of topics taught by the world’s leading experts and teachers. Welcome to the information revolution! Advancements in technology and knowledge sharing have transformed all areas of learning and education. Join the movement that utilizes digital platforms to enable widespread access to information: Massive Open Online Courses – also known as “MOOCs.”

MOOCs are courses offered on the Internet with unlimited enrolment and are accessible by anyone with an Internet connection. They generally feature content, instruction and assessments that are open and available to all.

Millions of people are taking advantage of the opportunity. According to Class Central, an online MOOC portal that monitors and reports on the global MOOC movement, more people signed up for MOOCs in 2015 than in the previous three years. This brings their calculated total number of MOOC students to 35 million, increased from 16-18 million in 2014. MOOCs are taking over.

Currently, MOOCs have three basic ways of engaging students. First, they provide information via videos of lectures or readings, often from experts in the field. Second, they include additional interactive elements, such as peer grading, study groups (both in-person and online), discussions among students as well as between students and instructors.

Finally, the coded infrastructure allows students to share insights from their projects in a “knowledge base” that grows within the course and after completion. This is the community-building element of MOOCs, and has helped drive MOOC’s popularity. Today, there are many exciting varieties of MOOCs developed, such as student-driven and cross-university collaborations.

Knowledge can no longer be contained in a silo.”

In 2008, the term “MOOC” was coined by University of Prince Edward Island’s Dave Cormier in response to a course called Connectivism and Connective Knowledge, and refers to online courses. Today, most top universities including the likes of Stanford University, Massachusetts Institute of Technology (MIT) and Harvard University, have created some form of MOOC and have attracted enrolment numbers in the hundreds of thousands.

EdX, for example, is a non-profit, open-sourced MOOC provider developed by MIT and Harvard in 2012. The website boasts education partners from 90 countries and students from every country in the world taking courses on subjects ranging from engineering, computer science, philosophy, architecture and everything in between.

By providing expanded online content that covers the required foundational knowledge, instructors have new opportunities to revolutionize the classroom into more experiential, interactive environments. The New York Times’ 2012 “Year of the MOOC” piece gives an example. In fall 2011, the University of Stanford offered a MOOC on Artificial Intelligence. 160,000 students in 190 countries registered. 200 Stanford students attended the course in-person, but by the end of the year only 30 students were going to class. This was because most students actually preferred the online version. Online, students took ownership of the course by setting up a Facebook group, discussions and voluntarily translating the course material into 44 languages.

In today’s digital world, the growing pressure to provide information in a free and open way will encourage the development of education structures, like edX, with fewer inequities. Knowledge can no longer be contained in a silo.

We are all participating in profound changes to the way information is created and consumed. This includes deep disruption to structures of how information is acquired, created, shared, manipulated and managed as we know it.

Because of this, the ability to share and mobilize knowledge is critical for everyone, including the environmental movement. The MOOC format can:

• Provide information globally

• Address inequalities in information access

• Revolutionize institutional learning

• Diversify perspectives and connect disparate viewpoints

• Drive social change.

Perhaps most exciting of all, MOOCs could help the sustainability movement.

What are GhGs? What is climate change? What are the top three actions an individual can take to contribute to collective environmental change?

The ability to share and mobilize knowledge is critical for everyone, including the environmental movement.”

New people are joining the sustainability movement every day and want to know the answers to these questions. Besides unprecedented diffusion of information, MOOCs have an untapped potential for creating social change. Environmental organizations could design MOOCs that offer an introduction to the basics of sustainability for newcomers, as well as access to a community of like-minded, active people. When information is personally relatable, people are more motivated to act on it.

Sustainability experts and community activators could work together to improve the collective movement’s network of knowledge, using MOOCs as the vehicle. This would make the process of learning about sustainability as straightforward as possible, improving the efficiency of the movement as a whole.

The Waterloo Region Environmental Network (WREN) is dedicated to collecting and disseminating the cumulative knowledge of the area’s environmentally oriented groups. Through the Network’s efforts, Waterloo Region has experienced the effects of organizing and sharing the knowledge and resources in the local environmental scene. Since WREN was first proposed in 2014, their collective effort has connected 112 organizations, recruited 680 volunteers and raised 30,000 dollars. MOOCs could help create outcomes like these on a global scale.

The MOOC movement is hitting critical mass, and is already provoking disruption to the status quo. With our collective effort, MOOCs could be fundamental to achieving significant, rapid environmental change. If we do, the environmental community stands to gain well-informed and active participants as we target and develop MOOCs on sustainable life.

The post Yearning for Free Learning appeared first on A\J.

Canada’s environmental movement began to take shape in the early ’70s. Environment Canada, World Wildlife Fund Canada, Greenpeace, the first Faculty of Environmental Studies (York U) and Alternatives Journal were all founded between 1967 and 1971. Roughly 30 years later, A\J produced its first Directory of Canadian Environmental Studies Programs.

What makes the study of environment unique is its multidisciplinary nature. For our first directory, we sought only those programs that integrated both scientific and social perspectives into environmental issues.

