On the Way to Sustaining a Sustainable Campus: A Compilation of Sustainability Initiatives

at the University of Regina

Jennifer Fix Department of Geography

August 2004

Acknowledgements A special thank you to the following people for generously sharing their time in meeting with the researcher to provide information about their sustainability views and campus activities:

• Dave Button, Director of Physical Plant • Allan Cahoon, Vice President of Research and International • Lyle Benko, Climate Change Education Saskatchewan, Sustainable Campus

Advisory Group (SCAG), and Education Faculty Associate • Dan Beverage, SCAG and Former Assistant Director of the Saskatchewan

Instructional Development Research Unit, and Assistant Professor of Education • Chris Eagen, Director of Planning, Design and Construction, Physical Plant • Dave Gauthier, Director of Canadian Plains Research Centre • Jon Gillies, Director of Centre for Sustainable Communities • Malin Hansen, Biology Department Ph.D. candidate and organizing member of

the Campus Greens • Marj Hewitt, Director of Ancillary Services • Hillary Horan, Vice President of Student Affairs • Arnold James, Manager of Custodial Services, Physical Plant • Sue Luchuck and colleagues, employees of the City of Regina Transit and

Urban Planning Divisions • Anne Parker, Director of Communities of Tomorrow • Roger Petry, Member of SCAG and Luther College Lecturer • Brian McCrady, Director of Production, Physical Plant • Joe Piwowar, Member of SCAG and Geography Department Assistant Professor • Bob Schad, Former Director of Centre for Sustainable Communities • Leah Sharpe, Vice President of Projects and Development, U of R Student Union • Harry Steffen, Manager of Food Services, Aramark • Mieka Wiens, Manager of the University Club • James Youk, Pettick Phillips Partners Architects

Thank you also to the following people for providing information and perspectives via email or telephone:

• Andrew Unruh, Physical Plant • Lois Awanyo, Luther College Assistant Professor • John Bardon, Department of Kinesiology and Health Studies Ph.D candidate • M.J. Barrett, Faculty of Education Ph.D candidate and Learning for a

Sustainable Future/ Royal Saskatchewan Museum researcher • Gary Bosgoed, Project Manager of First Nations University • Harry Diaz, Associate Professor and Head of Sociology and Social Studies • Ray Konecsni, Manager of Printing Services, Ancillary Services

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• Joanne Havelock, Prairie Women's Health Centre of Excellence Policy Analyst • Norm Henderson, Director of Prairie Adaptation Research Collaborative and

Course Instructor of “Semester in Leadership and Dialogue” • Dena McMartin, Member of SCAG and Faculty of Engineering • Alex Macdonald, Director of Pastoral Studies, Campion College • Jay Mafukidze, Department of Kinesiology and Health Studies Ph.D candidate • Aldene Meis Mason, Lecturer and Consultant Leadership and Management

Development, Faculty of Administration • Jim Mulvale, School of Human Justice Associate Professor and Head • Gordon Owen, Director of University-Industry Liaison • Dwaine Pho, Director of Administration, Physical Plant • Alison Sammel, Member of SCAG and Chair of Science Education, Faculty of

Education

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Table of Contents

INTRODUCTION 6 REPORT SUMMARY 7 1 - STUDENT INITIATIVES University of Regina Students’ Union 9

Sustainable Campus Implementation Team and the Sustainable Campus Action Plan

Outcomes of the SCAP and the SCIT Opportunities for Expansion and Implementation Campus Greens 12 Composting: Campus Greens Student Initiative Case Study Student Initiatives Summary Table 13 2 - FACULTY AND STAFF INITIATIVES Sustainable Campus Advisory Group 14 Sustainable Campus Seminar Series Visiting Director of the UBC’s Campus Sustainability Office Alternative Transportation 17 Ancillary Services 19

Printing Services Food Services Parking Office

Custodial Services and Materials Recycling 21 Bottles and Cans Recycling Community Outreach: Faculty Contributing to Cultural Sustainability 22 Case Study: Coffee House Controversies Faculty and Staff Initiatives Summary Table 23 3 - CAMPUS INFRASTRUCTURE Physical Plant 25

Campus Plan for Long Range Development: Planning Strategy 16 – Sustainable Development

Implementation of Strategies: Examples (Tree Relocation and Landscaping Program, Energy Use, and Water Use)

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Buildings 28 The Centre for Kinesiology, Health and Sport The Terrace Building Saskatchewan Indian Federated College Laboratory Building Addition Other 32 Campus Infrastructure Summary Table 33 4 - RESEARCH INITIATIVES Office of Research 35 Canada Research Chairs 35 Research Centres and Institutes 35 Communities of Tomorrow Centre for Sustainable Communities University of Regina Sustainability Research 39 Contracts Other Fine Arts Research Project Case Study: We – the City Interdisciplinary Research Research Initiatives Summary Table 44 5 – TEACHING & COURSE INITIATIVES Course Survey 46

Case Study: Undergraduate Semester in Leadership and Dialogue Teaching “Hands-On” Sustainability 50 Case Study: 2004 Youth Forum on Sustainability Interdisciplinary Teaching 49 Student Research as Education 51 Teaching & Course Initiatives Summary Table 52 6 - RECOMMENDATIONS AND OPPORTUNITIES FOR ACTION, EDUCATION, RESEARCH & OUTREACH Recommendation 1: Adoption of a Formal University Policy for Campus Sustainability 53 Recommendation 2: Establish a Sustainability Coordinator Position and/or

Sustainability Office 55 Recommendation 3: Develop and Offer an Academic Sustainability Program 57 Recommendation 4: Encourage Collaboration between Students, Faculty, Staff And Non-University Stakeholders in Promoting Sustainability 58

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INTRODUCTION

“The bottom line is that to achieve a socially just, ecologically sustainable society, there requires a virtual revolution in the value and beliefs, assumptions and behaviours that govern our relationships with each other and with nature1” “Higher education must “practice what is preaches” and make sustainability an integral part of operations, purchasing and investments, and tie these efforts to the formal curriculum2” What are we saying? What are we practicing? What are we achieving? The purpose of this report is to showcase the sustainability efforts being made by students, faculty and staff, in academics, research and physical operations at the University of Regina. It is intended to raise awareness about campus sustainability activities in an effort to encourage involvement and leadership from all stakeholders. According to its motto, “As One Who Serves”, the University of Regina is committed to its societal responsibilities through building the capacity for social, cultural and economic development. Accordingly, campus sustainability issues extend beyond University walls, and campus sustainability efforts become meaningful to the larger community. With a large range of ad-hoc sustainability activities taking place at the University of Regina, the information in this report offers a snapshot of a larger reality. Serving as a mirror – the chance to self-reflect – the activities described herein offer proud examples of individual leadership and institutional responsibility. These activities also serve as a window – a view of opportunities to be pursued further and formally as we move forward in advancing sustainability on campus and beyond.

1 Rees, William “Implementing Sustainability” Planning for Higher Education ( March-May 2003) 2 Cortese, Anthony D. “Education for Sustainability: The University as a Model of Sustainability” Second Nature (1999)

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REPORT SUMMARY

The following table provides a summary of the initiatives discussed in this report. Although divided into environmental, economic/institutional, and social/cultural themes, most of the initiatives are cross-cutting and could be listed under 2 or 3 headings. In fact, the very nature sustainability affects and is affected by all components. Nonetheless, the table of examples illustrates the breadth of sustainability initiatives taking place on campus:

Sustainability Initiatives at the University of Regina

Sustainability Themes Environmental Economic/Institutional Social/Cultural

! re-usable coffee filters project (Student Sustainable Campus Implementation Team)

! placement of recycling stations (URSU)

! reusable mug campaign (URSU, Campus Greens, Aramark)

! vermicomposting (Campus Greens)

! recycling and composting (University Club)

! large-scale paper and cardboard recycling (Custodial Services)

! energy-saving plug-in parking devices (Parking Services)

! tree relocation strategy (Physical Plant)

! energy savings strategies (Physical Plant)

! research chairs include Energy and Environment, and Environmental Change and Society

! research emphases

! Sustainable Campus Seminar Series (Sustainable Campus Advisory Group/SCAG)

! UBC’s Sustainability Coordinator lectures (SCAG)

! development of a Sustainable Campus Policy (SCAG)

! evaluation of transit issues including potential for Universal Bus Pass (URSU, VP Student Affairs, Physical Plant, City of Regina, more)

! Sustainable Development Policy (Physical Plant)

! sustainable design and construction elements in buildings like the Terrace Building, Kinesiology and Health Studies building, and the addition to the Laboratory Building (Physical Plant and contractors)

! on-campus centres like

! faculty members providing service to the community include community boards/ committees membership and committees and the initiation of community sustainability projects (too numerous to list)

! Coffee House Controversies (Faculty of Arts)

! Community Radio Show on environmental and social justice (faculty members Ali Sammel and Mary Vetter)

! existence and design of First Nations University design

! research chairs include Public Policy and Economic History, and Social Justice

! research emphases include Culture and Heritage, Health, Social Justice, and Informatics (Office of Research)

! “We- The City”

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include Energy and the Environment (Office of Research)

! Engineering course include group projects on curb-side composting (Dena McMartin)

! Geography course provides students with the option to become involved in on-campus sustainability activities in place of essay (Joe Piwowar)

! Human Justice course includes a field trip to a sustainable-designed home (Jim Harding)

! Education students take on an applied, passion project related to an environmental or social issue (Ali Sammel)

Communities of Tomorrow and the Centre for Sustainable Communities (including the funding, leveraging, resource support, etc. they provide)

! $4.1-million between January and March of 2004 in sustainability-related contracts (faculty researchers and research teams)

community cultural sustainability project (Faculty of Fine Arts)

! Course survey for sustainability presence and capacity (Dave Gauthier)

! Undergraduate Semester in Leadership and Dialogue: Environment and Society (Norman Henderson and Jeanne Shami)

! 2004 Youth Forum on Sustainability (Glenn Sutter, Ali Sammel, M.J. Barrett, Kathy Nolan)

! Transdiscplinary Fund support collaboration and cooperation between faculty in research and teaching

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Chapter One STUDENT INITIATIVES

Sustainability and the University of Regina Students’ Union Sustainable Campus Implementation Team and the Sustainable Campus Action Plan Consisting of student members from all faculties, the Sustainable Campus Implementation Team was put in place by the 2002-2003 University of Regina Student Union (URSU) to implement the Sustainable Campus Action Plan (SCAP). The SCAP was created by the 2002-2003 (URSU) in partnership with the U of R, the City of Regina and the Sustainable Communities Institute (later named Communities of Tomorrow). Its purpose is to serve as a guide for sustainable development work undertaken by URSU. The content of SCAP is informed in part by as a series of dialogues with student groups at other Western Canadian universities, and it focuses on three main areas:

• Education through Campaigning – URSU launched a week-long campaign in January of 2003 in an attempt to capture interest and encourage students to get involved.

• Creating Organized Change in URSU’s Own Practices – Plans include the implementation of waste audits and an eco-conscience purchasing policy.

• Working with Partners – Student partners include student societies, student clubs, the Board of Directors, students active in the community and/or those involved in research and campus politics.

Outcomes of the SCAP and the SCIT URSU adopted some of its action points in its day-to-activities, including awareness-raising about energy usage with signs near light-switches in the Riddell Centre. As of early 2003, all pre-audits had been collected. Recycling stations were put in place near the computer area on the second floor of the Riddell Centre.

