 would like to acknowledge that we are able to meet here today on these ancestral traditional and unceded lands because of the generosity and kindness of the Muscoom people. I'm personally joining you today from unceded and traditional territories of the Squamish Coast Salish and Solitude people. I'd also like to acknowledge that you are joining us from many places and acknowledge the traditional owners and caretakers of those lands. You may visit Native Dash Land if you haven't done so already to learn more. So I will just quickly pass to Terry and Tara to quickly introduce themselves. Tara do you want to go ahead? Good morning everyone. My name is Tara Murrow and I have the privilege of working at the UBC Botanical Garden. Excited to talk to you about the programming we have on underway. Over to you Terry. Good morning. I'm Terry Sunland. I'm professor of tropical forestry in the Faculty of Forestry. I've been at UBC about four and a half years and previously to that I was working exclusively in the tropics on tropical forestry issues. And I teach on a course, Consolation 452, which is a capstone course, which utilizes the SDGs as a framework for implementation. So happy to be here today and look forward to the discussions. Great. If you guys don't mind, if you can just quickly introduce yourself in the chat, maybe your name, the lands you are joining us from and if you're teaching what you're teaching, that would be great. And I'll share the agenda. So this is our quick agenda here. We will briefly talk about the Sustainable Development Goals. I'll give a brief overview followed by Terry and Tara and myself sharing a bit of how we are taking the approach, what kind of approach we are taking to integrate SDGs into our programming and courses. And then we will do a bit of a group activity in Q&A. So Sustainable Development Goals, although it has its own critique within the concept of development about how it promotes or not promotes sustainability, as a concept we still use the 1987 definition proposed by Bruncklin as a development that meets the needs of present without compromising the ability of the future generations. Within that context, the decade of education for sustainability ended in 2015. And now we are in a decade of action, which is basically a focus for ESD then becomes Sustainable Development Goals, the 17 goals that we will talk about today. And here they are. So the Sustainable Development Goals are ambitious objectives for a greener, healthier, and peaceful and equal planet. The idea of the SDGs was born in 2012 at the Rio Plus 20 Summit in Brazil. And at the summit, government leaders began creating a set of universal goals to tackle poverty, ill health, inequality, and environmental degradation. The idea was to use the SDGs as a new agreement to replace the eight millennial development goals, or MDGs, which expired in 2015. These 17 goals are a result of the largest consultation in history. It took three years to design the goals and targets with governments, businesses, communities, universities, and NGOs, including youth all over the world participated in negotiations with more than 7 million people voting in 84 national surveys. And finally, in September 2015, after many years of discussion and consultation, all 193 countries finally agreed and signed the SDGs framework and made the commitment to achieve them by 2030. So I'll pause here and I'll say, maybe if you can use your annotate function at the top of your screen. And let us know a little bit about how do you link to the SDGs? And if you're teaching, which SDGs do you think your courses connect to well? So you can use your annotate at the top and use the stamp function, if you can, and just stamp the SDGs that you feel most connected to. So this is usually the case. We start with one and then we start thinking about it and then we start linking it to others. And that's basically one of the key characteristics of SDGs that they're so interlinked. Thank you. That's great. So I'm going to clear this so we can move on. So just quickly, I wanted to talk a little bit about the key aspects of this framework. One is that it is universal. The goals apply to every country equally developed and developing countries, including Canada and US, both rich and poor countries, including cities and villages, all ages and all genders. It is indivisible, which means achievement of one goal is linked to the achievement of the others. It's like a puzzle, which cannot be completed without all the pieces. So for example, poverty, which is goal one, can lead to hunger and malnutrition, which is goal two, which may lead to health problems. Goal three, that may prevent children from completing their education goal four and adults from getting the job, which is goal eight. So if you think about even what will happen if we achieve goal one, how would it impact other goals? The third one is that it is transformative. There is a need to move past business as usual and seek transformational solutions, changing how we think about money, growth and profit, a new understanding of prosperity. So it's really asking us to think about how we can change our mindsets and paradigm. And the fourth one is leaving no one behind. Success depends on the inclusion of the poorest and most vulnerable in our communities. Around the world today, we have over one billion people living in extreme poverty, which is less than $2 a day and lack access to clean water, electricity and basic health care. Around a million, around six million children actually and youth are out of school and approximately six million children die each year before the age of five, which is 15,000 deaths each year. And at the same time, we have 80, 82% of the wealth created going to the top 1%. And if you think about it, there are really only 42 individuals that have much of the wealth of half of the population on earth, which is 3.7 billion poorest people. So there are a few ways to