Summary Bachelor of Environment Credential and Concentrations (For review prior to SFU student focus group participation) November 2012

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1 Summary Bachelor of Environment Credential and Concentrations (For review prior to SFU student focus group participation) November 2012 First of all, thank you for taking the time to review this Bachelor of Environment (BEnv) summary! The Faculty of Environment is considering developing and implementing a new credential under which would be majors, concentrations or both. Your point of view, as SFU students, is very important in the design. Please keep in mind that this is at the preliminary stage, that the proposal will likely change quite a bit and may or may not move forward. If implemented the earliest start date would be September Some questions to address: What should be common of all BEnv programs? What is distinctive? How will these be different from BA and B.Sc. programs generally? (e.g. core competencies and courses) What priority would you give to the majors or concentrations proposed? How are the various disciplines to be integrated? Consultation highlighted the need for BEnv students to study systems theory, interplay of social and biophysical complex systems, and decision making within these complex situations. Vehicles for integration include: courses like ENV 222 (Environmental Controversy), courses on conceptual modeling, courses on decision-making in complex systems, capstone courses with project and field experience, or existing courses in FEnv units that already emphasize integration and interdisciplinarity. What other suggestions do you have for BEnv major/concentration content, structure and teaching? I - Introduction Below is a proposal for a new SFU credential, a Bachelor of Environment (BEnv) under which would be concentrations or majors. The intention of this document is to provide details on an overall BEnv structure and content as well as its concentrations so that it can be reviewed, discussed and modified. Described below are the overall BEnv program-level competencies, core curriculum, and for each of the concentrations, the knowledge domains and possible required and elective courses of study. The distinctiveness of these BEnv majors/concentrations is that they: 1) take full advantage of the expertise existing across FENV units, 2) build upon a comprehensive and interdisciplinary core of courses from the social and natural sciences, 3) provide students with understanding and tools in order to work in complex environmental systems (e.g. GIS, remote sensing, modeling, risk assessment) and 4) provide students with some depth in a particular discipline. 1

2 II The Bachelor of Environment (BEnv) Credential This document contains a proposal for both a new credential and five majors/concentrations under that credential. SFU presently awards 7 different Bachelor degree credentials: Bachelor of Arts (BA), Bachelor of Science (BSc), Bachelor of Applied Science (BASc), Bachelor of Business Administration (BBA), Bachelor of Education (BEd), Bachelor of Fine Arts (BFA) and Bachelor of General Studies (BGS); one from each Faculty, except for Health Sciences and Environment. The rationale for the BEnv lies in the balance of the biophysical and social sciences and the interdisciplinarity of content within its majors/concentrations. As with the other SFU credentials the BEnv reflects the history, goals and composition of the Faculty, created in Environmental issues facing society are complex and interdisciplinary in nature. The BEnv majors/concentrations are intentionally designed to prepare graduates for these fields or to continue their studies in graduate programs. All the BEnv majors/concentrations proposed contain a substantial amount of required coursework in math and science but not as much as is generally contained in a Bachelor of Science degree. Additionally, the BEnv contains required coursework that specifically deals with complexity, systems and interdisciplinarity. The BEnv core would require approximately 16 units of science and math and 15 units dealing with environmental issues, the built environment, stewardship and governance, and the global scale. The proposed core includes courses in environmental ethics, law and economics. All concentrations would require a 400 level project-based capstone, project-based, or field course, integrating the skills and knowledge gained throughout the student s studies. Apart from the BEnv core requirements, course requirements and electives vary depending upon the concentration, and balance social and biophysical content. For example, the proposed concentrations in Sustainable Business and Environmental Policy and Governance require less science and math than concentrations in Global Environmental Systems or Resource Management. The interdisciplinarity and the focus on systems and complexity would be a defining characteristic of the BEnv. A credential in environment would not be unique to SFU. University of Manitoba, University of Waterloo (Waterloo BES) University of Windsor and York University all offer credentials in environment. III Core Competencies The structure of the BEnv concentrations or majors might be comprised of 1) a group of core courses, primarily in the lower division, that are required of all BEnv majors/concentrations with some minor variation; 2) required courses and electives specific to each of the BEnv majors/concentrations, primarily in the upper division; and 3) capstone courses concerned with collaboration, integration and communication. The distinguishing theme of the BEnv would be its interdisciplinary intent, combining the environmental and social sciences; and engaging methodologies, practice and communication related to the environment. BEnv-level core competencies informed selection of courses and course options within the required core. The BEnv graduate attributes address additional knowledge and skills required of graduates regardless of the major/concentration sought. Additionally, each major/concentration has specific competencies that augment the BEnv core competencies. 2

