|Submission Date||May 5, 2020|
University of Victoria
AC-7: Incentives for Developing Courses
|2.00 / 2.00||
Campus Planning and Sustainability
Does the institution have an ongoing program that offers incentives for academic staff in multiple disciplines or departments to develop new sustainability courses and/or incorporate sustainability into existing courses? :
A brief description of the incentive program(s):
The Division of Learning and Teaching Support and Innovation (LTSI) at UVic is charged with administering a number of grants and professional development funds in support of those contributing to excellence in the teaching and learning mission of the university. Funds support: academic units and educational leaders implementing curricular reform and innovation, faculty and instructors who wish to undertake scholarship of learning and teaching (SoTL) in their discipline, educational innovators and individual teacher professional development. Grants are open to all instructors unless specified. Below are the various grants that support sustainability at the university, as well as a list of recipients and their approved courses which are sustainability-related from the past 3 years.
Scholarship of Teaching and Learning (SoTL) Grants:
•Helga Thorson, Department of Germanic and Slavic Studies (2019-2020)
The Effects of Holocaust Education on Defying Hatred in the Community: Field School Versus Classroom-Based Learning
•Sandra Gibbons, School of Exercise Science, Physical and Health Education (2018-2019) Implementing Nature Based Physical Activity in Physical and Health Education Teacher Education
Course Design/Redesign (CDR) Grants:
•Madeleine McPherson, Department of Civil Engineering (2019-2020)
Redesign of CIVE 315 Environmental Policy
•Brian Starzomski, School of Environmental Studies (2019-2020) Interdisciplinary Data Science Accessibility: Course Redesign for ES 482/582 (Introduction to Data Analysis)
•Deborah Curran, Faculty of Law and School of Environmental Studies (2018-2019) Curriculum Renewal for the Environmental Law Clinic
•Donna Feir, Department of Economics (2018-2019) Education for Economic Reconciliation: Developing Curriculum Materials for a New Course in Economics titled “Indigenous Peoples and Economics”
•Stacey Fitzsimmons, Peter B. Gustavson School of Business (2018-2019) #BlackLivesMatter #MeToo: Diversity and inclusion initiatives that work
•Madeleine McPherson, Department of Civil Engineering (2018-2019) Development of the new 4th year elective course ‘Energy Systems Decarbonization’
•Tara Ney, School of Public Administration (2018-2019) Collaborative governance in the 21st Century
•Laura Parisi, Department of Gender Studies (2018-2019)
Online with GNDR 100
•Rebecca Johnson, Faculty of Law (2017-2018)
Integrating Indigenous Law in the First Year Curriculum: Responding to the Truth and Reconciliation Commission’s Call to Action #28 (A Redesign of Law 106: The Legal Process)
•Elliott Lee, Department of Psychology (2017-2018)
Podcasting Mental Health and Well-Being
•James Tanaka, Department of Psychology (2017-2018)
Developing a new course on the “Psychology of Human Diversity”
Community-engaged learning curricular development fund :
•Iain McKechnie and Denis St. Claire (2018-2019) Tseshaht Community Participation in 2019 UVic Archaeological field school: This project aims to support First Nation community participation in the 2019 archaeology field school in Tseshaht territory in Barkley Sound. We seek funds to compensate the labour of camp cook Wanda Robinson and hire a Tseshaht research assistant and contribute support towards community visits via boat from Port Alberni to the Broken Group Islands.
•Carmen Rodriguez de France, Indigenous Education (2018-2019)
Drawing Possibility: Learning about ourselves through the arts Through a collaboration between the Department of Indigenous Education and the extension program at the Art Gallery of Greater Victoria, student teachers enrolled in the course IED 373 (ELTELNIWT and Indigenous Education) will contribute to promoting and increasing the awareness of the importance of art as an expression of self, culture, and the environment. The Art Gallery will work with two local Indigenous artists to deliver hands-on workshops in schools, which will be co-facilitated and supported by predominantly non-Indigenous student teachers.
•Audrey Yap, Department of Philosophy (2018-2019) Conceptions of Justice and Engaged Pedagogy: Many who work for social justice note the importance of engaging with people who are placed very differently in society than we are. Our understandings of justice are shaped by interactions with institutions responsible for it, such as the carceral system. By reading works on justice and just societies together, inmates at Wilkinson Jail and upper-year UVic undergraduates will each get the chance to gain some different perspectives on how these ideas look for others.
•Donna Feir, Department of Economics (2017-2018)
Supporting Reconciliation through Community-Engaged Learning: Developing a community-led project for students in economics This project will lay the foundations for on-going relationship building between Esquimalt First Nation and the Department of Economics. A community member from Esquimalt Nation will be hired to compile foundational information on the programs and policies relevant for the economic context of Esquimalt that students will use for course projects. Upon completion of the course, the projects will be presented to the Nation for their use. Student community visits and initial meetings that follow local protocol will also be supported.
•Elizabeth Vibert, Department of History (2017-2018)
Acting Otherwise: Material memory of historical injustice and community resistance The pilot module will guide students to understand, through concrete material objects, the small-scale, everyday historical acts and processes that can lead to massive human rights violations like the Holocaust and Apartheid. Working with UVic undergraduate and graduate students, we will deliver a module on historical injustice and opportunities for ‘acting otherwise,’ to students at Victoria High School in Spring Term 2019.
A brief description of the incentives that academic staff who participate in the program(s) receive:
Faculty members who participate and are approved funding receive funding which ranges depending on the grant applied for. These funds support academic units and educational leaders implementing curricular reform and innovation, faculty and instructors who wish to undertake scholarship of learning and teaching (SoTL) in their discipline, educational innovators and individual teacher professional development.
Website URL where information about the incentives for developing sustainability course content 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 and complete the Data Inquiry Form.