A Selection of MOOCs on Sustainability and Ethics for January 2018 (Part 1 of 2)

Every year there is an increase in the number of MOOCs (Massive Open Online Courses) available on sustainability topics. These courses are available for free online and open to anyone with an interest in the topic, lasting between three and fourteen weeks and taking three to eight hours per week to complete. Below is a selection of such courses starting in January 2018, listed by topic, from primarily PRME signatory schools.

Foundations of Development Policy: This course uses economic theory and data analysis to explore the economic lives of the poor, and the ways to design and implement effective development policy. MIT – starts February 6 2018.

The Challenges of Global Poverty: This course uses economics to understand some of the root causes behind underdevelopment and the constraints and trade-offs the poor face when making decisions. It also looks into anti-poverty strategies and policies. MIT – Starts February 6 2018.

What are the Sustainable Development Goals – This course provides a brief introduction to the Sustainable Development goals, what they are, how they came about, the goals and targets themselves as well as next steps and our role. Gowi – starts now.


Social Norms, Social Change: This course is on social norms, the rules that glue societies together. It teaches hot to diagnose social norms, and how to distinguish them from other social constructs, like customs or conventions. Unicef – starts January 1 2018.


Children’s Human Rights – An Interdisciplinary Introduction: This course combines law, psychology, sociology, history, educational and health sciences, economy and anthropology to explore critical issues concerning children’s rights. University of Geneva – starts January 8 2018.


Women in Leadership Inspiring Positive Change: This course aims to inspire and empower women and men across the world to engage in purposeful career development and take on leadership for important causes – to lead change with more conviction and confidence – and improve our workplaces and communities for all. Case Western Reserve University – starts January 8 2018.

Droi International de L’Eau Douce (course in French) – This course explores the laws that regulate and produce freshwater and the responsibilities of different stakeholders. University of Geneva – starts January 1 2018.


Sustainable Energy: This series of courses explores the complex nature of energy generation, distribution and supply and the challenges of transitioning to a sustainable energy future. University of Queensland – starts January 23 2018.

Energy Principles and Renewable Energy: This course provides an introduction to the language of energy, key scientific principles that underpin energy systems, future energy challenges and available renewable energy options. University of Queensland – starts January 23 2018.

Just Money: Banking as if Society Mattered: This course explores how banks can use capital as a tool to promote social and environmental wellbeing. MIT – starts March 7 2018.

Supply Chain Innovation: How Technology Can Create a Sustainable Future: This course looks at new technologies and how they can make supply chains more sustainable. It also explores global trends in global and supply chain innovation. University of Twente – starts now.

Debt Sustainability Analysis: What are the tools to access debt sustainability? How can countries effectively manage their sovereign debt? To answer these questions, this course combines theory with hands-on exercises. IMF – self paced.

From Corporate Social Responsibility to Corporate Social Innovation: Based on real-world experiences from business leaders, learn how to develop and lead social innovation initiatives that create both economic and social value. Babson – starts January 16 2018.


Part 2 will be posted tomorrow.

2017 Good Practices in Responsible Management Education (Part 2 of 2)

In this, the second part of a two part end of year review, we look at some of the examples featured (roughly) organised around SDGs 10 to 17. Simply click on the links to read the full article. To read part one click here.

The month of June was a Special Feature month focused on SDG 10 Reduced Inequalities. In Australia the University of New South Wales organises a yearly event that aims to lead the debate and shape public discourse on some of the most important issues facing humanity called Tackling the Grand Challenge of Inequality. For the past few years several Signatories have been engaged in working with refugees living within their countries following the 2015 “Call to Action-Mobilizing the Academic Community Action in Response to the Refugee Crisis” and starting to share their experiences and successes including the student initiated Consortium engaging refugees at Leeds School of Business in the US. This also includes Hanken School of Economics in Finland where several programmes are underway to that aim to help integrate educated asylum seekers into Finnish working life.

The month of May was a Special Feature month focused on SDG 11 Sustainable Cities and Communities. During the month we saw several examples of schools engaged in making their communities more sustainable. Monash Business School is engaging their students in the SDGs through an online platform called Take One Step. In response to not only SDG 11 but also the European Union strategy “Europe 2020”, Warsaw School of Economics in Poland launched a research project called Eco-Innovations in Cities that resulted in a specialisation now offered at the school. In Italy at Universita Ca’Foscara Venezia, interdisciplinary teams of students are working together to develop innovative business ideas to make the region of Treviso more sustainable. UWE Bristol celebrated its home city being named the European Green Capital in 2015 by collaborating with not just the city but a range of other organisations to make the year as successful and impactful as possible. Interdisciplinary teams at Kemmy Business School in Ireland worked together for five weeks to see how they could make the city of Limerick stronger, coming up with not just solutions but implementation plans as well.

