Overall Rating Gold
Overall Score 65.26
Liaison Matt Wolsfeld
Submission Date March 21, 2023

STARS v2.2

University of Saskatchewan
EN-11: Inter-Campus Collaboration

Status Score Responsible Party
Complete 2.50 / 3.00 Matt Wolsfeld
Community Engagement Co-ordinator
Office of Sustainability
"---" indicates that no data was submitted for this field

Is the institution currently a member of a national or international higher education sustainability network?:

The name of the national or international sustainability network(s):

Association for the Advancement of Sustainability in Higher Education (AASHE)
Canadian Alliance of College and University Sustainability Professionals (CACUSP)
Billion Dollar Green Challenge
Canada Green Building Council (CaGBC)

Does the institution actively participate in a regional, state/provincial, or local higher education sustainability network?:

The name of the regional, state/provincial or local sustainability network(s):

Saskatchewan Regional Centre of Expertise on Education for Sustainability (RCE)
Sustainability Education and Policy Network (SEPN)

Has the institution presented at a higher education sustainability conference during the previous year?:

A list or brief description of the conference(s) and presentation(s):

Benavot, A., Petrou, N., Guilyardi, E., Sarabhai, K., Byun, W., and others. (2022). Universalization of Quality Climate Change Education as a Key Component of SDG 4.7. COP27 UNFCCC Side Event, Sharm El Sheikh, Egypt.

Benavot, A. (2022). Monitoring and Evaluating Action for Climate Empowerment. Comunidad de aprehdizajes practicos accion por el empoderamiento climatico (Community of Practice on Action for Climate Empowerment for the Latin American Region) (virtual).

Chopin, N. moderator for Benavot, A., Mallow, S., Campbell, H., Borowska, Z. (2022). Advancing the Glasgow Work Programme on ACE: Monitoring and Reporting, Youth Engagement, and Mainstreaming at COP. COP27 Climate Education Hub Side Event, Sharm El Sheikh, Egypt.

Chopin, N., Redman, A., D’Addio, A.C., April, D. (2022). Advancing Action for Climate Empowerment Through Monitoring, Evaluating, and Reporting (virtual). COP27 UN:CC Learn Climate Classroom, Sharm El Sheikh, Egypt.

Chopin, N. (2022). Technical workshop panelist. 2022 UN Climate Change Conference, Bonn, Germany.

Field, E., Silver, R., McNeil, J., Uloho-Okundaye, M., LeVert-Chiasson, I., & Schmidt, B. (2022). Developing Evidence-based Climate Action Programming. Canadian Science Policy Conference, Ottawa, Canada.

McKenzie, M., & Benavot, A. (2022). The Uses of Comparative Policy Research for Climate Change Education. NORRAG Special Issue Launch Event: Education in Times of Climate Change (virtual).

McKenzie, M. (2022). Keynote: Climate change upheaval and the geopolitics of education. European Commission on ESD Conference. Frankfurt, Germany (virtual presentation to in-person event).

McKenzie, M. (2022). Keynote: Higher education and sustainable development: Global engagement opportunities. In Academic Leadership for Sustainable Development Programme: An International Capacity Building Programme for Higher Education Leaders from the Global South (online).

McKenzie, M., & Gulson, L. (2022). The high carbon costs of twinned digital and energy infrstructures: Considerations for education governance. In Presidential Session on Climate Change and Education, American Educational Research Association Annual Meeting, virtual.

Ardoin, N., McKenzie, M., & Bowers, A. (2022). Systematic Scoping Review of Psychosocial Factors of Climate Change Inaction. North American Association of Environmental Education. Tucson, Arizona.

McKenzie, M., Hargis, K., Yanyu, L., Braus, J., & Bodor, S. (2022). US Climate Change Education Policy: Bright Spots, Gaps, and Trajectories Curious about what the state of US climate change education policy means for policymaking in the US and beyond? North Amercian Association of Environmental Education. Tucson, Arizona.

McKenzie, M., & Stahelin, N. (2022). Transnational policy networks in the governance of global climate change education policy programs led by the UN. In Symposium on Transnational Policy Networks in Climate and Citizenship Education. European Conference on Educational Research, virtual.

Posada, D. (2022). Climate Change Education in Higher Education: Preliminary Findings from IAU’s HESD 2022 Survey. International Association of Universities 2023 International Conference, Dublin, Ireland.

Has the institution submitted a case study during the previous year to an external higher education sustainability resource center or awards program?:

A list or brief description of the sustainability resource center or awards program and submission(s):

The 2021 Regional Centre of Expertise on Education for Sustainability Recognition Event recognized the university's 2020 and 2021 People Around the World (PAW) Conferences. More information on the conferences at the link below:

Has the institution had employees or students serving on a board or committee of a sustainability network or conference during the previous three years?:

A list or brief description of the board or committee appointment(s):

Marcia McKenzie, a faculty member at the College of Education is the Executive Director of the Sustainability Education Research Institute (SERI) located at the University of Saskatchewan.

The Office of Sustainability sits on the planning committee for the Saskatchewan Regional Centre of Expertise on Education for Sustainability (RCE) Recognition Event and Forum each May.

Dwight Grayston (Facilities, Operations, and Maintenance) and Matt Wolsfeld (Office of Sustainability) serve as the Board Chair and Board Vice-Chair respectively for the Saskatchewan Waste Reduction Council.