look at the framework. And you may have heard about this. There are five P's, the people, planet, prosperity, partnership and P's. So this is how they kind of fit under the five P's. And you can also look at them through the three pillars model, which is the social, economic and environment. So the 17 STGs have 169 targets and 232 indicators. Some of the targets are very well defined. So there are smart goals like such as reducing poverty at least 50%. So it is measurable. But then there are others that are very vague. So that that is one of the weaknesses of the framework. This kind of captures really well the indicators under the 17 goals. The yellow indicates that there is incomplete or outdated data. So there's, we still don't know how to measure those. Red is global warming is not, sorry, global monitoring is currently not possible. So there is no data whatsoever. And green is where the data is available and we are able to actually measure progress. So I like this because it kind of really gives us a good idea of how where we are at in terms of monitoring progress so that we can get ahead. Of course, the framework doesn't come without its weaknesses. So it's not a perfect framework. There are a lot of critiques of it. And there are some of them. So we need to be mindful about how we present and interact with the goals within our own context. So we are adaptive and adaptive in ensuring that these weaknesses are being discussed. But as a framework, it also offers organizations and governments to agree on a common purpose, to agree on a direction, essentially to focus on what really matters for the future. So if we want to work together on something, we need to understand what the problem is. And these goals really capture a good direction for a lot of governments and organizations. And it also empowers communities to put pressure on governments and businesses to act and hold them to account. I just wanted to also mention quickly before I end here and pass it to Tara, is UNESCO recently launched a roadmap to 2030 highlighting universities role to in achieving these goals. And some of the key aspects that they mentioned in there was to educate for this century means that we need to educate our students to be able to negotiate complexity, which is one of the most difficult and main missions of the higher education today. A need for a holistic approach and a humanistic approach that requires moving beyond interdisciplinary to transdisciplinary approach from a social and ethical lens. And this may entail transforming higher education into lifelong learning institutions, something UNESCO has been pushing for since the launch of the 2030 agenda. So with that, we'll take a quick pause here. And we will ask you if you could add an 18th STG. What would that be? What's missing from this framework? I mean, there's lots missing. But we just just a quick fact here. I believe they started with over 300 goals, and then they narrowed it down to about 17. So that took a lot of time as well. But yeah, I would love to hear from you. What do you think is missing? If you could add just one. Climate justice. Yes, that is definitely a big, big missing piece. Yeah, we definitely need education reform. I agree with that completely. Sustainable use of outer space. Yes. Nobody talks about that. That's a big blind spot for us, I think. As you're thinking about that, maybe I'll pass it to Tara. Thanks. And I know for some people who maybe the SDGs are new, trying to think of their gaps is a bit of a challenge. And I think that's an interesting, I know we were talking in preparing for this session about what was missing. And so thank you for sharing some of those ideas. I wanted to share a bit of the approach we've been taking. I've been taking here at the UBC Botanical Garden, really trying to align the work that I'm doing here and the work of botanical gardens around the world to the global goals. So our garden grows here on the Musqueam territory. And this is an incredibly important part of the work that we have been doing. Exploring relationships between plants and people and the history of the collections that we steward, as well as working with botanical gardens around the world to consider how the history of botanical gardens was involved in the displacement of indigenous people and knowledge and what we can be doing to improve it. And that's a big part of our work. Next slide, please. We also manage the Nitobe Memorial Garden, which hopefully many of you have come to visit as staff. You get in free to the gardens and the attractions on campus, so I hope you can come and enjoy these spaces. Next slide, please. So here at the Botanical Garden, we work towards the vision that plants are understood, valued, celebrated, insecure in a healthy, biodiverse world. And our mission is really trying to mobilize around conservation, education, research, display, and community outreach. So the living plant collection is the key piece that is foundational to our work. You can explore our plant collections, our ex situ plant collections on our website. You can come and visit them. We have a diversity of plants and a significant focus on the conservation of important plants. We lead the Global Maple Acer Consortium and are involved in other larger conservation initiatives. Next slide, please. In particular, I manage our sustainability and community programs, and so this looks like a diversity of ways that we try to have people connect and engage with the Botanical Garden, looking at things like citizen science and community outreach. And I'm going to talk in particular about one of the programs that has really helped galvanize my work around the SDGs. But before I do that, I wanted to just share there was a really key paper I read during my postdoc about looking at global food systems and how do we align food policy in particular from local up to international levels. And this really has informed a lot of my thinking