The University of Fraser Valley offered up a great approach to embedding sustainability into existing courses, in this case their Business Research Methods course which is mandatory for all students. We featured the Breakthrough Innovation Challenge and how it offered students a chance to collaborate with Global Compact companies to build sustainable business models and solutions powered by disruptive technologies. In May we also took a look at how different schools are engaged in sustainable tourism initiatives in recognition of the 2017 United Nations International Year of Sustainable Tourism for Development. This included courses, research projects, publications, experiential learning opportunities, partnerships, events to name but a few examples.

A growing number of resources are being created around the Sustainable Development Goals and we have tried to share many of these with readers. Earlier in the year we looked at a list of useful resources around the Sustainable Development Goals that are good as a starting point. We looked at a range of resources developed by the Global Compact focused on business as well as a two part series on resources for SDG 1 to 9 and another from 10 to 17. Sobey School of Business also shared with us how they created an online resource collection around PRME for use by their students, faculty and beyond.

Because of the importance of the Sharing Information on Progress Report within the PRME network, several posts focused on how Signatories are reporting on their efforts, in particular relating to the SDGs. We looked at how visuals are used in SIP reports as a way of clearly organising data and engaging readers. Another couple of posts looked at how Signatories are starting to report on the SDGs, outlining a range of approaches including the approaches from the schools that received the first Recognition for Excellence in Reporting on the SDGs at the PRME Global Forum. There were also posts looking at why SIP reports should be taken seriously as well as 8 Resources to help Signatories integrate the SDGs into their SIP reports. KU Leuven Faculty of Economics and Business in Belgium shared their experiences engaging their students in creating a materiality index of important sustainability issues to the School which was included in their SIP. Boise State University has students working to create the whole SIP report and their report was recognised at the Global Forum with a Excellence in Reporting Recognition.

Increasingly Schools are collaborating with each other and with a range of other stakeholders around the SDGs. For example the PRME Chapter Nordic worked together to create a special Ph.D. course that engages students from the different school on sustainability and CSR. Lagos Business School in Nigeria launched a Private Sector Advisory Group that brings together leading Nigeria businesses to explore how to reach the SDGs there in collaboration with the UN and government. In March we featured a number of ways that Signatories can engage their students in sustainability projects developed with partners of PRME including through AIM2Flourish, the WikiRate Project that invites students to analyse company sustainability reports and the oikos-PRME Research Hub where students can share their sustainability related research.

2017 Good Practices in Responsible Management Education (Part 1 of 2)

This past year was a big year for the Principles for Responsible Management. As a network of networks we celebrated our 10th anniversary including an opportunity to come together and look both back and forwards at the PRME Global Forum in July 2017 in New York City. This year was also the second year that the Sustainable Development Goals have been in effect, including a significant increase in the impact that management education is having in the realisation of these Goals. Many of this past year’s PRiMEtime posts have highlighted this collective impact.

This is the 6th year that I write PRiMEtime. I started this blog in 2011 in collaboration with the PRME Secretariat as a way of showcasing all of the exciting initiatives that Signatories were taking part in. Not only has this shown schools and the business community what is possible but in many instances this has also helped raise awareness of these initiatives within the schools and helped the individuals involved receive more support internally. Thank you to all of the individuals who are not only driving these initiatives but who took the time to share their stories here. PRiMEtime is now a database of good practices from around the world with over 1000 examples of how management education is embedding sustainability the Principles into their work.

This year 60 new articles were posted featuring over 100 examples from more 90 different Signatories in 27 countries. We have also introduced a number of Special Feature Months providing a more in-depth look at how schools are approaching a specific SDG. In this 2-part year-end post we review the examples featured this year, (roughly) organised around the SDGs. Simply click on the links to read the full article.

I look forward to another year of featuring your initiatives. Please feel free to email me your suggestions as well as any requests for 2018.

Many signatories provide opportunities for their students to work on projects to better their local communities. One example featured was the I’m the Change Initiative from the Institute of Management Technology in India which is a mandatory programme for all students. Many Signatories organise awareness raising events and conferences during the school year focused on PRME and sustainability. At the University of Greenwich Business School their full day conference focused on “Shaping Business Opportunities in a World of Uncertainty” not just organised by students but is organised as part of the requirements for one of their courses.