Does the institution have an ongoing mentoring relationship with another institution through which it assists the institution with its sustainability reporting and/or the development of its sustainability program?:

A brief description of the mentoring relationship and activities:

Has the institution had employees or students serving as peer reviewers of another institution’s sustainability data and/or STARS submission during the previous three years?:

A brief description of the peer review activities:

A brief description of other inter-campus collaborative efforts around sustainability during the previous year :

Sustainability Education Research Institute:
(1) Academic partnerships with University of British Columbia, Dalhousie University, The Kings University, and international locations in Australia, Germany, New Zealand, The Netherlands, South Africa, the USA, and the United Kingdom;
(2) Collaborative Journal with the Saskatchewan Outdoor and Environmental Education Association (SaskOutdoors) and the University of Regina Faculty of Education
(3) Hosted the 2019 Canadian Network for Environmental Education and Communication (EECOM) conference with the theme of “Action on Climate Change Through Education - Conference organizing committee comprised Nicola Chopin & Marcia McKenzie (SERI), Karen McIver & Leah Japp (SaskOutdoors), and Tim Straka & Adam Thomas Young (EECOM)
(4) Partner on Student Action for a Sustainable Future, led by the City of Saskatoon, with partners including the Saskatchewan Environmental Society, Greater Saskatoon Catholic Schools, Saskatoon Public Schools, Saskatoon Light and Power, and the Sustainability Education Research Institute
(5) Developed the Monitoring and Evaluation of Climate Change Education partnership, which brings together a team of 70 researchers, academic institutions, and organizational partners and collaborators including UNESCO, the United Nations Framework Convention on Climate Change Education, Environment and Climate Change Canada
(6) Led successful application for UofS to become an Observer Organization under the United Nations Framework Convention on Climate Change Education in collaboration with President’s Sustainability Council

School of Environment and Sustainability:
SENS faculty have the opportunity to collaborate on projects with colleagues and supervise and work with students at MESPOM- affliated universities:
(1) The International Institute for Industrial Environmental Economics at Lund University (Sweden);
(2) The University of Manchester (United Kingdom);
(3) Central European University (Budapest);
(4) University of the Aegean (Greece);
(5) Monterey Institute for International Studies (USA).
SENS has also partnered with the Faculty of Forest Sciences located at Swedish Univerity of Agriculture (SLU) to offer student exchange opportunities. In addition, SENS faculty and postdoctoral fellows are conducting research with SLU colleagues on sustainable forest management.

University of Saskatchewan-Beijing Normal University joint Master of Water Security program:
In 2019, the University of Saskatchewan’s School of Environment and Sustainability (SENS) formally established a Master of Water Security (MWS) program in China through a strategic partnership with Beijing Normal University (BNU). Students will be trained in science, engineering, and policy analysis to investigate water security and sustainability issues of regional, national and international significance through a holistic lens. Locally, the concept for such a partnership began as a joint initiative between SENS and the closely aligned Global Institute for Water Security (GIWS) – a Saskatoon-based, world-leading center focused on research that addresses climate change, flooding, and drought as well as the policies and social impacts of water management. This bilateral agreement between the USask and BNU partners together two of the top-ranked universities in the world for water research with world-leading experts in hydrology, toxicology, water policy, and resource management to achieve education, research, and sustainability goals common to all partners.

Community Appropriate Sustainable Energy Security (CASES) Partnership:
The Community Appropriate Sustainable Energy Security (CASES) Partnership is an international research initiative involving 15 northern and Indigenous communities and public and private sector project partners from Canada, Alaska, Sweden, and Norway. Hosted by the University of Saskatchewan, the overarching goal of the CASES initiative is to reimagine energy security in northern and Indigenous communities by co-creating and brokering the knowledge, understanding, and capacity to design, implement and manage sustainable renewable energy systems that support and enhance social and economic values. CASES is a partnership between USask and the following:
• Alaska Village Electric Cooperative
• Canadian Museum for Human Rights
• Finnmark Kraft
• First Nations Power Authority
• Gwich'in Tribal Council
• Lulea University of Technology
• ONEC Construction Inc.
• Peter Ballantyne Group of Companies
• Saskatchewan Polytechnic
• SaskPower
• UiT Norway
• University of Alaska Fairbanks
• University of Winnipeg
• Valard Construction LP

Master’s Program in Energy Security:
SENS is developing a distance-based Master’s in Energy Security degree program that is set to launch in September 2020. The Master’s in Energy Security courses, course content and delivery methods are a collaboration between USask, Yukon College, Gwich’in Tribal Council (GTC), the North West Territories Power Corporation, and others. In addition to building capacity through education, the program will hire an Indigenous Project Coordinator, who will be the touchpoint for the north, ensuring the needs and values of Canada’s northern and Indigenous population is reflected throughout the duration of the project.

Prairie Water Project:
Prairie Water is an interdisciplinary research project funded by the USask Global Water Futures Program. It aims to develop knowledge and tools that address the water needs of our user community, and will co-generate usable knowledge to enhance resilience of prairie communities via sustainable watershed management. Work focuses on four themes (hydrology, groundwater, wetlands, and governance) and research questions are driven and informed by partners, including agricultural producers, watershed stewardship organizations, provincial water management agencies, industry, and urban, rural and Indigenous communities.

Website URL where information about the institution’s inter-campus collaborations is available:
Additional documentation to support the submission:

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 or simply email your inquiry to stars@aashe.org.