about how we can align local gardens to the global goals and really how do we put into practice this concept of acting locally and thinking globally. Next slide, please. So much of my work here, I've been at the Botanical Garden for eight years, has really been trying to create policy aligned educational programs using the collections as our foundation, but really wanting to link it across different geopolitical scales. And so I've been aligning to the SDGs. Traditionally, I aligned to the UN years, UN year of pulses, UN year of Indigenous languages. And I wanted to highlight here, in particular, the policy alignment that we currently have at UBC in relation to the rights of Indigenous peoples. We have a UBC strategic plan, the UBC Indigenous strategic plan. We have support at a national level with the 96 calls to action for truth and reconciliation, as well as aligning to UN DRIP. Next slide, please. So I'm excited to share. We just last week published a paper we've been working on here at the Botanical Garden for a while, probably about a year and a half. It was part of a special issue of a journal looking at the role of botanical gardens around the world and their contributions to the SDGs. And this was a really interesting process to review our programs and our initiatives and see where we are contributing to the SDGs and opportunities moving forward in the future. We ended up doing a bit of an inventory and finding that our top SDGs were Life on Land, Goal 15, Goal 12, Responsible Consumption and Production, Goal 2, Zero Hunger, Goal 4, Quality Education and Goal 6, Quality Water. Next slide, please. The paper is an open access paper, so feel free to go and review it if you'd like. Much of this work was galvanized by a program I run called the Sustainable Communities Field School. This is a donor supported program that has really focused on engaging local businesses and coming out to the Botanical Garden and learning about local sustainability as well as the UN Sustainable Development Goals. And so through this program, I could be working and adapting and developing educational activities to engage adults primarily, but more recently also youth and how can we unpack and have people connect to the SDGs and explore which topics and which goals might be relevant to their operations. Next slide, please. In 2019, we did and maybe I'll put the links to some of these resources in the chat afterwards. We did explore and I worked to create a toolkit for Botanical Garden educators. I keep talking about Botanical Gardens and there's a really strong global network of Botanic Gardens around the world. Over 3700 gardens that work together through international organizations and collaborations to protect plants and to work to advance the global strategy for plant conservation. And so we created an Esri Story Map toolkit to support educators who work in Botanical Gardens to think about how they might be able to connect their gardens to the SDGs. And so I'll share that link. We have a virtual tour of how we have taken specific SDGs and try to unpack them at particular places within the garden. Next slide, please. This is an outcome of this program. There's a Connecting with Unleash. It's a global innovation lab for youth trying to train youth around the world and engaging them in developing a process to identify solutions and really interestingly trying to, before we jump to the solutions, getting really clear on what the issues that we're tackling are. And this work was a gathering of about 1000 youth and 200 facilitators. And we spent a week at the Ferry Lake Botanic Garden in China in Shenzhen and working in Botanical Gardens to develop and design these solutions for climate action was the goal that we were working on. And just wanting to highlight the importance and the innovation that youth bring to this process. And I think this is particularly relevant for us here at UBC, where we have such amazing access to such incredible students. Next slide. That's great, Shemta. A big focus has been using our food garden. So hopefully you can come and explore our food garden. But using this garden, which is a central node within our, within our larger garden to unpack and explore goal two, which is zero hunger. And in particular, looking at the conserving the genetic diversity of food plants. And really, this is one of my favorite pictures where we have volunteers and staff and students all working and learning together. And I would say one of the things I've found about trying to engage people with the SDGs is that it's a really great space to talk about ecosystems and these interconnectivity topics that bring together issues around food security, agricultural production, social justice and inequalities. Next slide, please. And as I wrap up, I know that Shemta had mentioned some of the universal values that the SDGs are advancing. And I wanted to just speak to one of the ones that really resonates with me, which is leave no one behind and the importance of how we think about programs that are designed to do this. We do work here at the Botanical Garden with an organization called Kids Safe BC, who work directly with children who are facing barriers to financial resources and working within the structure of UBC to raise funding to support programs that directly serve organizations that are working with those in our community who are facing barriers to finances, barriers to programming. And so I think there's a lot of opportunity for, especially as we, it seems like many people in the chat are educators as to how do we design programs specifically so that we're serving those in our community who may have traditionally been left out of our programming. And with that, I will say next slide, I think I say thank you and I'll pass it over. I think next is Terry. Thank you, Tara. So I'm going to give a little bit of a different perspective related to forestry and how it relates to the Sustainable Development