The way we each relate to the land and position ourselves helps students develop their own ideologies, which impacts their practices. Embedding reciprocity and kinship in our teaching is important for wāhkōhtowin and good relations.

Use journals, peer conversations, pre/post surveys, and questions such as, “what would you do differently knowing what you know now?” to help students continuously reframe and contextualize themselves within their learning.

See more: Idea Book chapter on Reflective Learning

You may not identify as an expert in sustainability. However, your discipline is likely part of the solution to meet global goals. Embedding sustainability helps students see how their local lived reality fits within a global context. Making connections between your research, scholarship, artistic work, or profession, can help students be inspired and keep learning relevant.

The reality of practicums, placements, or other community-based learning is that it requires community connections. These partnerships are conventionally informal and built on the social capital of individual faculty however there are resources at USask to help you.

Reach out:

• Sustainability Living Lab for help using the campus as a learning resource.
• Sustainability Committee
• USask sustainability student groups or student volunteer opportunities to connect formal and informal learning.
• Sustainability and Education Policy Network, an international sustainability education policy and practice network coordinated by the University of Saskatchewan’s Sustainability Education Research Institute.
• Contact the GMCTL for community-based learning support.
• Office of Sustainability
• Sustainability Faculty Fellows