Students have always been, and will continue to be an important driver of PRME and sustainability on campus. At FEA-RP/USP in Brazil the Sustainable Student Organisation Awards promote and recognise projects that benefit the school and the local community. Students at Universidad EAFIT in Colombia are exploring solutions to local SDG challenges through a range of projects on campus. Copenhagen Business School is looking at a range of ways to really embed sustainability into their campus with the support of a new Sustainable Infrastructure Taskforce.

On PRiMEtime we regularly post blogs summarizing the lists of MOOCs on sustainability topics offered by Signatories. Many of these MOOCs are either available on an on-going basis or have regular start dates so even past posts provide a good resources. If you are planning a MOOC for 2018 please email so this can be included in the next post in January. For 2017 this included a selection of the MOOCs available in Winter 2017 focused around economic, social and environmental issues as well as in September 2017 focused around strategy, cities, social impact, funding and ethics. An update of a very popular post on Primetime from several years ago focused on how to use online games to engage in sustainability was also shared. It provides links to a number of online games that can be used in the classroom organised by SDG.

A post in March also looked at What Students Think About Responsible Management Education outlining a number of insights pulled from a recent survey on students views on sustainability in business education. Another post that came out just before the PRME Global Forum looked at why Management’s Education’s Role in the SDGs isn’t limited to providing quality education and how there are many different ways that Schools can and should engage.

Several posts included projects that tackle SDG 5 around Gender Equality but two focused in on the topic. Students at Slippery Rock University in the United States were the catalyst to creating a new Centre on campus that focuses on development female business leaders. Through their Diversity Institute, Ted Rogers School of Management at Ryerson University in Canada has been focused on ensuring that management education is accessible and every student is empowered to achieve his or her full potential.

Once again this year faculty from Signatory schools shared examples of companies within their countries that are considered sustainability leaders, companies engaged in a range of activities across all SDGs. Featured sustainable business examples for 2017 included:

Australia: Kindling, Crepes for Change, eWater Systems

Brazil: Votorantim Cimentos, CPFL

Canada: Net Zero Waste, EcoDairy, Nature’s Path Foods, Magnet, Sharbucks Canada, Scadding Court Community Centre, Telus, Stantec, Nova Scotia designer Tabitha Osler

Colombia: EPM, Grupo Sura, ISA

India: Jayaashree Industries, Goonj

Nigeria: Wecyclers, Adcem Healthcare, Doreo Partner’s Babban Gona

Poland: Izodom 2000, Solaris Bus & Coach, Seedia

South Africa: Zoona, AllLife Insurance, GreenCape

Sweden: Filippa K, Max Hamburgers, Axel Johnson AB

UK: Triodas Bank, Bordeaux Quay, Resource Futures, Low Carbon SW, Eunomia

The month of October was a Special Feature month focused on Impact Investing and how schools are engaging in this topic in particular within the Finance curriculum. A range of resources on Impact Investing were presented as well as a summary of ten ways schools are bringing Impact Investing to campus featuring specific examples from ten different signatories including Tsinghua University in China and ESADE Business School in Spain to name but two. Smith School of Business in Canada shared their experiences training the next generation of impact investing professionals through their Social Finance Academy. Sauder School of Business presented their approach to promoting impact investing not just within the business school but externally as well. Impact Investing Competitions organised by different business schools around the world including a more in-depth feature on not just the competition at IESE but also their newly launched student managed impact investment fund. We finished off the month with a special look at the University of Cape Town’s work on promoting impact investing in the African Context and training a new generation of leaders in South Africa and beyond.

Sustainable Business Examples from Around the World – Canada, South Africa and the UK

As businesses become more engaged in sustainability around the world, we are presented with an increasing range of examples of active companies. However, when I speak with students and faculty, they say that they often hear about the same examples from the same international companies over and over again.

In an attempt to share some new best practice examples, I asked a handful of faculty members from around the world about their favourite classroom examples of local companies that are actively involved in sustainability. Here are some examples from Canada, South Africa and the United Kingdom.

Georgina Gough, UWE Bristol, UK

Triodos Bank is a global pioneer in sustainable banking, using the power of finance to support projects that benefit people and the planet. They act as a sustainable service provider, have a range of innovative banking products and also aim to stimulate and lead public debate on issues including quality of life, social and environmental development and sustainable banking.

Bordeaux Quay is an award-winning restaurant and cookery school founded and run as a sustainable enterprise. They are focused on buying local, seasonal, organic, using ethically sourced ingredients, reducing consumption of fossil fuels and agrichemicals. Their building also represents their sustainability focus: a repurposed docks warehouse, with the restaurant reusing as many original materials as possible.