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Other SCAP initiatives implemented by the SCIT include the sale and provision of reusable coffee filters to some locations on campus, and the launch of the Reusable Mug campaign. The latter involved the SCIT working with Aramark (a major on-campus food service provider) to create incentives for reusable mugs on campus. The initiative resulted in lower coffee prices for students carrying such mugs, and overall savings for Aramark. With the changing of URSU representatives, the SCAP was put on hold for the 2003-2004 school year. During the following year, URSU played a role in the Sustainable Campus Seminar Series, a presentation series about sustainability in academic and non-academic units on campus, hosted by an ad-hoc committee of students and faculty. Opportunities for Expansion and Implementation Although SCAP and SCIT were inactive during the 2003-2004 school year, current URSU representatives are interested in revisiting SCAP and have already begun addressing its action points in their meetings and day-to-day activities. Leah Sharpe, the 2003-2004 Vice President of Special Projects, has participated at meetings hosted by the Sustainable Campus Advisory Group. She plans on expanding the vision of sustainability while focusing on achievable targets and student awareness campaigns. Some points of action in the SCAP that can be explored on campus fall under the umbrellas of transportation, waste, energy and water consumption, purchasing policy, and general conservation. The following are identified as such in the SCAP:

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Transportation: • Work with the City of Regina to make public transportation more feasible and

efficient through such public committees such as the Transit Coalition • Encourage car-pooling among students • Focus on reducing vehicle emissions for those who cannot make the decision to

access alternative forms of transportations (i.e. educate about and discourage engine idling)

• Encourage the use of alternative forms to transportation Waste:

• Set up a “Green Team” or “Action Team” to implement initiatives • Encourage student societies to create an executive position whose portfolio entails

ecocompatible development • Conduct waste audits (i.e. consult with Dwight Mercer of Waste Management,

City of Regina) on URSU and every student society • Network with the community to encourage audit performance • Follow several points to reduce amount of URSU paper waste

Energy Consumption

• Switch to energy-efficient fluorescent and halogen lighting • Turn off all unnecessary lights, computers and equipment after hours (changing

behaviour requires effective communication) • Install thermostat systems that regulate energy consumption in off-hours • Check if City will perform energy retro-fitting on areas that may need it • Install motion-sensor lighting • Gradually switch greater percentage of energy consumption from natural gas to

solar and wind energy • Develop URSU policy requiring future business to meet energy-efficient

standards • Recycle ink jet cartridges and other secondary products

Water Consumption:

• Request custodial staff to identify and reduce unnecessary water use • Place creative signage in bathrooms to encourage students to turn off taps when

they are finished and to only use as much paper towel as required Purchasing Policy:

• Eco-conscience purchasing policy could be implemented for URSU and each student society

In 2004 URSU conducted a study to gather information from the student body about how students get to university. The information will inform alternatives for student transportation and will gage support for the implementation of a Universal Bus Pass at the U of R. Opportunities to implement a "U-Pass" are presently being pursued in

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conjunction with Transit Planners at the City of Regina and members of the University's Physical Plant (details in Chapter 2). Campus Greens A group of students, faculty, staff and interested people in the community, the "Campus Greens", are working towards a more environmentally friendly campus. They are active on and off campus via education, community involvement, dialogue with other universities, and waste minimization. Educational activities include compost seminars, field trips, volunteer work, presentations and dissemination of information via outgoing mass emails and the continually updated Campus Greens website. Recent field trips have included guided tours and discussions at the Craik Eco-Village (in construction). Recent presentations have included Lorne Scott as a guest speaker, who discussed the Wascana Marsh and the deepening of the lake. The turnout to the latter event approximated 100 people. Community events and opportunities to get involved are made aware to Campus Greens and others via the website, circulated emails, and an on-campus information board. Waste minimization has been a focus of Campus Green activities and has been driven by students Malin Hansen and Doug Tratch, and their interest in vermicomposting on campus. Composting: Campus Greens Student Initiative Case Study A vermicompost has been established in the Lab Building, and it is maintained mainly be biology student volunteers. Plans are currently underway to expand the project, and students have formed a Composting Sub-Committee with the Sustainable Campus Advisory Group. Dwight Mercer and Mark Shmisek from the City of Regina Waste Diversion Division are engaged, and are currently working with students to use the Canada Games as a way to showcase and introduce large-scale composting at the U of R campus. photo credit: Campus Greens website

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The Composting Sub-Committee will soon have free access to an in-vessel composter currently being used by four cafeterias at the Legislative grounds. Finding space for the compost is currently underway as the compost will be made available for usage at the U of R campus during the 2005 Canada Summer Games as an item to showcase. Opportunities for long-term partnership are being explored. U of R academic staff and research students would likely be granted access for research purposes. The feasibility in using a “Seeker Green” line of plant-oriented, compostable food containers at the U of R and during the Games is being investigated by Dwight Mercer of the City of Regina Engineering and Works Department. Further, Malin Hansen and Doug Tratch are currently working with Aramark at the U of R to collect waste data from food services to determine composting requirements and opportunities. Student Initiatives Summary Table

Heading / Initiative Summary URSU

" Sustainable Campus Implementation Team (SCIT)

" Sustainable Campus Action Plan (SCAP)

-The focus of SCIT is on three areas: education through campaigning, creating organized change in URSU’s own practices, and working with partners -URSU and the SCIT has been successful in implementing components of SCAT: Examples include awareness-raising of energy conservation, usable coffee filters project, placement of recycling station, reusable mug campaign and current studies and discussion with partners to determine feasibility of alternative transportation options like the universal bus pass

Campus Greens -The students (and other interested parties) in this group are active on and off campus via education, dialogue with community and other universities and waste minimization projects -Educational activities include compost seminars, field trips, volunteer work, presentations and dissemination of information via website and email distribution lists -Vermicomposting is a major ongoing and expanding on-campus initiative

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Chapter Two FACULTY & STAFF INITIATIVES

*denotes student involvement in faculty/staff initiative The Sustainable Campus Advisory Group* The Sustainable Campus Advisory Group (SCAG) is an ad-hoc group of interested students and faculty interested in advancing sustainability at the U of R. Its first meeting took place in October 2002, following a seminar about campus sustainability hosted by the U of R’s Saskatchewan Instructional Development and Research Unit. At the seminar, Education Faculty Associate Lyle Benko and Ph.D. candidate M.J. Barrett presented their findings from a Sustainable Campuses conference they attended in Waterloo, Ontario. Ideas for education and action for sustainability on campus were discussed at the first meeting, which attracted staff and undergraduate and graduate students from various faculties. Subsequent meetings included participants from non-academic units (i.e. the Physical Plant), administration (i.e. VP of Student Services), and on-campus initiatives like Climate Change Saskatchewan and the Centre for Sustainable Communities. Through funding from the Transdisciplinary Project Fund, the ad-hoc group was able to organize a weekly seminar series in the fall semester of 2003 to stimulate discussion and raise awareness about current sustainability practices being undertaken by students, faculty, and non-academic staff. Sustainable Campus Seminar Series The following outlines the topics and the presenters: Sustainable Campus Seminar Series: Session Summaries Topic Presenter Summary What is sustainability? Why is it important?

Roger Petry, Luther College

-Sustainability definitions and outcomes, key factors impacting sustainability outcomes, and approaches to sustainable development -The role of the university as a contributor to sustainability

Greening the Campus: What are the students doing?

Nathan Lane, 2003- 2004 URSU Vice President of Projects and

-Sustainable Campus Implementation Team and the Sustainable Campus Action Plan -Focus areas of URSU: 1) Education through campaigning (week-long campaign held in January 2003; 2) Create organized

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Development change in URSU’s own practices; 3) Working with partners on campus (i.e. student societies)

Malin Hansen, Campus Greens

-Activities include education, community involvement, dialogue with other universities, and waste minimization -Vermicomposting project underway and looking to expand

Greening the Campus: Projects and Operations

Dave Button, Director of Physical Plant

-Importance of looking to cultural change in addition to technological solutions in addressing campus sustainability issues (i.e. pop machines, wasted newspapers, etc.) -Tree relocation project a showcase item for the Physical Plant

Rob Beug, Pettick Phillips Partners Architects

-The Research Park’s Terrace Building provides a success story of sustainable design and construction, and was recognized in national awards for its innovation, energy efficiency, and contribution to environmental and cost effectiveness -The Laboratory Building addition is also based on sustainable design

Campus Sustainability Issues: Transportation

Hillary Horan, Associate Vice President, Student Services

-Transportation issues are broad and include public policy change and engagement of stakeholders outside of the U of R (i.e. City of Regina, general public) -Opportunities for U of R to make changes that accommodate the transit system and encourage use (i.e. condensing class schedules and universal bus passes)

Gwen Evans, Campus Parking Office

-Upcoming challenges include space availability, so transit may become a more popular alternative -Green activities include special indoor bike racks and devices that attach to plug-in parking spaces that regulate electricity current based on temperature (on a need-basis). The latter decreases energy use and costs, and raises users’ awareness that greener living is not difficult

Campus Sustainability Issues: Sustainability in Teaching and Research

Allan Cahoon, Vice President, Research and International

-Communities of Tomorrow’s $30-million partnership with the U of R, the City of Regina and the National Research Council establishes Regina as a “living laboratory” in an effort to make it a model community for sustainable development -Commercialization is a key spin-off to research and development, as well as the ability of the partnership to leverage grants and funding from entities like NSERC

Bob Schad, Executive

-Research projects being funded by the CSC include interdisciplinary teams of faculty members from

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Director, Centre for Sustainable Communities

across the curriculum that deal with social, economic and environmental dimensions of sustainability -Educational and community-oriented projects exist like energy-efficient housing research in low-income neighbourhoods

Lyle Benko & M.J. Barrett, Faculty of Education

-Findings from the Sustainable Campuses Conference held in Waterloo in 2002 (where they were delegates) include the identification of education as being crucial to attaining sustainability -The University of Waterloo and the University of British Columbia were provided as two examples of campuses that teach and implement sustainable practices - The ReginaYouth Forum on Sustainability (see Teaching & Course Initiatives for further discussion), an initiative that promotes high school-community collaboration and learning through student-generated action projects. Completed in collaboration with Faculty of Education, The Royal Saskatchwan Museum, Learning for a Sustainable Future and SaskLearning, this initiative is now in its second year

Visiting Director of the University of British Columbia’s Campus Sustainability Office With the conclusion of the Seminar Series came an understanding of the current state of sustainability activity on campus, and to help guide stakeholders and interested parties in pursuing action, SCAG elected to bring Dr. Freda Pagani of the UBC Campus Sustainability Office to the U of R. In an effort to raise awareness in the university community about opportunities to advance sustainability, Dr. Pagani shared impressive UBC success stories in a public lecture (introduced by Saskatchewan Environment Minister, David Forbes), a seminar, and several meetings with U of R administration, academic and non-academic staff, students and key members of research centres on campus.

UBC activities of which she spoke include green building initiatives, pesticide use reduction, recycling, composting, sustainability curriculum and more. According to the Campus Green website:

“Pagani spoke of the importance of maintaining a broad perspective in dealing with issues around sustainability, recognizing the interdependence between economic, societal and ecological factors. Taking such an approach, Pagani reports that UBC will meet its Kyoto targets ahead of schedule, and is already realizing energy savings in excess of several million dollars a year.”