3 The section below provides the draft list of core competencies and graduation attributes (BEnv-level rather than major-level). These have been developed based upon the input received through our consultations with SFU faculty and students as well as professionals working in the fields of environment and sustainability. Core competencies for majors/concentrations are listed below in the sections describing each. Using core competencies and graduation attributes to drive BEnv program development is aligned with the university s priority of developing learning outcomes for programs and courses across all Faculties. The effort underway within FENV to develop learning outcomes for all FENV courses directly supports development of the BEnv and its majors/concentrations. Program Level Core Competencies The Environmental Sciences Chemistry Earth systems Biology Community The Social Sciences The human role in nature The social and built environments Stewardship and governance The global scale Methodology, Practice and Communication Quantitative, Geospatial and Qualitative Analysis Research methods and their application in the field, laboratory, or models Communicating environmental information on temporal, spatial and comparative scales. Experience applying knowledge and skills (e.g. capstone courses, field courses) Additional Graduation Competencies Complexity and Controversy Decision Making Methodologies Systems and Organizational Function and Change Sustainability concepts and strategies Recommended BEnv Program-level graduation competencies in critical thinking, problem solving, community and stakeholder engagement, facilitation, conflict resolution, leadership and team building, rather than being addressed by specific courses, could be integrated within BEnv courses and other BEnv activities (e.g. Coop). 3

4 IV. Bachelor of Environment: the core requirements All students undertaking a Bachelor of Environment require preparation in the natural and social sciences and in methodology, practice and communication. The BEnv core competencies as articulated in Section III drive the selection of core courses for each of the BEnv concentrations. There are variations in the proposed core: for example, the Sustainable Business joint major has different requirements for natural sciences. Settlements, Communities and Cities require more preparation in the social and built environments and governance; Global Environmental Systems require more courses on earth systems, modeling, and the global scale. All concentrations, however, demand that students be introduced to biology, chemistry, ecology and earth systems, and to the human place in nature, the social and built environments, stewardship and governance, and the global scale. Finally, all concentrations require preparation in methodology, practice and communication. Methodology is treated as a core requirement, as most methods are introduced in the second year. Practice and communication are aspects of capstone courses: they vary according to concentration, and are discussed in later sections. Concentration Core Business & Sustainability Global Environmental Systems Settlements, Communities and Cities Environmental Resource Management Environmental Governance Biology Chemistry Earth Systems Ecology Human Nature Social & Built Environments Stewardship & Governance Global Scale Quantitative Methods Qualitative & Field Methods Geospatial Core total Field Work Modeling Communication Integration Capstone total Table 1. Core and Capstone requirements vary between concentrations. 4

5 Table 1 illustrates how the core requirements might be distributed among the different BEnv concentrations. Different concentrations require different levels of preparation in, for example, GIS. All B Env students should be introduced to each category of natural science, social science, and analytical method, but not all concentrations require the same level of preparation in different fields. This core is composed primarily of lower-division courses, but includes some specialized upperdivision courses as well, especially in the Methodology component. V. Concentrations or Majors The total number of units of required courses in the BEnv (i.e. core plus concentration requirements) is between 80 and 95 units for the four majors/concentrations, and 93 for the BBA/BEnv joint major, thus allowing students some room to take other courses or seek an additional credential such as a certificate or minor. In some cases where BEnv program requirements meet certificate or minor requirement BEnv majors/concentrations may be ineligible from those programs. Detailed below are five proposed BEnv concentrations: Sustainable Business (BEnv or BBA) joint major with the Beedie School of Business Global Environmental Systems (BEnv) Settlements, Communities and Cities (BEnv) Environmental Resource Management (BEnv) Environmental Policy and Governance (BEnv) Sustainable Business The Sustainable Business major will provide students with skills and knowledge in both business and environment. The flexibility in selection of upper division courses within its major/concentration will allow students to gain some depth in at the intersection of business and environment (e.g. green entrepreneurship and innovation, supply chain management, environmental accounting and impacts, and the management of resource and environmental companies). The Sustainable Business major is the only joint major of the five proposed BEnv majors. Students completing this program should have the option to receive either the BEnv or BBA. Students will complete the BEnv core (with some minor reductions), lower division courses required by Beedie, and 16 units chosen from a list of electives. These required and elective courses are offered mainly through Beedie and FEnv. In addition to the overall Bachelor of Environment core competencies, possible Sustainable Business Joint Major core competencies are: Basic knowledge of economics, finance and accounting; Working knowledge of information systems as they apply to business, environment and sustainability; Understanding of law as it applies to business, environment and sustainability; Understanding of ethics and corporate responsibility as it applies to business, environment and sustainability; and Understanding of business organization function and change and their relation to strategy. 5