Goals. So I was involved in the development of a strategy for an organization called the Centre for International Forestry Research that redid its strategy in 2015, a 10-year strategy, which focused almost exclusively on the Sustainable Development Goals. And there was a lot of discord at the time we were developing that strategy with some traditional foresters saying, you know, how do all these goals relate to forestry? And it actually is surprising how many of these goals relate to not only just forestry, but also forest in a broader complex multifunctional landscapes. And I'll touch on that in a second. Next slide, please. So the purpose of sort of thinking about forestry for the 2030 agenda is thinking about how forests contribute to various SDGs. And there are very clear links between forests, poverty, alleviation, food, nutrition and health, water, energy and housing, we need to see. There's a lot of connections with various SDGs and linkages between the two, as Sheikh Shabda pointed out in the short slide. Next slide, please. So I've been involved in a number of studies that look at the contributions of forests to the SDGs, as well as the implications of the SDGs for forests. So for example, we take SDG2, one of the juice hunger, one of the main targets there is to increase agriculture production. Well, agriculture is the largest driver of deforestation throughout the world. And so we have trade offs as one of synergies of those SDGs. So we need to think about how these play off against each other and how issues such as energy, food production, poverty alleviation, relating in terms of forestry, but also in terms of future sustainable development. Next slide, please. So forests are important. We know that they're economically important. A huge number of people rely in forests in some way for their rural livelihoods up to a quarter of the world's population. They are the reservoirs of large areas of large amounts of biodiversity. And we know that currently forests are carbon sinks. And the removal of forests contributes significantly to climate change through carbon emissions. Thank you. Forest trees and people overlap. This is a really interesting study that was published a couple of years ago by colleagues in Colorado State University. Looking at the proximity of forests to people is actually surprising how close a lot of people live to forests. And this is important not only for economic purposes, but also recreation, issues of ecosystem services, mental wellbeing, etc. And so forests are incredibly important for both urban and rural societies. Next slide, please. So we also know that aside from direct economic benefits, that ecosystem services in terms of food and water energy are extremely important, particularly for the rural poor. I've talked about the dependency on forests for basic human needs. And these people are extremely susceptible to environmental changes. We saw last year in British Columbia, some fairly extremes of weather, cold, wet, hot, etc. Those extremes are being mirrored also in the tropics as well. And where people don't have as much resilience to these these changes, and we're seeing large amounts of displacement, and people being seriously affected economically and environmentally through some of these environmental changes. And we, oh, that's fine. So that's okay. Next slide. So if we think about certain tropical landscapes, so we have a number of projects that work in a number of tropical landscapes in Africa, Southeast Asia. And we sort of, many of these landscapes are dominated by trees and agriculture and the interaction between the two. And often you can you can sort of conceive how individual SDGs are at play in these landscapes and how they interact. And this is actually a really nice illustration of exactly that. Life on land, the climate action, poverty with economic development there, life below water, etc. And how these interplay in these complex landscapes is extremely important. But forests and agriculture do tend to be the sort of main land uses as many of these rural landscapes. Next slide. So we developed the SDGs as a teaching tool for our conservation capstone course about two or three years ago. And we use individual SDGs as modules on a weekly basis and relate them to other SDGs throughout the course. And we published a very short piece in the Times Educational Supplement related to this a couple of years ago. Next slide, please. So we basically do a lot of interactive work, getting students to think about the SDGs and why they're important. And it's interesting when we open the course, we introduce the course to this is a fourth year course to the students, they haven't really thought about the broader issues of sustainable development as as it relates to forestry or conservation in the past. And so, you know, there's a sort of so what question that comes up all the time. And so as the course unfolds, I get it now, you know, I see how that's related. And the issue of agricultural expansion needed to deforestation now that relates. And forestry has changed very much from being a sort of productive system. You plant a tree, you watch it grow, you grow, you cut it down, you plant another tree, you watch it grow, you cut it down. Forestry and society are much more complex. And forest play a significant role in sustainable development, and not only in BC and other areas of Canada, but also throughout the tropics. Next slide, please. So we essentially, as I mentioned, each week is a different SDG module. We explore the links between different SDGs with forests at the center and conservation at the center of those issues, and try and identify opportunities to constraints and also to achieving the SDGs, but also looking at synergies and trade-offs between individual SDGs. Focus on forest as part of sustainable development, and why forests are important for future economic growth, and achieving the balance between economic development