Blog Post #8 Professional Development Plan Reflection
Blog Post #8 Professional Development Plan Reflection
I attended the Climate Pedagogy Symposium, Climate Change Education; Inspiring Engagement and Action (May 15th, 2024; see the poster on page four) for a full-day professional development activity. The activity was valuable in expanding my learning about infusing and incorporating sustainability education into the courses for which I am the faculty providing curriculum guidance. The session was promoted at Conestoga College as part of our journey to building our capacity as a signatory of Principles for Responsible Education Management (PRME) and our membership in the Association for the Advancement of Sustainability in Higher Education (AASHE). Both are guiding the College School of Business in planning how we approach teaching positive outcomes in education related to sustainability, climate action, and the Sustainable Development Goals (SDGs), preparing students as future leaders in the business world.
The session was a joint symposium through Waterloo Climate Institute (https://uwaterloo.ca/climate-institute/events/climate-pedagogy-symposium), and Conestoga College, Wilfrid Laurier University, University of Waterloo and Balsillie School of International Affairs. The day included opportunities to attend selected sessions on topics related to pedagogies for building a sustainability curriculum.
“The real language is in our feet – how we walk it.” Elder Norma Jacobs
A personal reflection on the event.
The Climate Pedagogy Symposium was a significant gathering of instructors from the University of Waterloo, Wilfrid Laurier University, and Conestoga College coming together for the first time on a shared interest and global issue of climate change. The shared goal was to enhance climate change teaching and learning in post-secondary education. Here are my reflections on the outcomes of this symposium:
- Collaboration and Insights: The symposium provided a platform for educators to collaborate across institutions. By sharing strategies and insights, we began a conversation that collectively addressed the urgent need to prepare students for the climate crisis. This collaboration is essential for fostering interdisciplinary solutions and could serve as a template for interdisciplinary work within our college.
- Indigenous Perspectives: Including Indigenous elders’ insights was a powerful aspect of the symposium for me. Their traditional knowledge and connection to the land offered a unique perspective on climate change. Incorporating Indigenous wisdom into curricula enriches climate education and grounds us with historical roots and foundations. This aligned nicely with the coursework on considering Indigenous perspectives in teaching and learning innovation.
- Action-Oriented Approach: The focus on actionable strategies—such as instructional techniques, emotional engagement, and cross-cultural dialogues as a way to and a commitment to empowering students. We explored ways to move beyond theory and