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“Pagani stressed the importance of communication in promoting environmentally friendly behaviours, and pointed out that universities (as communities) must take an active role in creating a sustainable society. This necessity is underscored by the fact that the roots of our current consumption based society can be found in much of the work that has come out of universities and other educational institutions. Ultimately, Pagani suggests we must find new answers to the question, “What is a successful life?” ”

Outcomes of Dr. Pagani’s visit include a heightened awareness about campus sustainability potential at the U of R. Also, important ideas and lessons learned by UBC are currently being used by SCAG to move forward with next steps (i.e. putting in place an overarching sustainability policy for the U of R). Dr. Pagani remains in communication with SCAG, and provides information resources on a regular basis.

SCAG Action Sub-Committee

Because SCAG is moving in a direction that is focused on action and implementation of ideas that were formulated before, during and after the Seminar Series and Dr. Pagani’s visit, sub-committees were created to break ground in new areas through 4 projects to be undertaken in 2004-2005:

1) Development of a draft campus sustainability policy for the administration and governing bodies (members: Lyle Benko, Roger Petry, Dena McMartin)

2) Development of an inventory of sustainable activities on campus (members: Joe Piwowar and Jennifer Fix)

3) Development of a proposal for and expansion of on-campus composting; To include food services and other members of the Wascana Centre Authority in Regina (members: Malin Hansen, Dena McMartin, Campus Greens, City of Regina representatives and 2005 Summer Games representatives)

4) Development of a sustainable campus tour to be offered to conference delegates in the city and other interested parties from industrial, government and community groups (members: Roger Petry and Joe Piwowar)

Alternative Transportation* Opportunities for implementing a U-Pass program at the U of R have been explored by the Vice President of Student Affairs (Hilary Horan), the U of R Students Union, and the City of Regina Transit Department. Although in a 2004 study, 47 percent of the student body opposed to the adoption of a U-Pass (universal bus pass) at the U of R, the 2004 Student Union found that especially in light of increased parking costs, cheaper rates heighten student interest in the U-Pass. The Student Union’s Vice President of Special Projects has met with City transit planners to discuss issues and opportunities.

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Further, the study addresses the efficiency and accessibility of transit for students. Findings include the fact that changes need to be made in routing and scheduling, both of which are currently being reviewed by transit planners. By concentrating on certain service areas or certain demographics (i.e. students), transit planners aim to maximize transit use with existing resources (rather attempting to service everyone the same and hence less efficiently). With regards to the student population, the goal is to increase ridership by 3500 so that a total of approximately 5000 students would regularly be making use of the system.

All parties want to move forward with a U-Pass to encourage such increases, and agree that an aggressive marketing campaign would help get the student body on board. A July 2004 meeting about public transit on campus included representatives of the Physical Plant, First Nations University, URSU, Parking Services, the Graduate Students’ Association, Campus Security, First Nations University Students’ Association, City of Regina Transit, and Campion College Students Association. The purpose of the meeting was to discuss proposed campus transit improvements. The following are some facts and issues identified during discussion between the stakeholders (taken from Meeting Minutes):

• The Campus Plan (University of Regina Department of Physical Plant, 2003) states the U of R will:

o improve rider comfort and convenience o work with the municipality to find ways to establish more frequent

service, and to modify routes to favour University origins and destinations o manage automobile use to shift the balance toward public transit

• Transportation targets are to: o increase transit ridership by improving the services provided o reduce single occupant vehicle traffic

• There exists a need for City of Regina Transit and Campus Parking to work with Physical Plant to improve transit services and usage

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• Campus accessibility in terms of housing large crowd events (i.e. Academic Green, Residence Towers, etc.) will be improved through on-going planning

• Bus stops and shelters on campus need to be upgraded and improved for comfort and convenience of users

• Questions about how to mitigate congestion and transit delays (and other issues) need to be answered

Plans and discussions are ongoing. Ancillary Services Printing Services Sustainability can be interpreted and viewed from a variety of different perspectives. The challenge for service provider groups on campus is that they must be responsive to consumers’ needs as they adopt sustainable practices. The following activities are either currently underway or planned in Printing Services aimed at promoting the sustainability of their service:

• Remote job submission and job estimating to Printing Services – Enables customers to either select or submit their printing requests electronically. This increases convenience to faculty, students, staff and alumni while reducing paper consumption.

• Printing Services and Photocopier Fleet Renewal – Currently looking at new technology to improve convenience, reduce costs, and provide opportunity for asset consolidation by exploring the use of multi-purpose devices (i.e. copiers, faxes, printers). This will reduce resource consumption, increase energy efficiency, optimize space utilization, and bring Printing Services current with leading edge industry technology.

• Printing Services Digital Print and Copy Centre Project – This new service (located in the Education Building) will promote sustainable digital solutions for the entire University population.

Food Services Food services across the campus are provided by a variety of different groups/businesses. This section will look at the University Club and Aramark as two examples:

• The University Club (owned by Aramark Canada Ltd) o A private, non-profit enterprise, the University Club has been serving and

catering U of R staff and faculty for 30 years. o Environmental sustainability actions take place because of staff initiative,

who deliver the Club’s bottles to recycling facilities and who take food

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waste home to their personal composts (the Club Manager estimates that at the very least, 10% of incoming food will not be consumed and wasted unless composted).

o In terms of social sustainability, prepared food that is leftover and not served is sometimes donated to Soul’s Harbour, a local soup kitchen.

o The University Club identifies opportunities for more efficient and effective recycling and composting if the infrastructure were in place to nurture it (i.e. recycling containers, recycling materials pick-up, composting pick-up, etc.).

• Aramark Canada Ltd.

o One of the largest food providers on campus, Aramark is working with Malin Hansen and Doug Tratch of the Campus Greens and Biology Department to determine the feasibility for on-site garbage separation (for purposes of composting food waste). During the summer of 2004, a part of this process included Malin and Doug weighed and divided thrown-away metal, glass, plastic and food. Potential next steps include putting in place a waste division infrastructure to effectively recycle and compost what is currently being thrown away.

o Aramark worked with the Sustainable Campus Implementation Team in 2003 to apply a discount to coffee drinks for those students carrying reusable mugs. The regular cost of coffee is $1.45 and the discount brings the cost down to $1.17, which is almost 20% savings. Aramark identifies the discount as being economical for their business as paper costs are reduced.

Parking Services Under the long range Campus Plan, increases in campus infrastructure will see a 50% decrease in the availability of parking spaces. The Campus Parking Office has several upcoming challenges to deal with in terms of space availability in that if the Campus Plan goes ahead as planned, parking spaces will decrease by half. To alleviate such pressures, transit and active transportation are being explored and promoted. Special bike racks, for example, are available in indoor parking areas. (For information on relevant transit initiatives, refer to Chapters 2 and 6). Some past initiatives like carpooling incentives have been implemented and terminated due to lack of success (i.e. abuse of system). Other initiatives, however, have been very successful and serve as excellent educational and sustainability awareness tools. Excellent examples are installment and use of devices that attach to plug-in parking spaces that regulate electrical energy use based on temperature/need (see picture below). Not only do they reduce energy use, but they also make users aware that greener living saves money and is not difficult.

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Custodial Services and Materials Recycling The following are some examples currently undertaken by Custodial Services that encourage recycling and other sustainability-driven practices on campus:

• Paper recycling – Every department at the U of R has a recycling collection point where faculty members can empty their individual office recycling boxes. Wascana Recycling picks up the paper free of charge and Custodial Services receives a return based on the current market price of paper. One pick-up, for example, might produce a return of $500, which is reinvested into the program to purchase new recycling boxes, etc. The Manager of Custodial Services identified a need to raise awareness among faculty to discourage the removal of recycling boxes out of the office.

• Cardboard Recycling – Loraas Disposal Service provides the U of R with free bins, so the only cost to Custodial Services is the collection service. The Manager of Custodial Services identifies an opportunity for decreased costs if awareness is raised so all users (i.e. libraries, food services, etc.) fold their boxes so as to minimize the number of collections and the associated economic costs.

• Cleaning Products – Custodial Services has switched to water-based, more environmentally-friendly cleaning products than it once used.

Bottles and Cans Recycling According to Custodial Services, the U of R falls behind other universities with regards to its recycling activities because of its size. Recycling of bottles and cans, for example, becomes challenging when its infrastructure and service requirements (i.e. pick-up) are significantly more costly that the economical return. Custodial Services identifies the same reasons why it feels large-scale composting is not economically viable on campus.

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Solutions to the recycling problem include increased monetary resources to support recycling, education and awareness raising (so all people using cans/bottles do recycle), and having a third-party come to the campus to pick up bottles and cans free of charge in exchange for the return. For example, in past years, the Boy Scouts collected cans and bottles for profit, but ran into problems when the cans and bottles were taken by unknown person(s) during the night. The Boy Scouts stopped collecting and so any current recycling of bottles and cans takes place when custodial staff members take on the responsibility themselves. As such, there remain opportunities to build upon past efforts of recycling cans and bottles on campus. Community Outreach: Faculty Contributing to Cultural Sustainability Many U of R staff truly adhere to the University’s motto “as one who serves” in their commitments to the community. The following serve only as examples as there are far to many initiatives and active faculty members to mention:

• Ali Sammel from the Faculty of Education and Mary Vetter from Luther College

host a weekly Community Radio show that focus on environmental and social justice issues entitled “Open Spaces”

• Roger Petry of Luther College sits on a several community boards/ committees including: United Way of Regina’s Community Building Committee, Regina Anti-Poverty Ministry, the Council on Social Development in Regina, and - for several years - the chair of Regina Urban Environmental Advisor Committee

• Lyle Benko of the Faculty of Education is helping initiate the development of a nature interpretive centre for Regina’s Wascana Marsh through the Friends of Wascana Marsh project, which he co-chairs; he is a key member of Climate Change Education Saskatchewan, a local initiative whose purpose is to educate Saskatchewan people about the science and action opportunities pertaining to climate change; and he was a contributor to the Harmony Foundation’s Environmental Education Needs in Saskatchewan, Environment Canada’s Framework for Environmental Learning and Sustainability in Canada and the City of Regina’s Green Ribbon Advisory Committee’s Climate Change’s Community Greenhouse Gas Reduction Action Plan

• Dan Beveridge of the Faculty of Education was the principal researcher for the Harmony Foundation’s Environmental Needs in Saskatchewan. He is heavily involved with Climate Change Education Saskatchewan, as well as several other local sustainability initiatives.

• Members of the Faculty of Arts have organized a free research service for people in the community

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Case Study: Coffee House Controversies

One example of knowledge-sharing with the general community was a series of bi-weekly talks launched by the Faculty of Arts in the winter semester of 2004. The series was called “Coffee House Controversies”, and covered current and controversial topics, most relating to elements of sustainability. Having taken place at a downtown coffee shop, the informal talks were open to the public and participation from the audience was encouraged.

