Nominations for Two At Large Positions on the Lakehead University Sustainability Stewardship Council

Attention Staff and Faculty:

Are you interested in strengthening sustainability at Lakehead?

Lakehead University is looking to fill two At Large positions to act as a representative to the Lakehead University Sustainability Stewardship Council (LUSSC). The term is for two years and the LUSSC will meet quarterly.

This notice serves as an open call for interest from staff and faculty to fulfill the role as an At Large representative to the LUSSC for the year of 2017/2018 and 2018/2019. Self-nominations are welcome.

Please email your interest to serve to Ledah McKellar, Sustainability Coordinator: coordinator.sustainability@lakeheadu.ca, by November 1, 2017.

Details
Sustainability is a diverse, global movement in society, economics, environment, and in higher education. At Lakehead University, sustainability is considered in a pluralistic and inclusive way, encompassing human and ecological health, social justice and equity, secure livelihoods, workplace well-being, and leadership for vibrant and resilient communities. Lakehead University aspires to make sustainability a shared priority in all sectors of university life.

The Sustainability Stewardship Council provides a forum for students, faculty, administration, and community members to create Lakehead University’s unique sustainability profile by examining key sustainability issues and developing and implementing a sustainability action plan impacting all sectors of the University at its Thunder Bay and Orillia campuses.

Thank you very much for your interest in participating in the Sustainability Stewardship Council.

Nominations for Student Representatives on the Lakehead University Sustainability Stewardship Council

Attention Students:

Are you interested in strengthening sustainability at Lakehead?

Lakehead University is looking for four students from Thunder Bay and two from Orillia to act as a representative to the Lakehead University Sustainability Stewardship Council (LUSSC). The term is for one year and the LUSSC will meet quarterly.

This notice serves as an open call for interest from students to fulfill the role as a student representative to the LUSSC for the year of 2017/2018. Self-nominations are welcome.

Please email your interest to serve by including a 250 word statement describing your interest in sustainability and participation on the LUSSC to Ledah McKellar, Sustainability Coordinator: coordinator.sustainability@lakeheadu.ca, by November 1, 2017.

Details
Sustainability is a diverse, global movement in society, economics, environment, and in higher education. At Lakehead University, sustainability is considered in a pluralistic and inclusive way, encompassing human and ecological health, social justice and equity, secure livelihoods, workplace well-being, and leadership for vibrant and resilient communities. Lakehead University aspires to make sustainability a shared priority in all sectors of university life.

The Sustainability Stewardship Council provides a forum for students, faculty, administration, and community members to create Lakehead University’s unique sustainability profile by examining key sustainability issues and developing and implementing a sustainability action plan impacting all sectors of the University at its Thunder Bay and Orillia campuses.

Thank you very much for your interest in participating in the Sustainability Stewardship Council. 

News Release on What Can We Do About Mercury In Our Water Panel Discussion: February 28, 2017 – Thunder Bay, ON

Decades-long contamination of the Wabigoon-English River system in the Kenora area has been an ongoing environmental and medical concern for the nearby First Nation communities, but high levels of mercury is an issue that impacts more than any one place, researchers say.

“It’s not just a local area or a local source that’s causing the contamination,” says Dr. Peggy Smith, Lakehead University’s Interim Vice-Provost (Aboriginal Initiatives) and an associate professor in Natural Resources Management.

“It’s a universal problem.”

The impact of high levels of mercury will be the subject of a roundtable discussion on Monday, March 6 as part of Lakehead’s Research and Innovation Week activities.

“It’s a persistent issue that we’ve known about since the 1960s,” explains Dr. Michael Rennie, one of the speakers.

“We know there are issues with mercury poisoning — how it’s transported — yet we’re still in a situation where we can look around at different parts of the world, including Lake Superior, and see that mercury concentrations in fish are still on the rise. What do we need to do about that? Should we be concerned and how much should we be concerned?”

Rennie, an assistant professor in Lakehead’s Department of Biology, is Canada Research Chair in Freshwater Ecology and Fisheries.

Along with Rennie, the roundtable speakers are:

  • Dr. Peter Lee, director of Lakehead’s Environmental Laboratory and Aquatic Toxicity Research Centre. He specializes in wetlands ecology, plant nutrient requirements and aquatic toxicology. He’s been involved in the study of mercury contamination along the Seine River.
  • Dr. Brian Branfireun, a Canada Research Chair in Environment and Sustainability, holds posts in Biology and Earth Sciences at London’s Western University. He has conducted research at the Experimental Lakes Area and is involved in discussions regarding clean-up of the Wabigoon-English River system.
  • Judy Da Silva is an environmentalist and member of the Grassy Narrows First Nation.

Smith will serve as moderator.

Grassy Narrows, located 80 kilometres north of Kenora, has suffered the effects of airborne emissions of mercury and effluent discharge into the Wabigoon-English rivers dating to the 1960s from a Dryden paper mill. One study says 90-per-cent of residents there and at nearby Whitedog First Nation show symptoms of mercury poisoning.

“It’s had bad health effects throughout the community,” Da Silva says. “We’re being diagnosed with different diseases, all mercury-related.”

She said about half the members of her community are afflicted in some obvious way, with the most extreme cases suffering from dementia, ALS and Parkinson’s.