and conservation. Of course, this is a conservation capstone course. Many of our students go into practicing conservation on the ground, and they really, the interest there is understanding how you can have conservation and economic development at the same time. And we also identify additional SDGs, which is always interesting. And overwhelmingly, students advocate the free access of information as the 18th SDG they like to see. So transparency and open access to information, getting rid of polemic types of social media, and making sure that what is online is evidence-based but available to everybody. Next slide, please. Just to touch on COP26, I was in Glasgow last year, and there was a strong, strong focus on forests and deforestation issues. It hasn't really panned out, according to the various announcements and declarations that were that were made in November. But it's interesting that this is the first COP that I've been to. Certainly, I'm looking to quite a few of the years where forests were really centre stage on the sustainable development discussions. And also the role of Indigenous peoples in stewarding those forests and the remaining forests, particularly the tropics. And I think that's my last slide. So thank you very much for giving me the opportunity to share our work here. Thank you. Thanks, Dari. And I will just quickly share an approach that we are taking at the Sustainability Hub and within the leadership context. And we use the framework of competencies to integrate the SDGs framework. And this is more from the educational and curriculum aspect of things. So the focus is, of course, the SDG-4 in this, in terms of the lens that we take in the leadership program. There are key competencies that are connected to the achievement of the SDGs, which is basically instead of focusing on the information or even on the skill acquisition, a more pragmatic yet meaningful strategy is to focus on the attributes and competencies that will be acquired by the learners in order to really tackle the complexities that are within the SDGs. So competencies capture the sense not only of acquiring, but also producing knowledge and embracing different ways of knowing and avoiding the narrow focus on specific skills. So here are key competencies that were highlighted by UNESCO and are related directly to the SDGs. What we did within the Sustainability Leadership Program, which is a program for students at UBC who are interested in personal, collaborative and community engaged learning and they joined the program for a year from September to April. And the focus we took was we took these competencies and we embedded them at the very highest level of the program. So we integrated them within the learning objectives. So we took each competency and we turned them into the learning objectives for the program, as you can see here. And this is one of the key ways that UNESCO offers supports for programs and for courses to really integrate them at the program and courses level. The way we integrate them from the competencies level and learning objectives level into the implementation within the curriculum of the program is through these modules. So the Know Yourself module, the Explorer, making connections to your communities, learning, revising. So that's where they learn a lot of skills in terms of project management and facilitation and working with teams. And then they have the implementation and practice and then documenting and reflecting. So we do a lot of work around this area and if you're interested in this I'm happy to talk more about this and share some documents here. The competencies framework is also a good framework for evaluations. So if you are wanting to embed that in your course level or even the program level, you can use this as an evaluation framework and ask questions as you are developing your curriculum in terms of our learners able to work with interconnectedness or complexity in the systemic context are the communication skills being taught or are learners be facilitated to work well with others. So this has been proposed by Nourish, Viren Gandhi and others and here's a link to that article in terms of using it as an evaluation framework. Shantar, there's a quick question in the chat maybe to go back to slides I think just to show the maybe at the end but there was some interest in seeing the slide two slides ago. Two slides ago. The learning objectives? Charlotte maybe you can let us know which one you were hoping to see. Yes, thank you so much. That was the slide. I just I saw it quickly and I was hoping to just get a chance to note down some of them so that that's perfect. I've got it now. Thank you. Okay, and feel free to connect Charlotte and we can check more. So from here what what students are doing and so this is the learning of a curriculum and then as part of this program students work with community partners to develop their own projects their capstone project and here are examples of some of the student projects that that we have done in the past through the program. SDG Week is a week long conference that students put together in terms of really engaging with the SDGs through different lenses. Last year the students put together a visualizing circular economies so kind of visualizing the data that is available on campus and they did a hack-a-thon around that. Students a group of students have put together this interactive map that you can see up here and it's basically a sustainable consumption stores and businesses that are available in the Vancouver area near UBC. You can also see there is a climate and collective liberation project and this was a project that was done through the climate justice lens and the connections between climate justice and social justice and this has been done through a storytelling lens and if you wish to visit the webpage there is a website now and you can read these storytelling and use them as case studies in your own