The following are the U of R presenters and their wide-ranging topics:

• Robin Fisher, Dean of Arts: Are Treaties Necessary? • Alison Hayford, Sociology: An Epidemic of Eating? Why

healthy people complain so much about their health. • Ken Leyton-Brown, Police Studies: The People Killing

People: The Death Penalty in Canada • Dave Gauthier, Geography; Polo Diaz, Sociology; Dave

Sauchyn, Geography: Stormy Weather: Climate Change and Sustainability

• Joe Piwowar, Geography: Is the Global Climate Really Changing? The View from Space

• Lynn Wells, English: Mind Candy: Popular Culture and the Way We Think About the World

Faculty and Staff Initiatives Summary Table Initiative / Heading Summary The Sustainable Campus Advisory Group (SCAG)

" Sustainable Campus Seminar Series

" Visiting Director of UBC’s Sustainability Office

" Action Sub-Committees

-The ad-hoc group (SCAG) includes faculty and students who are interested in campus sustainability, and who share ideas about education and action -The Seminar Series was hosted by SCAG to raise awareness about current practices at U of R, and included speakers/ representatives of student groups, faculty from across the curriculum, Physical Plant, the Campus Parking Office, administration, on-campus research initiatives, and P3 Architects (responsible for sustainable design of some buildings on campus) -Dr. Freda Pagani’s (Director of UBC’s Sustainability Office) visit was organized and hosted by SCAG. Outcomes of her visit include a heightened awareness about campus sustainability issues, and ideas and direction for next steps to be taken by SCAG and other interested parties -Action sub-committee projects include: 1) drafting of sustainability policy for administration and governing bodies; 2) compilation of inventory of sustainability initiatives on campus;

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3) expansion of on-campus composting; 4) development of sustainable campus tour

Alternative Transportation

-In 2004, Hillary Horan (VP Student Affairs) and URSU, conducted a transit study at the U of R and determined that changes need to be made to routing and scheduling to increase the efficiency and accessibility of the system (and thus the usage) -Current discussions are underway for a universal bus pass, and include representatives from the Physical Plant, First Nations University, City of Regina Transit, URSU, Parking Services, the Graduate Students’ Association, and Campion College Students Association

Ancillary Services " Printing

Services " Food Services " Parking

Services

-Printing Services has committed to promote the long term sustainability of on-campus services available to the entire University population -Employees at on-campus food service providers (examples used are the University Club and Aramark Canada Ltd.) are taking individual initiative to promote or explore opportunities to compost and expand current recycling activities on campus; Aramark has worked with URSU in the past to implement the reusable mug campaign and is currently working with Campus Greens members to determine the viability of large-scale composting project -Parking Services are promoting green awareness through activities like the installment of temperature-regulated (and thus energy-saving) devices that attach to plug-in parking spaces

Custodial Services and Materials Recycling

-Current activities include the inclusion of paper recycling boxes in every office (with a paper recycling collection point in every department), cardboard recycling, and use of water-based cleaning products -Bottles and cans recycling remains a challenge as there is a large cost associated with providing a recycling infrastructure (i.e. collection service) for a relatively small University population; However opportunities exist to build upon past efforts taken by the Boy Scouts and URSU

Community Outreach -Individual faculty are very active in the community and contribute to cultural sustainability in many ways; Those who adhere to U of R’s motto “as one who serves” are involved in the community in ways such as: sitting on committees and boards, hosting/organizing education events and programs, provision of free research services, and more

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Chapter Three

CAMPUS INFRASTRUCTURE Physical Plant The various departments of the physical plant have different responsibilities but share a basic policy, which is as follows: “In order for the Physical Plant to fulfill its responsibilities, it must have knowledge of the exact condition of the facility at all times. Therefore, any and all changes or additions to the facilities are to be coordinated with Physical Plant before implementation.” The following are some goals and initiatives currently being undertaken by the Physical Plant that address or relate to sustainability: Campus Plan for Long Range Development: Planning Strategy 16 – Sustainable Development Strategy 16 of the Campus Plan highlights Physical Plant’s goal for sustainable development, and it reads as follows: “The University intends to provide community leadership in responsible and effective environmental action through sustainable developments that are land, energy and waste efficient.” Recognizing in its plan the importance of the University as being an educational servant and intellectual lead in Regina and beyond, the Physical Plant states that it as part of the University should “point the way…by establishing and implementing explicit development strategies and by arousing the awareness of its members to environmental concerns”. Planning for environmentally sustainable development includes 6 goals that are intended to be reinforced by the Campus Plan:

• Protect ecosystems and support restoration of natural systems; • Promote development of livable communities; • Use resources efficiently, including energy, water, land, and materials; • Create healthy indoor environments; • Move toward eliminating waste and pollution for the life cycle of the project; • Consider alternatives to fossil fuels.

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Other strategies that are informed by these principals are as follows:

• Strategy 9 – Will seek ways to improve transit service • Strategy 8 – Will seek ways to efficiently manage parking resource • Strategies 1, 2 and 17 – Is committed to a consolidated compact campus • Strategies 18, 19, 2 and 7 – Is committed to creating a safe and vibrant

community • Strategy 25 – Is committed to undertaking an outline of a project’s potential

“campus quality” impacts before proceeding with its design Implementation of Strategies: Examples

# Tree Relocation and Landscaping Program (The following is taken from the Physical Plant’s application for the CAUBO/ ACPAU 2003 Quality and Productivity Awards Program, for which the U of R received an Honourable Mention) In early 2001, the University of Regina began design of a 700-bed Student Residence and a new Centre for Kinesiology, Health and Sport. The tree relocation program sprang out of stakeholder driven decisions to site these new buildings in the most mature and heavily treed area of the campus. The situation was volatile; trees in Saskatchewan are treasured. At the University of Regina this sentiment is even stronger due to its location in Wascana Centre, the largest urban park in North America. Armed with responsible landscaping strategies but saddled with the strong possibility of negative publicity and significant internal community dissatisfaction, the University initiated the buildings projects and necessary tree location and landscaping program. During a period of 34 days in the fall of 2002, the University successfully relocated almost 500 Scotch Pine, Colorado Spruce, American Elm, Green Ash and other species, some as large as 13 meters with one of the largest tree spades in North America. The trees gave instant life to the new, under-landscaped areas of the campus. The key to the project’s success was the strong planning and the very open and proactive communications strategy. Newspaper and television coverage were extremely positive. What could have been a very negative event was heralded as a most successful improvement to the larger campus environment without the loss of a highly valued resource. The most remarkable and uncharacteristic outcome is the lack of complaint. Experienced university administrators cannot believe that not a single complaint has been uttered about what would be a most controversial project at any University campus, let alone in treeless Saskatchewan. Since every one of the trees was relocated to new sites on the main campus, these relocated trees and plantings immeasurably improved the character and vibrancy of otherwise barren areas of campus. By using existing assets, the University saved

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hundreds of thousands of dollars in material costs and improved parts of the campus that would have been begging attentions for years. Before Tree Relocation

After Tree Relocation

photo credits: Physical Plant website Dave Button, Director of the Physical Plant, calculates that the $350,000 relocation project saved the University $650,000 in light of the fact that the estimated value of the trees is $1-million.

# Energy Use Although the University population has doubled over the past 10 years, the Physical Plant has been able to conserve enough energy so that the costs have remained virtually the same. This is significant in view of the fact that the University spends roughly $10,000 per week on energy. An opportunity to conserve more energy arises from the extensive collection of energy data by the Physical Plant. Because the U of R collects more data and is more aware about its energy usage than most other Canadian universities, superior energy management audits are possible. With this knowledge comes the opportunity to more

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effectively manage energy systems and to teach students (i.e. within the Faculty of Engineering) about effective ways to monitor and minimize energy use in buildings. For example, in the past co-op students have worked with the Physical Plant to conduct extensive energy audits. Due to energy-efficiency initiatives, the following graph shows that although the U of R’s physical area has grown, energy consumption has not grown to the same extent, resulting in environmental and economic savings:

0

5

10

15

20

25

30

35

40

Percentage Change 1990-2002

Natural Gas Electricity

Space and Utilities

Campus Growth vs. Utilities Consumption

Sq. Ft. ServedConsumption

# Water Use An example of research collaboration between academic faculty and Physical Plant staff is the project on which Dr. Stephanie Young of the Faculty of Engineering is working. Using the planned Laboratory Building addition as her research site, she will determine how to effectively separate grey wastewater from two sources (sink and toilet) that are normally diverted into one route out of the University and to the Sewage Treatment Plant. The Physical Plant’s Director of Planning, Design and Construction views this as a shining example of scientists collaborating with Physical Plant to collect and measure data for mutually-beneficial sustainability research. Buildings According to the April 2004 article “Designed for Sustainability” in Canada’s premiere magazine for building owners and managers, Canadian Property Management, the U of

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R is a leader in energy efficiency. Ahead of the Provincial energy efficiency, the U of R has a proactive approach that includes recent accomplishments such as the Centre for Kinesiology, Health and Sport, and the Terrace Building located at the Research Park. The Centre for Kinesiology, Health and Sport This $32-million project is designed to be 37 percent more energy efficient than guidelines set by Canada’s Model National Energy Code for buildings. Dave Button notes that the development makes sense on a variety of levels, including economics: “It recognizes that the initial design and construction is only a small part of the true cost of the building, and that more than 80 percent of the costs are the on-going operational costs”. The approach of this development is based on Natural Resources Canada’s Commercial Building Incentive Program and Integrated Design Process in that it focuses on bringing together building systems, environmental conditions, energy demand and resources. For example, the building takes advantage of passive solar heating in its south facing orientation. The glass façade uses natural light while the canopy buffers the sun’s intensity by providing shade to the interior of the building. Further, building controls are set in such a manner that energy expenditures are limited to occupancy levels. Stantec Architecture, the private firm involved in its design, looked specifically at reducing energy costs while also offsetting capital savings by channeling money from the mechanical budget to architecture and electrical activity. Consequently, levels of energy efficiency are heightened. The project’s mechanical engineer noted that key to achieving such goals is the ability for design teams to work interactively. The Terrace Building

Located at the Research Park, the Terrace Building won the 2003 Natural Resources Canada Energy Efficiency Award in the New Buildings category. Exceeding the standards of the Model National Energy Code for Buildings by 60 percent, the design employed a holistic architectural approach that resulted in a building that is both attractive and energy efficient.

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For example, the enclosed four-storey rotunda contains a helical cantilevered staircase that leads toward a 10 meter skylight that provides natural light to the area. According to Pettick Phillips Partners Architects Ltd., the firm responsible for the building’s design, “the central open space (was designed) to act as a chimney of sorts to help regulate air temperatures throughout the building… Air from the wings of the building is drawn into the rotunda; warmer air rises toward the skylight. Depending on internal and external temperatures, this warm air is either vented to the outside or fed into the mechanical room where its thermal energy is recycled" (James Youk, Office of Energy Efficiency website).

photo credit: P3 Architects’ Sustainable Design presentation at 2003 Seminar Series

Other energy efficient features include a four-pipe fan coil heating and cooling system, which separates heating and cooling functions. Motion detectors and photoelectric cells control lighting, and specially-designed windows take advantage of natural light.