“The general feeling on the reserve is that of an underlying, slow sadness and hopelessness,” Da Silva says.

Mercury contamination is also an ongoing issue with old iron ore mines, such as the open pits near Atikokan, as well as coal-fired power plants. A U.S. study released last fall found mercury contamination is widespread across western North America in the air, soil, lake sediments, plants, fish and wildlife.

 “There is,” Rennie says, “a human health issue here that people need to worry about.”

The sustainability roundtable discussion, titled What Can We Do About Mercury in Our Water?, is set for Monday, March 6, from 7-9 p.m., at the Thunder Bay Art Gallery.

The public is welcome. 

Event Information

Date: Monday, March 6
Time: 7 to 9 pm
Location: Thunder Bay Art Gallery

Refreshments will be served at 6:30 pm. 

This event is made possible with generous support from:

Aboriginal Initiatives, Research Services, the Faculty of Science & Environmental Studies, the Faculty of Education, the Faculty of Natural Resources Management, the Faculty of Health & Behavioural Sciences, the Faculty of Social Sciences and Humanities, and the Thunder Bay Art Gallery.

Round Table Discussion: What Can We Do About Mercury in Our Water?

Mercury Poster information

Exploring Place with an Alternative Campus Tour

In the Fall 2015/Winter 2016, Dr. David Greenwood (Canada Research Chair in Environmental Education) and three graduate assistants (Leanne Bazdarick, Muga Miyakawa, Gemma Romano) in the Education Faculty conducted a research project around the theme of place. The project was funded by the Centre for Place and Sustainability Studies via the Faculty of Education and a SSHRC grant. The research began with the three graduate assistants developing an “alternative” campus tour. Their work has been inspired by Dr. Anders Sandberg who runs a similar project at York University. This alternative tour engages participants (students, staff, or faculty) to critically think about how various sites on campus relate to sustainability. It is designed to open space for discussion around how a particular place came to be, the multiple perspectives of that place, and different human and more-than-human experiences and stories of that place. In doing so, it enhances community engagement and encourages people to think critically in the role they play as place-makers.

In considering relationship to place, the research project was taken to a first and fourth-year undergraduate course. Both classes were given assignments that explored questions around how the university community engages with the campus as a place, and what meaning the place has to them.

The first year undergraduate class (approx. 30 students) from the school of Outdoor Recreation, Parks, and Tourism (ORPT), visited a site of their choice within campus and were instructed to reflect on their personal relationship to the place using 500 words and a photo. They did this twice to see how their experience changed.

The fourth year undergraduate class (approx.  20 students) also from ORPT, came up with proposals to engage the student body around place and relationship to place. Ideas included a geocaching activity, a database for sustainability events and activities, and a living mural in a high-traffic hallway of the history of Lakehead.

The experiences with the two classes are being used to publish an academic paper.

The alternative campus tour is still being developed and will be further funded by the Office of the Provost and VP Academic/Office of Sustainability. It will be offered as an orientation activity in Fall 2016. The project acknowledges that ‘big picture’ sustainability requires a culture shift that goes beyond facts and figures, and rather calls on individuals to reflect on their personal connection to, and impact on, the places they inhabit.

Group of students outside

American Researcher to Interview Hunters, Anglers and Others about Impact of Climate Change

See whole CBC article here.

From Boreal Heartbeat:

"How does climate change affect our well-being?

We know that there will be many changes in our natural environment. In Ontario, milder, shorter winters may lead to earlier snowmelt, less ice cover, and changing rainfall patterns. We may see more extreme weather events, more insect and disease outbreaks, forest fires and fewer cold water species of fish (source). 

But how will we, the people of Ontario, be impacted?

Boreal Heartbeat is a study that will document the experiences of people who "live close to the land," in the Lake Superior basin of northwestern Ontario. Our team will be interviewing hunters, trappers, fishermen, farmers, herbalists, and people working in forestry and the tourism industry about their connection to place, their own observations of climate-related changes in the region, and the ways those changes have impacted them personally."

Cultivating Leaders in Sustainability and Environmental Education - Teacher Education

The Faculty of Education at Lakehead University recognizes that sustainability is one of the biggest challenges of our times. By including sustainability content in the curriculum, future​students​ will have access to teachers who are literate and knowledgeable in this field. Lakehead University is providing leadership in this area by being one of the first universities in Canada to offer a Climate Change Pedagogy course to teacher candidates.

In 2013​/2014​ Lakehead University began offering Climate Change Pedagogy as a course in the Faculty of Education at both the undergraduate and graduate level. Climate Change Pedagogy is a special topics course. It explores climate change as a defining issue for educators, students, and citizens. It inquires into how humans – including teachers – can effectively engage with climate change as an environmental, economic, political, and social justice issue.

This course is meant to develop our capacities as engaging and effective climate change educators. Bringing together theory and practice, the course will consider questions such as: What responsibility do educators have to engage with climate change? Do we hope our students will change private-sphere behaviours or become active politically as a response to climate change? How do we balance teaching about the negative impacts of climate change with the opportunities responding to climate change presents? How can teachers teach about issues of politics, science, and ethics in our classrooms? Which is most important? What role can educators play in shaping a living future?

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