Over a period of one academic year, Faculty Fellows are expected to modify at least one syllabus to include sustainability content or develop a new sustainability course. After a series of professional development opportunities for sustainability, Fellows are expected to submit revised/updated course and/or program information to the Coordinating Committee by the end of the spring semester. Additionally, Fellows will present their innovations to their cohort and the next cohort in the following September.

Any new materials created for this fellowship, such as a lab manual, or other materials shared with students, will be released under an open license via the McGill Teaching and Learning Knowledge Base.

Participants in the Sustainability Faculty Fellows are expected to:

• Attend the 5 breakfast meetings over the course of the year.
• Attend the 2-day December Retreat.
• Produce a new or revised course design as evidenced by a course syllabus that must be submitted prior to the start of the course.
• Create a reflective piece, written or otherwise, related to the course, which will be shared with the McGill teaching and learning community.
• Present plans for integrating sustainability into a current or future course or program in September, following the end of the program.

Student Fellows who are paired with a Faculty Fellow must ensure they have the capacity to commit approximately 8 hours per week (paid) to course redesign from December to May.

1. Explain how sustainability shapes a course. 
2. Deepen your worldview of sustainability and how it shapes your professional practice. 
3. Identify leverage points for changing a course. 
4. Generate sustainability learning outcomes for a course. 
5. Select pedagogical practices that build bridges between a discipline and sustainability. 
6. Integrate holistic and enriching forms of assessment. 
7. Apply the above learning in designing a sustainability-inclusive or sustainability-focused course. 
8. Contribute to and learn with a community of peers at McGill working to advance sustainability in their pedagogical practices.

1. Explain how sustainability shapes the topic of your course. 
2. Deepen your worldview of sustainability and how it shapes your professional practice. 
3. Identify leverage points for changing your course. 
4. Generate sustainability learning outcomes for your course. 
5. Select pedagogical practices that build bridges between your discipline and sustainability. 
6. Integrate holistic and enriching forms of assessment. 
7. Apply the above learning in designing a sustainability-inclusive or sustainability-focused course. 
8. Contribute to and learn with a community of peers at McGill working to advance sustainability in their pedagogical practices.

The cornerstone of the fellowship is a 2-day retreat when all Fellows participate in an immersive training program led by their colleagues. During the retreat, Fellows have the opportunity to learn sustainability principles and techniques for incorporating those fundamentals into their own disciplines and classes, as well as build a community. Additionally, Fellows convene for meetings periodically throughout the year for supplemental training and progress updates. Attendance at all SEF gatherings is required; if you cannot attend the meetings, please wait until next year to apply to the program.

The Sustainability Education Fellows Program Coordinating Committee is:

• Laura Winer, Director, Teaching and Learning Services 
• Blane Harvey, Associate Professor, Department of Integrated Studies in Education 
• Stephanie Leite, PhD Candidate, Department of Integrated Studies in Education 
• Allison Gonsalves, Associate Professor, Department of Integrated Studies in Education 
• Marcy Slapcoff, Director, Office of Science Education 
• Charlene Lewis-Sutherland, Senior Advisor, Faculty Development and Inclusive Pedagogies, Office of the Provost and Vice-Principal (Academic) 
• Jessica Latus, Sustainability Officer, Office of Sustainability