Laboratory Building Addition The current design for the proposed Laboratory Building Addition shows a 5 storey, 130,00 square foot building that is intended to provide flexible work bench laboratories with specifically identified core support labs, and to enhance teaching and learning facilities on campus. The University of Regina Physical Plant has stated that the building is to be a sustainability showcase that demonstrates a “common sense” approach to sustainable design. Pettick Phillips Partners Architecture (P3A) of Regina has been contracted to provide prime consulting services and sustainable design efforts In the Sustainable Design Report (December 2003) for the Laboratory Building Addition, P3A identifies the cornerstones of sustainable design that will be incorporated into the addition:

" Simple technology appropriate to functional need " Consideration of climate and orientation " Avoid overdependence on mechanical systems

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" Use environmentally sensitive materials " Utilize an integrated design approach

The project team is committing to the following goals:

" Use life-cycle cost analysis as an important decision-making tool " Incorporate a comprehensive, whole building commissioning process into new

construction and retrofit projects " Employ a range of energy and water efficiency strategies " Measure energy and water consumption and track emission reductions " Evaluate on-site power generation, combined heat and power technologies, and

renewable power purchases " Build with “green” construction materials " Promote energy and water efficiency efforts

P3A plans on using Labs 21 Environmental Performance Criteria (EPC) in tracking the process of building strategies. EPC is a rating system that can be used by laboratory building project stakeholders to assess the environmental performance of laboratory facilities. EPC builds on the efforts of the Leader in Energy and Environment (LEED) Rating System 2.0, which is the national standard for developing high-performance sustainable building (i.e. institutional, commercial, etc.). The following are some examples from the EPC checklist that the project team has identified as areas to be incorporated into the design of the Laboratory Building addition:

" Sustainable Sites o Public transportation access o Landscape and exterior design to reduce heat islands (roof and non-roof) o Light pollution reduction o Safety and risk management with respect to water effluent

" Water Efficiency o Landscaping that does not require use of potable water or does not require

irrigation o 20% reduction in water use

" Energy and Atmosphere o Optimize energy performance by 25% (optimizing 35% is being

researched) o Green power

" Materials and Resources o Divert 50% of construction waste

" Indoor Environmental Quality o Low-Emitting Materials (adhesives and sealants, paints, carpet)

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First Nations University The First Nation’s University is the first-First Nation-controlled university-college to exist in Canada, and its structure offers an example of the incorporation of cultural sustainability into building design and construction. Designed by the Aboriginal architect Douglas Cardinal, the structure is intended to capture the spirit of the Indian people. For example, the building semicircular shape of the building faces south to embrace the sun, which is significant in Aboriginal culture in that the circle represents the unending process of education.

photo credit: CBC Saskatchewan Website In terms of cultural/social sustainability in the broader community, one student has noted that the building gives the community a greater understanding of the importance of education for Aboriginals. It also provides a greater sense of community and solidarity within the Aboriginal community. Opportunities to pursue environmental/ecological sustainability on site include a native prairie grass project headed by Luther College’s Mary Vetter. Not only will the research and development of prairie grasses on site have environmental benefits, but it will have educational/social benefits as well. Other

" The new $35-million, 673-bed Residences on campus followed similar energy efficient targets as the Kinesiology building

" Phased retrofits take place on existing buildings on an ongoing basis, and include recent upgrades such as:

o a $5-million chiller replacement o conversion to a 72,000 volt electrical supply accomplished with a new

substation and transformer o improvements to lighting, life-safety and mechanical systems (i.e. 2nd floor

upgrade to the Education Building). " Economic sustainability is pursued by the Physical Plant’s Planning, Design and

Construction team on fronts such as: o Local labour and masonry products are used in construction wherever

possible.

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o Buildings are designed and constructed by taking into consideration life-cycle costs (as opposed to simply considering immediate capital costs) because the University will presumably own and maintain its buildings “forever”. As such, buildings produce long-term (and short-term) economic savings due to efforts taken in areas such as energy efficiency. The figure below breaks down building costs and illustrates the importance of durability and efficiency:

Campus Infrastructure Summary Table Initiative / Heading Summary Physical Plant

" Campus Plan Strategies

" Tree Relocation and Landscaping Program

" Energy Use " Water Use

-Planning Strategy 16 “Sustainable Development” in the Physical Plant’s Campus Plan for Long Range Development “intends to provide community leadership in responsible and effective environmental action through sustainable developments that are land, energy and waste efficient” -The Tree Relocation project safely moved almost 500 trees from areas of new construction to different areas on campus; The $350,000 project saved the U of R $650,000 because the estimated value of the trees s $1-million -Due to energy-efficiency initiatives, energy use has not increased over the past several years despite increases in population and infrastructure; Environmental and economic savings are a result (i.e. the University spends roughly $10,000 per week on energy) -A wastewater diversion research project brings together a member of the Faculty of Engineering and members of the Physical Plant to share data and benefits of research findings

Buildings

-According to the April 2004 article “Designed for Sustainability” in Canada’s premiere magazine for building owners and managers, Canadian Property Management, the U of R is a leader in buildings and energy efficiency; Examples include the Centre for Kinesiology, Health and Sport, the Terrace Building, and the Laboratory Building Addition; The vision, design and

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construction of the First Nations University brings together cultural and ecological elements of sustainability -Phased energy retrofits have contributed to energy and economic savings (i.e. no increase in recent years to energy consumed on campus) -Economic sustainability also taken into consideration in that local labour and local construction products are used wherever possible

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Chapter Four RESEARCH INITIATIVES

Office of Research The following are research emphases at the U of R:

• Culture and Heritage • Energy and the Environment • Informatics • Health • Social Justice

According to Roger Petry’s Comparison of University of Regina Governance Outcomes and Sustainable Development Outcomes, such emphases focus on issues of ecological sustainability, quality of life, and equitable resource distribution that he sees as important sustainability outcomes. Canada Research Chairs The following U of R Research Chairs bring strengthen the presence of sustainability research at the U of R:

• Public Policy and Economic History – Dr. Gregory Marchildon (Administration)

• Social Justice – Dr. Shadia Drury (Political Science) • Energy and Environment – Dr. Gordon Huang (Engineering) • Environmental Change and Society – Dr. Peter Leavitt (Biology)

Research Centres and Institutes The following research centres and institutes located at the U of R campus include those that are relevant to sustainability:

• Canadian Institute for Peace, Justice and Security • Canadian Plains Research Centre • Centre for Sustainable Global Development • Centre for International Education and Training • Centre for Sustainable Communities (described in detail below) • Centre on Aging and Health • Climate Change Saskatchewan • Climate Change Education Saskatchewan

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• Communities of Tomorrow (described in detail below) • Dr. Paul Schwann Applied Health and Research Centre • Greenhouse Gas Technology Centre • Humanities Research Centre • Indigenous Peoples Health Research Centre • International Test Centre on Carbon Dioxide Capture • Petroleum Technology Research Centre • Prairie Adaptation Research Collaborative • Sample Survey and Data Bank Unit • Saskatchewan Instructional Development Research Unit • Saskatchewan Institute of Public Policy • Saskatchewan Population Health and Evaluation Research Unit • Social Policy Research Unit

Communities of Tomorrow A partnership between the University of Regina, the City of Regina, and the National Research Council is a means to establish Regina as “living laboratory” and as a model community for sustainability. The $30-million dollar investment is located at the Research Park, and values commercialization as a key spin-off to the research and development undertaken by its research partners (U of R and the NRC) and the ability to leverage grants and research funding from entities like NSERC and SSHERC. Cluster strategies in alignment with Regina Regional Economic Development Authority’s aim to build momentum in the local environmental industry and to have a long-term viability in it’s goal to placing Regina at the forefront of sustainable development. The university’s role, according to Communities of Tomorrow is as follows: “The University of Regina brings extensive expertise in a number of fields related to Communities of Tomorrow, including hard and soft technology development and environmental and social studies. The University is determined that it will seek excellence in environmental studies. It has also expressed a commitment to working closely with the community.” Communities of Tomorrow sees it’s role in the partnership as being a driver in bringing together partners that might use the U of R as a research engine, resulting in reciprocal benefits. The U of R has committed $5-million in kind (sustainable research, projects and related activities) over a five-year period begun in December 2002 when the first call for proposals was allocated with funding from Communities of Tomorrow.

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To ensure that the partnership became a reality, the Centre for Sustainable Communities was established at the U of R in 2002 as a formal response to the Communities of Tomorrow initiative. Centre for Sustainable Communities The Centre for Sustainable Communities (CSC) commits both human and material resources to support the Communities of Tomorrow partnership. Its purpose is to increase the level of sustainable research projects and to leverage additional funding as part of its commitment. In the first 17 months of partnership, the U of R has provided more than $300,000 in direct funding support and has leveraged more than an addition $2-million as a result of the investment in CSC and the U of R’s sustainability activities and research. Further, CSC’s leveraging track record has been 27.5 additional dollars for every dollar invested in the CSC and the university’s sustainability activities and research. Since December 2002, Communities of Tomorrow has provided $139,000 for three calls for proposals and $166,600 for two research projects funded in spring 2004. CSC is now providing its own funding dollars to U of R projects and like Communities of Tomorrow, it maintains an interest in commercial potential: CSC Projects

Researcher Project Title Funding ($)

Preliminary Evaluation of

Commercial Potential*First Call (Dec 2002)

Hamilton, Hilderman, Yao

Data Mining for Wise Water Use

15000 Product: software for wise water use

Blake, SIPP Development of Survey Questions for Sustainable Communities

2000

Diaz, Gauthier, Cecil, Sauchyn, Piwowar

Social Dimensions of the Impact of Climate Change on Water Use in the City of Regina: Social Capital, Environmental Conflict and Quality of Life

20000

Hepting, Butz, Hilderman

Total Product Assessment for Sustainable Consumption

10000 Product/Service: website

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Virararghaven, Yin, Hart, Sankaran

Waste-Water Reclamation for Industrial Use – Preliminary Feasibility Analysis for Regina

12000

Second Call (July 2003)

Sutter, Sammel, Barrett

Education for Action: Examining the Understandings, Thinking, Motivations and Actions of Participants in a Youth Forum on Sustainability

4000

Dai, Fan, Mobed

Objective and Subjective Assessment of Traffic Noise Impact to Residential Areas and Traffic Noise Control in Regina

8000 Product/Service: Report, a method of understanding effects of traffic noise on communities, interactive-website, numerical models of noise, noise control techniques

Jones, Cecil Policy Perspectives for Energy Efficient Housing in Regina

3000

Bailey, Leavitt, McMartin

Identification of Pesticides in Aquatic Water Systems of Wascana Lake

11000 Product/Service: Report, analytical tools, database

Yao, Yao, Yang, Fan, Liu

Web-Based Intelligence Systems for Sustainable Communities

12000 Product/Service: Computer models

Third Call (Dec 2003)

Jin, Viraraghavan, Zhang, Piwowar

Modeling Landfill Leachate Movement

13500 Product/Service: computer models

Macdonald, Irwin

Action Feasibility Study: Regina Municipal Arts Centre

15000

Dai, Fan, Mobed, Bradley

Effects of Pavement Types and Conditions to the Environmental Noise of Urban Areas

15000 Product/Service: Report, a method of evaluating noise, mathematical models for simulating noise level

Gill, MacLean,

Developing an Innovative Community Housing

13000

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Theriault Partnership in Regina Hamilton Interactive Learning about

Sustainable Resource Usage 18600 Product: computer game

Najjaran, Rajani, Paranjape, Mehren dezh

Development of Smart Vehicles for Inspection of Pressurized Water Pipes

36000 Product: robots for inspecting water and oil pipes from inside, non-destructive sensor / testing devices, visualization and real-time signal processing methods

Sustainable Campus Projects (2003)

Pfeifer, Patton Sustainable Crime Prevention and Campus Safety at the University of Regina

8500

Young Greywater Reclamation and Reuse Systems

13000

Piwowar A Compilation of Sustainability Initiatives at the University of Regina

3600

*as evaluated by the CSC University of Regina Sustainability Research Projects Although not always explicitly categorized as such by the researcher(s), sustainability research at the U of R is significant and growing. Between the short period of January to March 2004, over $4.1-million has been provided to U of R researchers focusing on sustainability-related issues in awarded contracts (which does not include CSC projects): University of Regina Contracts January 2004 to June 2004 Name Unit Agency Title Aroonwilas, A. Engineering Saskatchewan Industry

and Resources High Pressure/High Temperature Continuous Flow Stirred and Tubular Reactor System for Greenhouse Gas Mitigation Research

Bailey, R. Chemistry Saskatchewan Industry and Resources

Sources, Transport and Transformation Processes of Agrochemicals in

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Western Canada Bailey, R. Chemistry Environment Canada –

Science Horizons Youth Internship Program

Levels of Distribution of Pesticides in Wascana Lake and Other Bodies of Water in Saskatchewan

Barrett, M.J. Sammel, A. Sutter, G.