Today, this is a definitive standard in every environmental college and university program. And the result is a world that is more environmentally literate. Well over 100 educational institutions in Canada offer environmental study and training.

We asked Linda Skilton, Dean of Fleming College’s School of Environmental and Natural Resource Sciences (SENRS) and past chair of the Canadian College and University Environmental Network, to take us through the evolution of environmental education as it happened in one of Canada’s leading environmental colleges.

Fleming College’s College’s School of Environmental and Natural Resource Sciences started out in 1967 in humble surroundings with just one program – Forestry.

Known then as the Forestry School, classes were held in St. Joseph’s Convent in Lindsay, Ontario. Programs eventually expanded further into the natural resources field to include Fish and Wildlife, Geology, and Resources Drilling. Along with that expansion came a 1973 move to a dedicated campus located on 60 hectares at the south end of Lindsay – the Frost Campus.

While early days focused on programs that involved resource extraction, over the years that view evolved to one of resource management and environmental protection. Some of the drivers included concerns related to climate change, water and food security and environmental health and safety.  The new millennium brought a new identity for the academic school, from natural resources to environmental and natural resource sciences. This shift in thinking was reflected in revised curriculum and learning outcomes of existing programs as well as the addition of new programs. These new programs featured interdisciplinary learning with a focus on the interaction between people, their communities and the natural world.

Today, Fleming’s School of Environmental and Natural Resource Sciences has grown to include 31 full-time programs, with two more to be offered in 2017. The programs at SENRS are unique – more than half are not offered at any other college in Ontario, and many can’t be found at any other post-secondary institution in Canada.

Thanks to 50 years of educational experience in the sector, and a well-respected reputation, Fleming has found that SENRS boasts more graduates working in the environmental and natural resources fields than any other college in Canada. We attribute the success of our programs, students and alumni to the excellent faculty as well as our emphasis on active, hands-on learning. This encompasses co-op opportunities, on-campus outdoor learning, and overnight field camps and courses, the latter of which, our graduates identify as one of the highlights of their experience at Fleming College.

Environmental education will be at the forefront of mitigation, resiliency and adaptation.”

I have been with Fleming College for 30 years, including the last 10 years as the Dean of the School of Environmental and Natural Resource Sciences. My educational background and experience are within the field of education, and therefore, my observations are not from the point of view of how scientific study has changed over the last decade, but on how environmental education has changed in response to a multitude of factors. These factors include employer/sectoral needs, environmental priorities, and the shift in the way that student learning takes place.

Since 2006, I have observed a number of educational trends. Here are my top six.

An increase in work-integrated-learning via field placements, applied projects, and co-op education.  Most programs at SENRS have a work-integrated learning component. Co-op was introduced at SENRS in 2008 and we now offer 12 co-op programs at the Frost Campus. Credit for Product (C4P) is a unique course in the Ecosystem Management Technology program where students partner with a client on a specific project. The students take two C4P courses in their third and final year of study. Over 600 students have completed more than 11,000 hours in 325 environmental projects with more than 50 community partners. Some of our partners include organizations such as the Ontario Heritage Trust, Kawartha Conservation, the City of Kawartha Lakes, the City of Toronto, and the Lone Pine Marsh Sanctuary.

A shift toward internationalization, with more faculty and student experiences and exchanges abroad.  SENRS has partnered with the Yellow River Conservancy and Technical Institute (YRCTI) with a goal of delivering a joint program. In November 2016, a professor accompanied 10 Geographic Information Systems (GIS) students to YRCTI in Kaifeng, China, to complete a surveying field camp course. As well, for the last five years, students and faculty members in the Ecosystem Management program have participated in a two-week field placement at Pidwa Wilderness Reserve in South Africa, which will expand to a semester abroad in 2018. Costa Rica and Iceland are two other locations where students can participate in field placement courses. There are also student exchange opportunities at the University of Padua in Italy through our Forestry Technician program.

Applied research that ties into program curriculum.  Frost Campus is home to the Centre for Alternative Wastewater Treatment, which researches sustainable ways to treat wastewater and helps bring innovative water and wastewater technology closer to market/commercialization. Having this resource allows students in a variety of programs access to advanced research facilities right on campus. In fact, it was through the Environmental Technology program and faculty research into constructed wetlands technology that led to funding for a research facility on campus. The research and curricular expertise has, in turn, spurred the creation of the new graduate certificate program, Advanced Water Systems Operation and Management Co-op.

A variety of credentials in the mix.  Currently, students interested in environmental and natural resources careers have a number of options when it comes to credentials. From certificates to diplomas to post-graduate certificates, students can emerge with the credential that best fits their ability and ambition. In our experience, we have found that university graduates are attracted to shorter graduate certificates, such as Environmental Visual Communication (delivered at the Royal Ontario Museum) or the new Sustainable Waste Management program.  Over the last six years, SENRS has increased its post-graduate certificate offerings from two programs to nine programs. The ECO Canada (Environmental Careers Organization) subsector model for environmental employment was used to inform new program development during this period. In its 2013 Labour Market Research Study, ECO found that employment related to Environmental Health and Safety, Waste Management and Communication and Public Awareness were the top three.