courses. So those are some of the projects. There are many more. In terms of how we integrate the curriculum within the leadership program we use a lot of transformative teaching approaches and they are from prioritizing student choice and self-reflection to designing reflective practices using place based or land based learning opportunities and community connections specifically to do with the projects and we integrate a lot of case studies and role-play storytelling narratives to really integrate some of these learning pieces within the program. I wanted to just share this slide and I'm happy to share this with you. These are just some of the examples that other faculty members have used in terms of integrating the SDGs in their own coursework and it's really just gives you some ideas to adapt your own courses in different ways. One of the ways that I have done is I in the teacher education program at UBC is through lesson plans and case studies to developing case studies and lesson plans and giving the students the choice to choose the SDGs that they would like to work on and connect that to the learning objectives of the of the course. So maybe we'll stop there. Maybe we can open the open for Q&A before we move to Jamboards. Tara, what do you think? Yeah I think that sounds great. We are maybe I'll put a link to the Jamboard in the chat so people can get it open and we're we were hoping to get us having a little bit more of an interactive session here so we'll put the link in the chat. But I definitely think this is a big framework so some questions would be great any sort of basic understanding or and yeah please let us know how we can help you. And I will also add that we will share a document that has all these links in the document. I'll share that with all the participants who registered for this workshop. Hi, thank you for the presentation. I have a question because I am a professor in computer science and I think I mean I could introduce some of these topics in my courses. I just wonder how they would be received since they are not really the the learning goals of my courses. So I was wondering if anybody has experience with introducing these topics and something that is like a bit further than you know forestry or or other things and see how that went and how that was received. That's a great question and I think one of the ways that I would tackle that question is even putting it asking the students themselves how they might see that this topic in this course might relate because I think often in my experience students can see the connections almost faster sometimes than those of us who might be more sort of stuck in the delivery of the education. I would also add that this link over here and this is also included in the handout that we will send out and this document really helps in if you are really interested in connecting your existing learning objectives to the SDGs. There is a section in there that really helps faculty members really connect the existing course learning objectives to the SDGs and there's a whole framework for that and steps so that might be helpful. Hi there, thank you so much for your presentations. I just have a question it might not be on the topic but I was wondering if any of you have any sort of insights on how we can adapt the SDGs or sustainability education to different age groups of learners especially because a lot of these contexts for your educational programming like botanical garden or forestry can be applied to different groups of people who might enjoy the benefits of this program. So all the way from obviously UBC students a post-grad post-secondary education to adult learning to even early childhood education. So what are your some of your sort of reflections if you have any on this generational gap that is kind of hidden a lot or ignored in planning for education as a whole? There's some links shared in the chat. I think Charlotte shared some some good links. I guess my my thought of any time we adapt the SDG education is getting very clear on who we're adapting it for and making sure that we understand what the needs of of the receiver are and I know there's amazing work of teachers in grade three having all their kids sort of signing up to the SDGs and so there's been real progress I think in lots of examples to see that it is a framework that can be translated to different audiences. Yeah and I would add that I agree with Charlotte B. The Change Earth Alliance has been doing a lot of work around SDGs lessons, lesson planning for educators in the key to 12 setting. There is another session that's happening in July specifically for key to 12 that might be more more relevant in this case if you're interested in key to 12 and there's there's a different approach of course in terms of integrating key to 12 versus course secondary. So do you do you have anything? Just to me I have a nine-year-old son who's at school here in Vancouver and they've just started doing issues related to sustainable development use the SDGs as a convening framework and it does provide a really neat way for people to think about issues of poverty, hunger and better land stewardship etc and I think the SDGs provide probably better than the end millennium development goals a much more relatable framework and I think society as a whole what we've gone through the last three years society's starting to think about these issues so much more and it's so much more receptive to you know learning more about some of these particular issues and not just in the context of forestry but in the context of their own lives in their own existence and I think that is the world has become an increasingly receptive to and educated about everything that's affecting them and I think the last three years has really highlighted issues of environment, poverty, inequality etc and I think the SDGs provide a flawed but very very good framework to start thinking about these things