Background Materials to the Open Forum:
Sustainability at McGill:
McGill's Vision 2020 Sustainability Strategy
McGill's 2015 Sustainability Projects Fund Annual Report [.pdf]
McGill’s Greenhouse Gas Inventory – 2014 [.pdf]
Sustainability Research and Education at McGill:
Questions for reflection
- What are the benefits of interdisciplinary progra,s for environment and sustainability? Should more effort be put into building such programs?
- What are the benefits of discipline-specific focus on environment and sustainability?
- Should literacy in environment and sustainability be a requirement in all programs? Should the emphasis be placed on courses within individual departments that are discipline-specific, or on general courses that are accessible from all disciplines?
- What are the most effective ways to mainstream education in environment and sustainability?
- What learning opportunities beyond the classroom are the most effective, and how could environmental and sustainability education be enhanced in the lab and in the field?
- How much do you learn about environment and sustainability in courses that are not specifically focused on those themes? How could learning about environment and sustainability be enhanced in non-environment courses, including introductory and methods-based courses?
- How could a Faculty of Environment be structured, and what roles could it play at McGill?
- What are some examples of environmental education that McGill could look to as examples?
- If you have not taken any courses dedicated to environment and sustainability, why not? What obstacles or disincentives have you encountered?
Principles for Responsible Investment:
University Signatories to the UN PRI (Signatories include Harvard U., U. of Ottawa and U. of Victoria)
Last change: August 23, 2016