Education Royal Saskatchewan Museum; Learning for a Sustainable Future

Education for Action: Examining the Understandings, Thinking, Motivations and Actions of Participants in a Youth Forum on Sustainability

Blake, R. SIPP Commission on First Nations and Metis Peoples and Justice Reform

Report on Aboriginal Children in Urban Areas of Saskatchewan

Blake, R. SIPP Western Economic Diversification

Federalism Conference

Dai, L. Engineering PTRC EOR by Seismic and Mechanical-Vibration Stimulation of Reservoirs with Multi-Vicro-Energy Resources

Diaz, P. with Gauthier, D.; Kubik, W.; Sauchyn, D.

Sociology, Women’s Studies, Geography

Association of Universities and Colleges of Canada

Rural Community Water Conservation, Chile

Dong, M. Engineering PTRC Displacement of Heavy Oil Through Interfacial Instability, Phase Two

Durst, D. Social Work Canadian Centre for Philanthropy

Aboriginal Governance and Leadership: Volunteers in the Friendship Centres of Canada

Fuller, G.

Engineering Lakehead University North American Environmental Sciences, Engineering and Natural Hazards Project

Gauthier, D. CPRC Ducks Unlimited Canada

Cartographic Services for Seven Saskatchewan First Nations

Hamilton, H. Computer Science

Farm Credit Canada A Comparative Evaluation of Data Mining Methods

Huang, G. Engineering Saskatchewan Industry and Resources

Energy and Environmental Research Laboratory

Huang, G. Engineering Saskatchewan Industry Canada Research Chair in

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and Resources Energy and Environment Idem, R. Engineering Public Works and

Government Services Canada

Capture of C02 from Combustion Flue Gas Streams Using Amines

Leavitt, P. with Jesse, T.

Biology Environment Canada – Science Horizons Youth Internship

Source and Sinks of Potentially-Toxic Metals in Wascana Creek and the Qu’Appelle Valley

Maslany, G. SPHERU Saskatchewan Justice Evaluation of the Saskatchewan Youth Services Model

Piwowar, J. Geography Environment Canada Passive Microwave Snow Cover Mapping

Piwowar, J. and Cecil, B.

Geography Western Economic Diversification

The Environmental Research and Response Applications Lab

Sauchyn, D. Geography Natural Resources Canada

Long Hydrometric Series and Spatial Data Management, South Saskatchewan River Basin Project

Sauchyn, D. Geography Natural Resources Canada

The Vulnerability of Land Management in Grassland – Forest Transition to Climate Change Impacts on Ecosystems and Soil Landscapes

Schad, R. CSC Access Comm. Sustainable Campus Wilson, M. Energy &

Environment Saskatchewan Industry and Resources

International Energy Agency Greenhouse Gas Programme

Wilson, M. Energy & Environment

Saskatchewan Industry and Resources

Saskatchewan Climate Change Technology Strategy

Other Sustainability research activity on campus is not captured simply by University contracts listings. Although only scratching the surface of current research in this area, the following provide some examples:

• A First Nations University-U of R team of researchers have developed a series of case studies called Aboriginal Communities and Sustainable Rural Development: Case Studies of successful rural, agricultural-related Aboriginal ventures. The researchers are: Robert Giberson, Robert Anderson, Aldene Meis Mason, Scott

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McGilllivray (Faculty of Administration), Richard Missens, Bob Kayseas (School of Public and Business Administration, First Nations University)

• Dena McMartin from the Faculty of Engineering is heavily involved in sustainability research. Her research topics include sustainable drinking water treatment systems for rural areas, investigation of urban pesticide fate in the City of Regina, environmentally-sustainable methods for treating petroleum produce water at production sites, study of waste generation at Wascana Centre Authority to identify potential programs and technology to reduce, reuse, recycle, and photodegradation of petroleum refinery residues

• One research theme of Jim Mulvale’s from the School of Justice is the “greening of social policy” which was touched upon in his 2001 book Reimagining Social Welfare.

• Joanne Havelock from the Prairie Women's Health Centre of Excellence is working with other researchers to focus on women living in poverty, Aboriginal women, and women living in rural and remote areas, including the health of their communities

• Paul Hart from the Faculty of Education is internationally respected for his research on science and environmental education, and he recently received an award from the North American Association for Environmental Education, which is the highest award and is based on outstanding contributions to the field of environmental education.

Fine Arts Research Project Case Study: We – the City Sustainability research can be stereotyped as falling primarily under the traditional science and social science umbrellas (i.e. perhaps due in part to common destinations of sustainability academic funding), but the following example provides a reminder that such research takes place across the curriculum. Further, in light of the interdisciplinary nature inherent in sustainability issues, the following project is especially relevant in that it deals with cultural sustainability – which often receives less attention than other elements of sustainability: We – the City is an arts action research project that aims to show that cultural activity is key to renewal and sustainability in urban neighbourhoods. Organized by the Faculty of Fine Arts (Kathleen Irwin and Rory MacDonald are the project coordinators) and funded through the Centre for Sustainable Development, the project showcases artists from a variety of disciplines who intend to illustrate that artistic activity enriches lives. The chosen site – Bishop’s Court – is a heritage building located on the corner of College Avenue and Broad Street. There exists a research component that, according to a U of R press release, “will ascertain the viability of a municipal arts complex in Regina, based on models such as Winnipeg’s Artspace and Ottawa’s Arts Court. In the larger context, it will help assess the feasibility of redeveloping an existing urban site into a multi-purpose development, using sustainable and bioregional principles in design, construction and operation”.

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Further, in October 2004, the Faculty of Fine Arts will be hosting a conference entitled “Realizing the Creative City Conference” as a way to showcase Regina as a potential model for cultural sustainability and urban cultural planning to local and national forums. According to the Faculty of Fine Arts’ synopsis of the conference:

“In realizing the creative potential of this sector to the city and acknowledging the complexity of relationships of economy, culture, environment, technology and research it is crucial to facilitate partnerships and address the long-term goals of sustainability within the city. To this end, the conference will address specifically the role of culture within sustainable development and the role of cultural projects, which envision, in their development, a direct social impact within the city.”

Interdisciplinary Research The U of R’s impressive capacity in interdisciplinary research (which sustainability almost always requires) is reflected in the following sustainability-related projects supported in 2003 by the Transdisciplinary Projets Fund: Examples of Projects Funded by Transdicsplinary Projects Fund, 2003* Project Project Team Sustainable Campus Seminar Series Dan Beverage (Education)

Lyle Benko (Education – Science) Nick Forsberg (Education – Outdoor) Joe Piwowar (Geography) David Gauthier (Geography) M.J. Barrett (Graduate Student, Education) Malin Hansen (Graduate Student, Biology) Jason Horsman (Undergraduate Student, Administration)

Seminar & Working Papers Series on Transdisplinary Dialogues and International Development

JoAnn Jaffe (Sociology) Marion Jones (Economics) Randy Widdis (Geography) Kerrie Strathy (Seniors’ Education Centre)

Examing the Intersections of SchoolPlus and Child Welfare Redesign: Implications for Education and Research (including the preparation of social work and education students for work in SchoolPlus settings.

Sharon McKay (Social Work) Robert Twigg (Social Work) Herb Nabigon (Social Work, SIFC) Shelley Thomas-Prokop (Social Work, SIFC) Caroline Krentz (Education) Ken Rasmussen (Administration) Roger Petry (Luther College) Eldon Soifer (Philosophy)

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Linking our Worlds Mary Vetter (Luther) Paul Hart (Education) Allin Lycock (Physical Plant) Robert Noore (Psychology) et al

*It should be noted that the above are examples and there were a total of 10 projects funded in 2003 As illustrated in the table, faculty members from across the curriculum are successfully coming together to collaborate and cooperation in conducting research. Such research activity is indicative of U of R’s capabilities to advance interdisciplinary – and sustainability – research. Research Initiatives Summary Table Initiative / Heading Summary Office of Research Canada Research Chairs

-Research emphases at the U of R support transdisciplinary, sustainability-related research; Similarly, U of R Canada Research Chairs strengthen the presence of sustainability research at the University (they are Energy and the Environment, Environmental Change and Society, Social Justice, and Public Policy and Economic History)

Research Centres and Institutes

" Communities of Tomorrow

" Centre for Sustainable Communities (CSC)

-There are over 20 research centres/ institutes on campus that are related to or have potential relevance to sustainability -Communities of Tomorrow is a $30-million partnership between the U of R, the City of Regina and the National Research Council which aims to treat the University as a research engine with commercialization as a key spin-off; It also has the ability to leverage grants and research funding; The U of R has stated that its role is to seek excellence in environmental studies, to bring extensive expertise in a number of fields, and to commit to working closely with the community -CSC was put in place to ensure the partnership with Communities of Tomorrow became a reality; In the first 17 months of partnership, the U of R has provided more than $300,000 in direct funding support and has leveraged more than an additional $2-million; Since December of 2002, CSC has provided $139,000 for three calls for proposals and $166,000 fir two research projects funded in the spring of 2004

Other Sustainability Research Projects

" Fine Arts Action Research Case

-Sustainability and sustainability-related research at the U of R is significant and growing; Between the short period of January to June 2004, over $4.1-million has been provided to U of R researchers in awarded contracts

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Study " Interdisciplinary

Research

-Sustainability research at the U of R includes activity across the curriculum, including a local action research project and conference organized by the Faculty of Fine Arts to show that cultural activity is key to renewal and sustainability in urban neighbourhoods -U of R has shown an impressive capacity to conduct research that involved the collaboration and cooperation of faculty members from across the curriculum. The projects funded by the Transdisciplinary Fund provide examples.