Should we move on to the Jamboard, Tara? Yeah that sounds great maybe you want to share your screen and we can look at the Jamboard and I believe that Julia you're still here I had one thought on your computer science course and one of the things that when you look at the SDGs and what we've even here at the botanical garden pulling together all our information information management is really challenging and understanding all of the interactions so I definitely see computer science as a as a field to help with information management of tracking the SDGs and showcasing the interlinkages between them so to the Jamboard now are you okay Shemta to share your screen on that one? We wanted to we have a few questions we were hoping to engage and get your input on and to get a sense I know some of you already shared in the chat but I think just as a quick rundown in terms of a Jamboard you can add in a post-it note on the left there and we were just hoping to go through these questions to get a better sense of how people are using SDGs if they are using them and as well as perhaps some of the barriers that you're facing in using them and then trying to see what type of resources and support would be of use to people doing so maybe we can do it in the starting in the chat and I know that we had people already share some of the courses that they're involved in teaching so page one of the Jamboard was getting a sense of what are people teaching we have engineering design look at this we got psychology welcome Karen I think we're working in a Jamboard we have just presented on the SDGs I'll put the Jamboard in the chat so you can join us there we go astrobiology that's great I think does the person who teaches astrobiology were they the one who also was talking about space great so I see there's a diversity of courses being taught here and and that's really great teaching in higher education I don't know what the PGCH is maybe maybe whoever wrote that might be able to let us know what that acronym means but there's youth workshops with the climate hub and the be the change which is great we have accounting libraries knowledge synthesis that's great so what we'll do if you haven't put your teaching areas post grad certificate in higher ed thank you Danielle appreciate that that's in the chat champ to so maybe we can add that afterwards just so we have it um great thank you for contributing we'll go to the next one which is is this is kind of a yes no so if you have been dabbling a little bit in uh and integrating the SDGs into your teaching or into your research um on the left you can you can please share with us how you have been doing that um and if not if this is a totally new topic and you're here today to figure and and consider it uh which SDGs are you sort of seeing the closest links to so seeing connections to goal 10 reduced inequalities and if anybody maybe we I know that there be the change you would sort of fall into the left hand side and I agree that the in terms of data analytics definitely a connection to them all um and like terry is using them as case studies you know trying to uh explore case studies of them as individuals and also them and in their network and how they work together oh that's a neat idea linking libraries to the SDGs and providing links for people working in these sectors very very interesting I again I I think information management is one of the challenges we face for sustainability and turning information management into information access so having the libraries uh very very important uh life under water life on land oh interesting we have um integration of the SDGs into community psychology uh really really uh I'd be fascinated to sort of know more about what that how you do that uh but it also looks like it might be difficult to integrate them into more traditional courses in psychology uh which are focused on individuals oh very interesting people are incorporating them in workshops uh which is great and I think workshops and sort of as micro places for people to learn about the SDGs is a a key piece and there's a few people looking at and seeing climate action is as relevant to teaching uh and I would say there's a direct link between climate action and psychology one of the barriers we have struggled with is in in terms of trying to mobilize climate action is understanding human behavior and some of the the barriers to two actions so that's great and there's an example of civic engagement in classes in workshops so connecting to goal 16 um I don't see anything else popping up maybe we can fast forward to the next one and this is this is a um an important one what prevents you what what are some of the barriers and the challenges that prevent you from integrating SDGs into your teaching I I feel like we heard uh a few in the questions around you know trying to see the links and understand the links uh as well as um one of the barriers might be how do you adapt the SDGs to different audiences that you might face if anyone else would be open to sharing some of what they see as their their barriers that prevent them or they think that might make it difficult for them to integrate uh the SDGs into their teaching please please share with us I know one of the barriers that we have faced in trying to develop programming for businesses is is really understanding our audience's needs um in realizing that perhaps what we think of their needs isn't what they would say is their needs so sometimes a bit of a mismatch between uh what we think our audience is is um thinking and versus what they are thinking uh there's a comment here about students not responding to them well uh oh interesting in that perhaps the SDGs might be slightly going off topic terry do you want to speak to that a bit do you have thoughts on that no it just goes back to my earlier point that I think would be surprised how much interest there would be even though it's off topic it's these are