6 Global Environmental Systems The major/concentration in Global Environmental Systems would produce graduates who are able to support environmental decision making with an understanding of the complexity of and interplay between social and biophysical systems at the global scale. Students will have a basic ability to use geospatial, modeling and other analytical methods and tools, and the ability to communicate the information gained thereby. Building upon a strong core in both the natural and social sciences, students will have a solid grounding in systems theory, complexity and modeling. They will be intelligent users and interpreters of models, and well prepared for post-graduate education in building models in a range of disciplines. In addition to the overall Bachelor of Environment Core competencies, possible Global Environmental Systems core competencies include: Broad understanding of the global dimensions of key environmental and economic systems, such as climate change, resource scarcity and abundance, carbon and other cycles, and land use and land cover. Ability to understand environmental and economic systems at different temporal, spatial and comparative scales; Deeper understanding of modeling in either social or biophysical systems for projections, risk assessment and decision making; Ability to use geospatial analytical tools in decision making; Ability to communicate science, risk and complex system dynamics to a variety of audiences using different modes of communication. The Global Environmental Systems Major/Concentration could build upon existing minors and certificates within FENV. The courses within the DEVS minor might be used to satisfy the 16-unit requirement of a concentration. Students in the Global Environmental Systems may choose to take 5 additional courses and gain the Spatial Information Systems Certificate. Settlements, Communities and Cities This major/concentration would build upon the BEnv by providing students with an understanding of human settlements from the first inhabitants to contemporary cities. Archaeology, urban geography, and sustainable community development bring complementary perspectives on human settlement from different temporal and spatial scales and policy concerns. Regional and urban planning, policy and development bring valuable further dimensions to the major/concentration. Graduates may find positions working for municipal and regional planning organizations and as consultants working in these fields. The Faculty of Environment already places many students with similar background in Coop positions with municipal governments. This major/concentration would engage substantial existing capacity within the Faculty, SFU faculty and courses within ARCH, GEOG and REM/SCD. Further expertise and courses exist outside FEnv, including (but not limited to) FNST, HIST, POL and S&A. 6

7 Graduates of Settlements, Communities and Cities would be prepared to engage in the building of social capital in communities ranging from cities, resource communities, and First Nations. Because of the prominence of Vancouver s urban planning and development, an opportunity exists to involve student in these processes, already begun through the CityStudio program. Additionally, City of Surrey offices will be located adjacent to SFU Surrey possibly creating further opportunities. SFU s research expertise in sustainable community development also offers connections with numerous communities across BC. Finally, it is hoped that this major/concentration will provide a vehicle for First Nations to train their younger generations in the skills needed for building their communities. In addition to the overall Bachelor of Environment core competencies, possible Settlements, Communities and Cities core competencies include: (Note: These core competencies are based only on an urban focus. Further consultation is needed regarding settlements and communities) Detail and characterize the role of cities and urbanization processes in historical and contemporary political, geographical, economic, development, and biophysical systems, in Canada and internationally. Identify and frame urban sustainability, urban environmental, urban livability and quality of life, urban health, and related issues in critical, policy and solution-oriented ways, based in a critical engagement with the social and policy science and humanities literatures, and the nature of contemporary debates on defining, conceptualizing, legislating, and implementing sustainable development policies, practices and behaviors Recognize and discuss important global and local case studies of sustainability practices, policies, and local initiatives, in comparative and critical perspective. Apply an array of the most valuable tools and techniques being put to the task of creating urban sustainability, including social and spatial statistics, ecological footprint analysis, materials flow analysis, different models of citizen engagement and partnership formation, and strategies for housing and land use planning. Use and understand the major terms, approaches and skills used on a daily basis by the key professions of urban governance, policy, planning and development and include sustainability thinking in these professional practices. Reflect on and wrestle with the connections between the theories of social change and urban development underlying contemporary urban issues and problems in Vancouver and other cities, and the commitments and beliefs that you hold personally and witness in your social and professional networks. Exercise the essential skills and competencies of sustainable urban citizenship, including working in interdisciplinary groups; understand the role of information and perceptions in urban policy and planning processes; offer and accept constructive criticism; analytical thinking that separates values, goals, practice, and outcomes; and effective written, oral and mathematical communication. 7