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Chapter Five TEACHING & COURSE INITIATIVES

Although there does not yet exist a formal course, degree or department that is named “Sustainability” or “Sustainable Development”, there are several examples where sustainability and/or its components have a significant presence in the curriculum. The following showcases some of those examples (drawn from Dr. David Gauthier’s presentation at the 2003 Sustainability Seminar Series):

Course Survey Dimension of Sustainability/ Sustainable Development

Undergraduate Courses Graduate Courses

Social Dimension Anthropology 240: Popular Culture Environmental Health and Science Engineering 320: Community Health and Epidemiology History 306: Canadian Social History Human Justice 312: Foundations of Human Rights Human Justice 357: Ecology and Justice Humanities 201: Landmarks of Western Thought Philosophy 275: Environmental Ethics Political Science 437: Selected Topics in Politics and the Environment Religious Studies 273: Issues in Religion and Science Sociology 230: Nature and Society Sociology 430: Sociology of the Environment

History 813: Prairie Urban History Indian Studies 801: Critical Issues in Indian Studies Sociology 807: Seminar on Regional Development and Underdevelopment Sociology 808: Seminar on Class and Political Economy Social Work 835: Current Aboriginal Issues in Social Work Practice

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Economic Dimension Anthropology 301: Economic Anthropology Economics 211: Introduction to Economic Development Economics 372 & 472: Resource and Environmental Economics I and II Geography 322: Economic Geography Indian Studies 360: Indian Economic Geography

Economics 801: Microeconomics for Policy Analysis Economics 802: Macroeconomics for Policy Analysis Economics 854: Regional Economic Policy Geography 822: Regional Economic Development

Environmental Dimension

Biology 275: Ecology Biology 375: Systems Ecology Biology 475: Population and Community Ecology Environmental Health and Science 440: Environmental Toxicology Environmental Systems Engineering 321: Applied Environmental Science Environmental Systems Engineering 421: Environmental Design and Impact Geography 325: Biogeography Geology 102: Environmental Geology Geology 474: Environmental Hydrogeology Science Education (ESCI) 302: Environmental Education

Biology 835AA-ZZ: Selected Topics in Ecology Environmental Systems Engineering 801: Environmental Systems Engineering Environmental Systems Engineering 803: Water Resources Management Environmental Systems Engineering 832: Biological Processes for Wastewater Treatment Geography 827: Water Resources Industrial Systems Engineering 836: Energy Resources

Cross-Cutting Administration 405: Business, Government and Society Biology 276: Environmental Biology Community Development 40: Foundations of Community Development Economics 354: Urban and Regional Economics Economics 372: Resource and Environmental Economics

Canadian Plains Studies 801: Canadian Plains Seminar* Geography 824: Urban Geography and Urban Planning Geography 826: Resource Management Kinesiology and Health Studies 872: Population Health

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Education Health 258: Personal and Community Health Environmental Health and Science Engineering 305: Environmental Economics and Community Development First Nations Outdoor Education: EIOE 215 Geography 200: Environmental Issues Geography 326: Resource Management Indian Studies 236: Indian Economic, Environmental, and Geographic Systems Kinesiology & Health Studies 442: Outdoor Recreation Resource Management Social Work 475: Social Work and Social Change Woman Studies 201: Women, the Environment and Change

*The title of this seminar in the 2001 Winter semester was “Transdisciplinary Course on Sustainable Development”, and support was received from the Transdisciplinary Fund Case Study: Undergraduate Semester in Leadership and Dialogue Interdisciplinary by nature, this new 15-credit course focuses on social and environmental issues and is offered to students from all departments and faculties. The course description begins as follows: “This course aims to build competent, confident and honourable thinkers, comfortable in leadership and team roles, open to the views of others, and committed to building a better world”. Students have the opportunity to meet and work with leaders in politics, labour, business, arts, science and sports, and develop projects similar to the following examples:

• Design an inter-business materials recycling program for Regina’s northeast industrial district

• Construct a balanced analysis of the risks and benefits of GMO technology for Saskatchewan and suggest policy options

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• Propose a strategy to bring First Nations’ understanding of stewardship and environmental protection to new audiences and present options as to how this might lead to different resource management decisions

The targeted outcomes of the course are as follows:

• Honourable, ethical and effective members of society • A commitment to improve your community and world • Increased confidence • Critical thinking skills • An ability to bridge disciplines • Writing, communications and negotiating skills • A clear appreciation of you capabilities and those of others

The course organizers are Dr. Norman Henderson, Adjunct Professor of Economics and Executive Director of the Prairie Adaptation Research Collaborative (at the U of R Research Park), and Dr. Jeanne Shami, Professor of English. Interdisciplinary Teaching Although the U of R does not have a sustainability program, its capacity in interdisciplinary teaching (which is required in sustainability teaching) is reflected by the following examples:

• The U of R is one of the few post-secondary institutions in Canada to offer Master of Arts and Master of Fine Arts degree programs in interdisciplinary studies in Fine Arts

• The First Nations University offers a Diploma of First Nations Interdisciplinary Studies

• Luther College offers a Horizons Interdisciplinary Program that includes IDS 100: Historical Issues, and IDS 101: Contemporary Issues. The former is organized in such a way that students are able to use multiple perspectives, and develop critical thought.

• The Transdisciplinary Fund provided funding to a 2001 graduate seminar entitled “Transdisplinary Course on Sustainable Development” and was offered through the Canadian Plains Research Centre

• The Semester in Leadership and Dialogue’s “Environment and Society” is a full-load credit course offered to students from all departments, taught by instructors from two different faculties (see Case Study: Undergraduate Semester in Leadership and Dialogue in this Chapter)

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Teaching “Hands-On” Sustainability Many faculty members are raising awareness by incorporating sustainability into the curriculum and encouraging students to take an active interest through research and/or hands-on projects. The following provide some examples:

• Dr. Dena McMartin, Faculty of Engineering o ENEV 320 (Introduction to Environmental Engineering): Includes field

trips for purposes of identifying environmental degradation o ENEV 422 (Solid and Hazardous Waste Management): The 2003-2004

school year consisted of group projects on curb-side composting in Regina and a waste audit of the U of R

• Dr. Joe Piwowar, Department of Geography

o GEOG 326 (Resource Management): Students have the opportunity to become involved in on-campus sustainability reporting as an alternative to doing a research essay on a non-campus issue/topic

• Dr. Jim Harding, School of Human Justice

o HJ 357 (Ecology and Justice): Students participate in a field trip to the instructor’s home near Fort Qu’Appelle to see sustainable design /architecture first-hand (i.e. passive-solar heating, composting toilets, etc.). Students are also encouraged to spend a short time alone in the bush to reflect on their natural surroundings.

• Dr. Ali Sammel, Faculty of Education

o ESCI 302 (Environmental Education): Students identify what they are passionate about with respect to social or environmental issues (on and off campus), and they have the opportunity to develop an action project of their choice to address the issue(s). Examples from the 2003-2004 school year ranged from moving churches toward using and supporting fair trade products, to increasing awareness of slave labour used in the production of chocolate, to promoting awareness of the courses U of R students can take from the First Nations University

• Dr. Alex MacDonald, Campion College, English

o HUM 260 (Utopian Literature, Thought and Experiment): Dr. MacDonald is interested in developing a link between his class and the Centre for Sustainable Communities to pursue study of city planning and globalization issues and the local and global scale of the utopian issue of projecting a sustainable and better future

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Case Study: 2004 Youth Forum on Sustainability Although this example deals with high school students as opposed to university students, it provides an excellent example of U of R faculty engaging in community outreach and extending their teaching of “hands-on” sustainability beyond university walls. Organized by members in the Faculty of Education and the Royal Saskatchewan Museum (and a recognized project of the Centre for Sustainable Communities), the 2004 Youth Forum on Sustainability is a three-part education-research project that has high school students creating, leading and carrying-out sustainability projects in their schools and communities. The Forum is modeled after similar initiatives launched by a national non-profit organization called Learning for a Sustainable Future (LSF), whose aim is to promote through education the knowledge, skills, attitudes and values that will ensure a sustainable future. Glenn Sutter, U of R Adjunct Professor of Biology and Director Faculty of Education members Ali Sammel and Kathy Nolan, and Ph.D. candidate M.J. Barrett coordinated the Forum and are involved in researching its outcomes. Hailing from diverse academic backgrounds, other U of R faculty and students involved in instructing workshops include:

• “A World in Jeopardy?”: Jim Harding (Professor) – School of Human Justice • “How To Handle Your Waste!”: Malin Hansen and Doug Tratch (Ph.D candidate

and undergraduate) - Biology Department • “Wascana Marsh Nature Project: A Community Action Project”: Lyle Benko

(Faculty Associate) – Faculty of Education • “Drama For Social Justice”: Warren Linds (Sessional) – Faculty of Education • “How Big Is Your Ecological Footprint?”: Jennifer Fix (undergraduate) –

Geography Department • What's In The Water?”: Lorelei Benoit (undergraduate) – Biology Department • Applying A Social Justice Lens”: Liz Cooper (Associate Professor) – Faculty of

Education Student Research as Education With an increased presence of sustainability in the curriculum, students are likely to be better equipped and more apt to conduct their own similar research (i.e. graduate work). The following Ph.D students and their current research projects provide some examples (yet only scratch the surface) of the type of research that might become more commonplace as sustainability in the curriculum gains momentum:

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• Jay Mafukidze, Faculty of Kinesiology and Health Studies: Theoretical Model for Affecting Sustainable Social Development through Sport in Africa

• Malin Hansen, Faculty of Science, Biology Department: Predicting Invasion by an Introduced Grass

• M.J. Barrett, Faculty of Education: Discursive Framings of Outdoor/Environmental Education: Teacher Life History, Subjectivity and Pedagogy

• John Barden, Faculty of Kinesiology and Health Studies: Research involves understanding the neural control of movement, and has an impact on the sustainability of the health of individuals

• Roger Petry, Luther College, Philosophy: The Role o Free Knowledge at Universities and its Potential Impact on the Sustainability of the Prairie Region

Teaching & Course Initiatives Summary Table Initiative / Heading Summary Curriculum Survey

" Case Study: Undergraduate Semester in Leadership and Dialogue

-There are several examples of undergraduate and graduate courses where sustainability and/or it’s components have a core presence in the curriculum, which indicates a capacity for a transdisciplinary Sustainability or Sustainable Development academic program -The Undergraduate Semester in Leadership and Dialogue focuses on social and environmental issues and is offered to students from all departments; The purpose of the course is “to build competent, confident and honourable thinkers, comfortable in leadership and team roles, open to views of others, and committed to building a better world”

Teaching “Hands-On” Sustainability

" Case Study: 2004 Youth Forum on Sustainability

-Many professors and instructors are incorporating sustainability into their courses by encouraging students to take an active and hands-on interest in sustainability -The 2004 Youth Forum on Sustainability had high school students leading and carrying-out sustainability projects in their schools and communities; Also a Faculty of Education research project, this initiative provides an excellent example of U of R faculty involved in community education and outreach; Several U of R faculty members and students were involved in the instruction of workshops

Student Research -A potential indicator of an effective presence of sustainability in the curriculum, graduate student research that focuses on sustainability might increase if its occurrence increased in academic courses/programs

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Chapter 6 RECOMMENDATIONS AND OPPORTUNITIES FOR ACTION,

EDUCATION, RESEARCH & OUTREACH Rather than providing a long list of recommendations that address every point in this report, the following section discusses four general recommendations that, if enacted, should enhance specific opportunities in the short and long term for action, education, research and outreach in the area of sustainability. Recommendation 1: Adoption of a Formal University Policy for Campus Sustainability To formalize the U of R’s commitment to sustainability, a Campus Sustainability policy should be adopted by administration to benefit and guide decision-making processes of all academic and non-academic units on campus. The following provides some background and context in showing that the adoption of a campus policy might serve as a logical next step to current policy activity on and off campus: Roger Petry’s Comparison of University of Regina Governance Outcomes and Sustainable Development Outcomes looks at U of R’s commitment to sustainability at the policy level (among others), and identifies the following as policies that currently promote knowledge production for sustainable development:

• An example of a Provincial Government policy supporting sustainable development outcomes at Saskatchewan universities includes a Public Interest and Revitalization of Saskatchewan’s Universities document (Saskatchewan Department of Post-Secondary Educations and Skills Training, 1996) that outlines ten public priorities like social and cultural development, service to the community, meeting the needs of society, economic development

• U of R policies supporting sustainability include the 2000 document Shaping Our Future Principles and Emphases to Guide Decision-Making. The five strategic emphases (culture and heritage, environment and energy, informatics, health, and social justice) focus on ecological sustainability issues and quality-of-life and equitable resource distribution issues (all of which are important elements in sustainability and sustainable development)

• Currently there is pressure from within (primarily from SCAG) for the U of R to sign a University Declaration for Sustainability like the Halifax Declaration or the Talloires Declaration

• A University of Regina Sustainable Campus Policy is currently being developed by Lyle Benko (Faculty of Education), Roger Petry (Luther College, Philosophy) and Dena McMartin (Faculty of Engineering) (details below)

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The Halifax Declaration The Halifax Declaration was born at a 1991 Halifax conference which was organized by the Association of Universities and Colleges of Canada , the International Association of Universities, the United Nations University, and Dalhousie University to discuss the role of Universities in improving the capacity of countries to address environment and development issues. Universities were invited to dedicate themselves to the following actions:

1) To ensure the voice of the university be clear and uncompromising in its ongoing commitment to the principle and practice of sustainable development within the university, and at the local, national and global levels.