issues that affect all of us um I don't know um I've been involved in quite a few uh student activist uh events here in in the UBC as well and and feel of course that's a receptive audience but feel there's a lot of interest in these issues um across the the university and not just in forestry or environmental sciences um so I think maybe we shouldn't underestimate how much students would engage perhaps in these issues I agree I think students in my view have been the ones calling for more action in this area uh as well as I think uh because of it to me it links to the climate anxiety that we hear students facing um that and that seems to be across disciplines oh great yes some of these things are incredibly difficult to measure so it's hard to measure inequalities um the the evaluation and and for us at the garden we've just been going through this trying to evaluate our actions this is a very complex how do we localize the targets and the indicators is a huge huge challenge um oh interesting I like this that how do we integrate it into a process engineering design that is already quite dense packed um and students have a high workload and learn quickly what gets top and and and to me this is you know you're in engineering design I presume actually you're working in complex processes and systems um really really interesting to to see some of this feedback uh and seeing there that there's psychology's focus on individual psychology rather than collective psychology um yeah again there actually there's a great resource I can share uh on psychology and they looked at its um behavior change for conservation done by an organization called rare and they create uh and provide guidelines for how can we develop conservation programs that speak to the complexities of human behaviors from individuals to collective behaviors a top priority I see there is to reprioritize or give the SDGs some equal billing uh again yes we often see if if you're dabbling in the SDGs some are much more prominent than others um and I think that is a a key challenge we we see a barrier in library teaching in this one-off sessions and rather than sustained through a cohorted program and I think you know shampters program for the sustainability ambassador sort of shows a bit of a cohort and the value of groups coming together to explore these great and I think there's there's a number of um a number of great points here uh and thank you for for sharing that um please feel free if you think about anymore as we go to add them in Danielle sharing an iris s an irish SDG toolkit which is great there's there's a number of really uh interesting teaching tool kits and shamp to put together a great list of resources that will share out afterwards that um that can hopefully help you along your way depending on which discipline you're working with or which groups you're trying to engage um maybe we can move on to the last one and I in relation of what support and resources or tools there's I sometimes find it I I overwhelming actually there's a bit of analysis paralysis because there if you start to look into all the diversity of tools there's a lot out there um so I think uh what shampters pulled together or some sort of curated resources perhaps but if there's other things that would be helpful um please let us know is it is it uh what type of resources you might be looking for or how what are some practical things that that would help you integrate the SDGs into your teaching and if you know of any great resources please yeah feel free to share them that would be that would be great I know there's some courses um and I definitely think there's some instructors who are working together I think uh working uh and within your faculty or within your department uh and sharing best practices and case studies is really important I know I've learned a lot from other botanical garden educators when they share what did not work and I think it's very important at times to realize and to share those examples of when oh that framing didn't necessarily work or an activity didn't necessarily work so perhaps finding some colleagues that you might be able to brainstorm with and and share back might be a way of um helping to build a bit of momentum and and have you somebody to help you along the way this is the I think Shanta maybe we did the first one of these sessions in 2019 I believe um and actually that's where we met Terry and so um we we were sort of you know I know there's other people I think Cyprian was here he's left there's other staff and definitely other champions for this topic here at UBC uh and um so there is it I would say a growing network around this um if you can think of other resources that would be helpful please feel free to share them and uh Shanta back to you I think this I think that brings us to the end of our wiki not wiki our um yam board yes um no that was that was great thank you everyone for sharing um this is this is going to be very useful for us uh as a sustainability hub in terms of what how we can help support some of the faculty um on campus I just wanted to quickly show you what we will share what's coming your way uh via email um so this is this is the document that we've been talking about we will share this with you it's kind of categorized under tools lessons teaching resources um university ranking general information there are some key books that I find helpful and interesting um there are some articles and reports some of the the new ones that came out recently and also some of the other key ones here as well as some of the MOOCs and and networks that that you can find some uh support from so we will share this um through email uh with all the restaurants for this for the session so you'll have that plus feel free to to get in touch if you want to connect with any one of us we'll be here for another few minutes if you have any questions uh but thank you so much for joining us and for participating