8 Environmental Resource Management This major/concentration would prepare students to enter positions or continue in graduate studies in the area, broadly defined, of resource management, including fisheries, agriculture, forestry, cultural resources, and tourism. Building upon the strong core in social and environmental sciences will equip students with geospatial tools and an introduction to modeling and decision making in complex systems. Upper division required courses provide background in geography, legislation, policy, regulation, applied management and First Nations as related to resource and cultural management. The proposed majors/concentrations in Environmental Resource Management and Environmental Policy & Governance could be combined if the BEnv core and major/concentration requirements were closely aligned. Providing students with course options (e.g. 2 of the following ) would allow students flexibility to focus in varying proportions on either management, policy or governance. In addition to the overall Bachelor of Environment core competencies, possible Environmental Resource Management core competencies might include: Understanding of the dynamics of resource types, ability to analyze these dynamics and to plan for sustainable use; Understanding the environmental, social, physical and ecological impacts of resource utilization including effects of resource extraction and development on indigenous individuals, communities and culture; Understanding the legislation, policy, regulation frameworks and processes related to resource conservation, management and use, including aboriginal rights, title, and First Nations relations with government and the private sector; Understanding the concepts of and interplay between conservation, extraction and restoration in resource management; Understanding the complexity of multi-use management involving diverse stakeholders; Ability to use geospatial and modeling in resource management and conservation; Understanding of the micro and macro-economics of resource management and ability to do basic economic analysis of resource conservation and utilization; Deep knowledge of one sector of resource management; Environmental Policy and Governance Students will build upon the BEnv core with more in-depth knowledge of political science, governance and policy as related to the environment. This major/concentration provides a solid foundation in the social and biophysical environmental sciences, an understanding of systems, basic skills in modeling and GIS and specialized knowledge in environmental policy creation and impact. It is anticipated that graduates would be mainly seek employment within the public and NGO sectors at local, regional and national levels or continue on for graduate studies. The proposed majors/concentrations in Environmental Resource Management and Environmental Policy & Governance could be combined if, as the design process goes forward, the BEnv core and major/concentration requirements were closely aligned. Providing students with course options (e.g. 2 of the following ) would allow students flexibility to focus in varying degrees on either management, policy or governance. 8

9 In addition to the overall Bachelor of Environment core competencies, possible Environmental Policy and Governance core competencies are: Basic understanding of the concepts, roles and effects of environmental law, policy and regulation and their relationship to governance; Ability to locate, analyze and critically evaluate documents produced in environmental law, policy and regulations. Ability to use geospatial tools to analyze environmental law, policy and regulation; Ability to understand and articulate stakeholder positions on complex environmental issues; Understand aboriginal rights and title, relations with various levels of government, selfgovernance, and related constitutional matters. Program and Course Pedagogy Although lecture-based courses can be effective and efficient in delivery of knowledge, students and potential employers both highlighted the need for a program that built skills through a variety of experiential pedagogies. These pedagogies include team projects, course presentations, debate, field trips and schools, service learning, community-based research, practica, internships, Co-Op and directed studies courses. FENV has been involved in piloting possible new experiential courses with the idea of inclusion within BEnv programs. These include Environmental Controversy (now ENV 222-3), ChangeLab, CityStudio and a field course Resilience of Social-Ecological Systems all of which have an environmental or sustainability focus. Others being developed are a Biology/FENV field school, and a Technologies, Cultures and a Sustainable World course (now ENSC/ENV 412). Increasing experiential learning opportunities was stated in the draft Academic Plan. FENV can support that university objective and design excellent BEnv programs by 1) inclusion of courses with experiential learning as a major component in core and major/concentration requirements; 2) allowing flexibility in program requirements for student to take experiential learning courses, 3) including experiential components in new courses in the BEnv, 4) supporting faculty teaching existing courses to develop and implement more experiential components in existing courses. Other Questions Should BEnv courses be offered through online learning? What should be our strategy for delivery of courses at the Burnaby, Harbour Centre and Surrey campuses (link with Surrey Environment One Program)? 9