2) To utilize the intellectual resources of the university to encourage a better understanding on the part of society of the inter-related physical , biological and social dangers facing the planet Earth.

3) To emphasize the ethical obligation of the present generation to overcome those current malpractice’s of resource utilization and those widespread circumstances of intolerable human disparity which lie at the root of environment unsustainablity.

4) To enhance the capacity of the university to teach and practice sustainable development principles, to increase environmental literacy, and to enhance the understanding of environmental ethics among faculty, students and the public at large.

5) To cooperate with one another and with all segments of society in the pursuit of practical capacity-building and policy measures to achieve the effective revision and reversal of those current practices which contribute to environmental degradation, to South-North disparities an the inter-generational inequity.

6) To employ all channels open to the university to communicate these undertakings to UNCED, to governments and to the public at large.

The Talloires Declaration

In 1990, 22 University presidents, rectors, and vice chancellors from across the globe convened in Talloires, France, to discuss the role of universities and in particular, the role of university presidents in environmental management and sustainable development. The outcome of the conference was the decision that “university heads must provide the leadership and support to mobilize internal and external resources so that their institutions respond to this urgent challenge.” The following actions were among those identified in the Declaration:

• Use every opportunity to raise public, government, industry, foundation, and university awareness by publicly addressing the urgent need to move toward an environmentally sustainable future.

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• Encourage all universities to engage in education, research, policy formation, and information exchange on population, environment, and development to move toward a sustainable future.

• Establish programs to produce expertise in environmental management, sustainable economic development, population, and related fields to ensure that all university graduates are environmentally literate and responsible citizens.

• Create programs to develop the capability of university faculty to teach environmental literacy to all undergraduate, graduate, and professional school students.

• School deans and environmental practionioners to develop research, policy, information exchange programs, and curricula for an environmentally sustainable future.

• Establish partnerships with primary and secondary schools to help develop the capability of their faculty to teach about population, environment, and sustainable development issues.

• Work with the U.N. Conference on Environmental and Development, the U.N. Environment Programme, and other national and international organizations to promote a worldwide university effort toward a sustainable future.

University of Regina Sustainable Campus Policy Current work on the development of a U of R Sustainable Campus Policy is being undertaken by Dena McMartin (Engineering), Roger Petry (Luther College) and Lyle Benko (Education). In the draft document, they refer to “the need for governments and other institutions such as universities to assume a leadership role in policy and practical action plans for sustainability”. “The University of Regina Sustainable Campus Policy includes principles and actions that will move this campus towards achieving its goals and becoming a leader and model for the community as a sustainable campus” (University of Regina Sustainable Campus Policy DRAFT, 2004). Since the U of R has already demonstrated great leadership in sustainability in terms of research, teaching, in operations and administration, and in community outreach, a formal policy would compliment current activity, as well as provide direction in reaching greater achievements in this area. The University of Regina Sustainable Campus Policy is intended to assume the role of a roadmap in meeting such successes. Recommendation 2: Establish a Sustainability Coordinator Position and/or Sustainability Office Having adopted the Halifax and Talloires Declarations, the University of British Columbia offers a shining example of a university that has greatly benefited from establishing a Sustainability Office on campus.

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Established in 1998 after UBC became the first Canadian university to adopt a sustainable development policy, the Sustainability Office has since seen many accomplishments in improving human health and safety, developing a vibrant community, learning in the community, reducing pollution, conserving resources, protecting ecosystems, ensuring economic viability, and more. UBC’s financial savings from resource conservation (like energy savings) provide an example of the economic gain from responsible environmental stewardship. The following provideds small sample of the many accomplishments:

• Energy: Reduced energy consumption in core facilities by nearly 8% (1998- 2003). Energy use will drop an estimated 20% by 2005. Achieved BC Hydro’s PowerSmart certification (2003). Completed ELECTrek, a lighting retrofit that has cut UBC’s annual electricity use by 11%. Now in the top 25% of BC’s education sector in terms of energy efficiency, UBC plans to be in the top 10% within 5 years. Purchased Green Power Certificates for three buildings for 2003.

• The Safe & Healthy Community Initiative: (2001) Launched to determine community needs and to create an inclusive environment for students, staff, faculty and residents at UBC and the University Endowment Lands (UEL). Established the University Neighbourhoods Association to provide community members with ongoing opportunities to be heard through public meetings and surveys.

• Greenhouse Gas Emissions: Earned the highest status—Gold Level—in Canada’s Climate Change Voluntary Challenge & Registry for its GHG emissions reduction program in 2002. Initiatives have reduced CO2 emissions from buildings by 4% since 1998.

• Campus & Community Planning: Ensured that the UBC Comprehensive Community Plan calls for more intensive use of land and the creation of significant open spaces.

• Water: Reduced water use by 19% in core facilities (1998-2003). Will reduce water use by 31% in core buildings by 2005.

• Plant Operations: Developed a Facility Infrastructure Maintenance Plan (FIMP) to optimize equipment efficiency and life cycle. Designed technical guidelines to ensure optimal operating efficiency in all new buildings.

Dr. Freda Pagani, the Director of the UBC Sustainability Office, visited the U of R in Spring of 2004, bringing with her the message that the U of R make similar achievements. Her recommendation is to create and adopt a sustainable campus policy, and to put in place an infrastructure (i.e. sustainability coordinator and/or office) to direct and support campus sustainability initiatives.

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Recommendation 3: Develop and Offer an Academic Sustainability Program Although there exist several examples of sustainability in the curriculum (see Chapter 3), there is not yet an academic program/department that deals exclusively with it (i.e. no degree program termed sustainability). One of U of R’s strengths, however, is its leadership in interdisciplinary research and teaching, which is indicative of its capacity in the area of sustainability given its own interdisciplinary nature. One example is the existence of the Transdisciplinary Fund, which provided funding to the 2001 Canadian Plains Studies’ Transdisciplinary Course on Sustainable Development, and to the 2003 Sustainable Campus Seminar Series. Both involved collaboration and cooperation between faculty members from various disciplines (see Chapters 4 and 5). Further, in 1998, an Environmental Studies Project Team that consisted of faculty from across the curriculum conducted a survey of courses that relate to sustainability, and analyzed the feasibility of an environmental studies program at the U of R. (For a more recent survey, see Chapter 5). Results show a large presence of sustainability in teaching at the U of R. Dave Gauthier, Director of the Canadian Plains Research Institute, identifies many benefits and resource issues to consider in putting together a sustainability program at the U of R (taken from Dave Gauthier’s presentation at the 2003 Sustainable Campus Seminar Series):

• Universities should seek increases in funding from interdisciplinary environmental research and teaching from non-traditional sources

• Resource funds are often earmarked for traditional disciplines, which results in the continuing compartmentalization of problems and solutions

• Establish a proactive office of research to identify opportunities for cross-disciplinary research and funding from alternative sources such as foundations or the private sector

• Create private sector spin-offs of sustainable technologies that will increase employment, provide research jobs for students, and generate income

• Increased collaboration among universities on sustainable development research activities

• Establish cooperative programs on sustainable development themes and private sector apprenticeships. These initiatives would allow students to get concrete work experiences related to sustainability as part of their education

• Student exchanges among institutions in Canada to further expand students’ learning experiences and to give them an understanding of sustainable development

• Institute a surcharge on tuition to generate funds for specific teaching and research projects that focus on sustainable development (i.e. UBC institutes such a surcharge)

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Recommendation 4: Encourage Collaboration between Students, Faculty, Staff and Non-University Stakeholders in Promoting Sustainability This report provides several examples of collaboration between all or some of the following: students, faculty, staff and non-university stakeholders. Examples include the implementation of the travel mug campaign and discount, the Fine Arts research project that includes and encourages community involvement, the Physical Plant-Engineering water research project, and the leadership and involvement that Faculty have in community projects related to sustainability. The following points on alternative transportation offer an encouraging example of interaction between all these stakeholders, and provide support for the implementation of a Universal Bus Pass at the U of R. Implementing Transportation Alternatives at the U of R: Transit A report prepared by the Canadian Urban Transportation Association, the Canadian Federation of Students and British Columbia Transit states that “sustainability is essential to preserving our quality of life. And a new approach to campus transportation – how students and staff get around – is a prerequisite to sustainability”. Sustainable transportation is becoming an increasingly important issue both on campus and in the broader community, especially in light of several challenges unique to Regina and the university. The Federation of Canadian Municipalities lists Regina as being the third most private-vehicle oriented municipality among 20 other Canadian Municipalities participating in the 2004 Quality of Life Reporting System. Between the years 1996 and 2001, transit ridership (to and from work) in Regina decreased 12 percent and walking or cycling as a means of transportation decreased 3 percent. Similarly, of the 12,500 students at the University of Regina, only 1500 use the transit system on a regular basis (which is less than 10 percent more than the proportion of transit riders in the City). Where most university communities see a large proportion of their student population utilizing modes of public transportation, the City of Regina Transit Department cites student ridership numbers as being “deplorable”. At the U of R, pressures to find alternative modes of transportation exist, including the ongoing increases in on-campus parking fees and decreases in parking availability. Indeed, there has been a recent 171 percent increase in parking rates, raising semester fees to approximately 200 dollars. Conversely, parking availability is in decline with a present waiting list of 400 people. The Parking Office has identified public transit as an important way in which to relieve parking pressures on campus. Universal bus passes (or U-Passes) are among sustainable transportation success stories at other Canadian universities. All students or members of a student group (like full-time

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undergraduates) pay a fee that gives them unlimited access to transit for the entire semester or school year. At the University of Victoria and Camosun Campus on Vancouver Island, U-Pass implementation has increased student ridership at least 50 percent in just three years. Similarly, at the University of Western Ontario and Fanshawe College in London, Ontario, similar programs have aided in the increase of total ridership by 26 percent in three years. Current interest surrounding U-Passes at the U of R is mounting. Along with the VP of Student Affairs, the 2004 Student Union conducted a transit study “to gather information from the student body of the University of Regina about how students get to university in order to use the information to provide better alternatives for student transportation. Also, to gage support for the implementation of a Universal Bus Pass at the University of Regina” (Transit Study, Student Union, 2004). As discussed in Chapter 2 of this report, there is an impressive array of interested stakeholders exploring public transit issues on campus. Recent Transit Issues meetings hosted by the Physical Plant include representatives from the Physical Plant, First Nations University, URSU, Parking Services, the Graduate Students’ Association, Campus Security, First Nations University Students’ Association, City of Regina Transit, and Campion College Students Association, Student Services, the City of Regina’s Green Ribbon Committee, and the Regina Research Park. Such a collection illustrates that campus issues often involve a variety of stakeholders on and off campus, and there exists much interest and potential to work together. As such, collaboration should be encouraged as a means to move forward in enhancing transportation sustainability (and more broadly, sustainability as a whole) on campus.