environmental stewardship
Timeline: 3-month semester course
Key Concepts: wildlife corridors, human-wildlife coexistence practices, keystone species, umbrella species, weather, climate, extreme weather events, climate change
ENS 1020 - Fostering Stewardship
Learning Outcome: Students examine the management and conservation of the environment and local, provincial, national and international stewardship organizations and propose individual and shared actions that foster environmental stewardship.
Proposed activities:
Situating ourselves in this place and its history using this resource: https://takingitglobal.uberflip.com/i/1385180-whose-land-lesson-plan-grades-10-12/0?
Walking field trip of midline and highline trails to introduce concepts of: gratitude for the natural world, wildlife corridors, human-wildlife coexistence practices, keystone vs umbrella species
Screening of “Living with Wildlife” film with follow-up discussion, strategies
Research of COP27, UN Sustainability Goals, #Decarbonize, environmental youth group action projects and seed the idea of a local action project in May-June
Relevant resources:
https://www.biosphereinstitute.org/living-with-wildlife-resources
Human-wildlife coexistence behavior recreation
“Living with Wildlife” film
Wildlife coexistence best practices
https://www.biosphereinstitute.org/recreation-and-wildlife-resources
Youth awareness videos from Canadian Rockies Youth Network (scroll down)
interdisciplinary team of scientists, consultants, and software developers focused on providing a strategic understanding of the consequences of human activities on our planet and societies. Our passion is delivering the knowledge our clients need to make informed decisions.
Evaluation: 3 question Likert scale intake survey to monitor knowledge and attitudes towards the environment around the topics of: human-wildlife coexistence and climate change
ENS 1040 - Living with the Environment
Key concepts: habitat monitoring, wildlife overpass, wildlife underpass, natural environments, built environments, two-eyed seeing, land management organizations (i.e. First Nations, National Parks, Provincial Parks etc.)
Learning Outcome: Students develop an understanding of how humans interact with their natural and built environments. Students also investigate methods to monitor and measure the quality of natural and built environments in order to maintain healthy and sustainable environments.
Proposed activities:
School yard monitoring (i.e. weather station with snow storm board, thermometers, wind sock)
Walking tour to near-by wildlife underpass (Three Sisters Parkway)
Stoney Nakoda Elder visit
Relevant resources:
A longitudinal regional study of local environmental org, Yellowstone to Yukon Conservation, together with ALCES that outlines effective regional strategies to best improve human-wildlife coexistence specific to the Bow Valley
https://y2y.net/blog/walking-alongside-each-other/
Indigenous-led conservation
Researching Indigenous groups worldwide and land management strategies
New Zealand awards Whanganui river the same rights of humans
Evaluation: Written reflection exercise on their values, beliefs and attitudes
ENS 1910 - Project-based Learning
Key concepts: Project planning, community service, service-based learning, environmental action
Learning Outcome: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Relevant resources:
Living Document of Local Environmental Action Projects
The Living Document changes depending on relevant projects. These projects are all based in the Bow Valley and are relevant to the topics of human-wildlife coexistence and climate action strategies
Evaluation: Create a SMART (specific, measurable, achievable, relevant and time-bound) plan for projects and submit a reflection on their project execution
Peer-reviewed presentations