More partnerships between colleges and universities.  SENRS has actively pursued partnerships with a number of post-secondary institutions to ensure students have a variety of options available to them to continue their studies – whether they are graduating from Fleming or coming to Fleming from another institution. These pathways allow our students to complete a diploma and degree in four or five years. This combination of theoretical and applied education has been identified by employers as a preference when hiring environmental graduates.

Examples of these partnerships include Urban Forestry with the University of New Brunswick, and Ecological Restoration with Trent University. In fact, SENRS has signed a formal memorandum of understanding with Trent’s School of the Environment to further collaborate on academic programming in areas related to environmental and natural resource studies.

University and college collaboration is a national trend. One example is the 2013 merger of the Community College Environmental Network (CCEN) and the Canadian University Environmental Science Network (CUESN) to create one national network for post-secondary environmental education: the CCUEN (Canadian College and University Environmental Network). Subsequently, the CCUEN has increased its membership and is partnering with organizations such as Alternatives Journal to advance its position as the national voice for environmental education.

Sustainable campuses.  We have actively adopted the concept of sustainability not only at Frost Campus but also throughout Fleming College. In recognition of these efforts, Fleming was recently awarded a STARS Silver Rating from AASHE (The Association for the Advancement of Sustainability in Higher Education). Our sustainability efforts openly engage all members of the college community, with students taking active and leading roles in many of our initiatives such as the bike share program and the on-campus community garden. As well, most diploma programs throughout the College have a sustainability component woven into the curriculum (greening of the curriculum), and learning activities have an emphasis on community-based learning. From being the first Canadian institution to ban all bottled water sales on campus (on Earth Day, April 11, 2011) to embedding sustainability into key strategic documents, Fleming has been a pioneer in implementing a whole-institution approach to sustainability.

With the recent international priorities related to climate change, environmental education will continue to be at the forefront of importance in mitigation, resiliency and adaptation. SENRS students will not only graduate with the critical skills for the “green” jobs in the low carbon economy, through their applied and experiential learning, but also graduate with the ability to be change agents in their work, their communities and their world. These graduates are the environmental leaders of tomorrow who will help to find the solutions to meet the current and future global challenges.

The post A Natural Evolution appeared first on A\J.

Interested in joining our board of directors?

The board of directors of Alternatives Inc., the charity that operates Alternatives Journal (A\J), has empowered me to make this call for candidates interested in joining our board of directors.

A\J is Canada’s oldest and most respected environmental media charity, founded in 1971. We have been publishing the best brand of intelligent and informed environmental journalism, in print and online, to support Canada’s environmental community.

UPDATE: EXTENDED DEADLINE: August 11, 2017

Interested in joining our board of directors?

The board of directors of Alternatives Inc., the charity that operates Alternatives Journal (A\J), has empowered me to make this call for candidates interested in joining our board of directors.

A\J is Canada’s oldest and most respected environmental media charity, founded in 1971. We have been publishing the best brand of intelligent and informed environmental journalism, in print and online, to support Canada’s environmental community.

Alternatives Inc. is looking for volunteers to join our board of directors. We seek people who share our belief in our mission of empowering positive environmental change via expanding the media capacity for our community.

In addition to publishing four (4) quarterly print editions and daily/weekly online content (including online exclusive and special reading series), we collaborate with our academic and community partners to deliver public events, knowledge mobilization opportunities and other public engagement efforts.

The Board’s main responsibilities include supporting the A\J staff in an advisory capacity, fundraising on behalf of A\J, providing legal and financial oversight of the organization, promoting our programs and enhancing our reputation.

Board members are expected to attend monthly board meetings, generally held in Toronto (and via Skype for those who can’t be there in person), and to sit on at least one committee according to their interest and skill set. All board members are expected to participate in fundraising activities.

At this time we are particularly seeking applications from people with experience in the following areas: Fundraising/Philanthropy; Employment law/Human Resources, Media Industry, Event Planning, as well as those with social media and marketing skills.  However, we are always looking for committed, active champions of our programming and encourage those with experience in other areas to apply as well.

Above all, we want our Board to fully reflect the values, hopes and aspirations of Canada’s environmental community in our work to foster a low-carbon economy. We welcome applications from people of colour, those with disabilities, Indigenous Peoples and members of the LGBTQ+ community.

We welcome your resume with a covering letter describing why you are interested in joining the board of directors of Alternatives Inc. There is a special Board meeting scheduled for mid-July to discuss possible Candidates and, ideally, we would like successful candidates to join the Board at that time.

Should we not fill our vacancies by then, we will continue our search and have new members join as they are selected.

Please send your information to:

David McConnachie, Publisher, A\J; david@alternativesjournal.ca.

If you have any questions, please feel free to contact me at 519-578-2327.

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