Resource Futures is a national organisation founded in Bristol enhancing practice in resource utilisation and supporting the move to a circular economy.

Low Carbon SW is a trade organisation covering Southwest England supporting the business development of the regional low carbon sector.

Eunomia is a highly-respected Bristol based environment and sustainability consultancy.


Aunnie Patton Power, University of Cape Town, South Africa

Zoona is a mobile money operator that is facilitating money transfers in Zambia, Mozambique and Malawi and planning to grow to additional markets.  They are employing thousands of young women as tellers in their Zoona booths and lowering the cost to send, save and soon borrow money in Africa.

AllLife Insurance offers affordable life insurance and disability cover for HIV-positive and diabetic people in South Africa. Their model essentially took a segment of the population that insurers saw as a liability and built a business model around providing value for individuals and helping them improve their lives.  They work closely with their patients to ensure they have longer life expectancies and maintain healthy lifestyles.  They’ve been so successful they are expanding up to the UK.

GreenCape is a special purpose vehicle, which was established by the Western Cape Government to support businesses and investors in the green economy by removing barriers to establishment and growth. They also support local, provincial and national government efforts to build a resilient green economy.  As a quasi-governmental entity, Green Cape has been able to facilitate deals, growth and opportunities in the green space in the Western Cape.


Georgia Atkin, Sobey School of Business, Canada

Telus, a Canadian telecommunications company, has been doing impressive work in the area of green buildings: in 2015, TELUS opened its new LEED Platinum certified head office, the TELUS Garden. The TELUS Garden uses solar panels to generate 65,000 kWh annually, and utilizes a District Energy System to recover waste energy from neighbouring buildings, reducing reliance on conventional energy sources by 80 per cent.

Stantec, an international design and consultation company, has some great ongoing sustainability initiatives. Alongside donating funds to community arts, education, health, and environmental projects, the company also holds an annual ‘Stantec in the Community Day’, where company employees are encouraged to volunteer their time at community initiatives. In 2016, 8000 Stantec employees contributed 16,000 hours of volunteer work at 250 locations.

Nova Scotia designer Tabitha Osler recently launched a company called Faire Child, which is preparing to manufacture sustainably-made waterproof outerwear for children. Her products promise to be innovative in their low environmental impact: the clothing uses a polyester fabric made from recycled polyethylene terephthalate (PET) bottles, and every piece of clothing is designed to be recycled again at the end of its lifespan.

Resources for the 17 Sustainable Development Goals – December Edition – Part 2 of 2

There are a growing number of excellent resources around the 17 Sustainable Development Goals, many of which can be used in the classroom or to inspire activities within University and Business School campuses. In this new series we will regularly feature a range of different resources that can be used to engage in, and raise awareness of the 17 SDGs. If you are creating new resources or have any favourites please send them so they can be featured as well. Part 1 featured resources for Goals 1-9 and part 2 will feature resources for Goals 10 through to 17. For more Primetime posts related to the SDGs click here.

Indigenous Peoples: The Business Reference Guide to the United Nations Declaration on the Rights of Indigenous Peoples helps business understand, respect and support the rights of indigenous peoples by illustrating how these rights are relevant to business activities. There is also a compilation of case studies of business practices that is available as a supplement to this report.

Local Governments for Sustainability: ICLEI is the leading global network of cities, towns and regions committed to building a sustainable future. With over 1500 members, representing over 25% of the global urban population, the communities that are part of the network are working to become sustainable, low-carbon, resilient, ecomobile, bio diverse, resource-efficient and productive, healthy and happy with a green economy and smart infrastructure.

Clearing house on Sustainable Consumption and Production: The 10-year framework of programmes on sustainable consumption and production patterns is a global framework of action to enhance international cooperation to accelerate the shift towards sustainable consumption and production in both developed and developing countries. Guided by UN Environment, the framework also acts as a clearinghouse for information on how organisations are working across regions and sectors.

Caring for Climate: The UN Initiative for Business Leadership on Climate Change endeavours to help prevent a climate change crisis by mobilising a critical mass of business leaders to implement and recommend climate change solutions and policies. Companies who sign up set goals, develop and expand strategies and practices, and publicly disclose emissions. The Initiative also produces a range of additional resources including The Business Case for Responsible Corporate Adaptation.

Communities of Ocean Action: There are several communities of action including coral reefs, international law, mangroves, coastal ecosystem management, marine pollution, ocean acidification, scientific knowledge, blue economy and sustainable fisheries. Each community is producing their own resources and organising webinars and meetings globally. Stakeholders, including the private sector, are currently being invited to register voluntary commitments aiming to contribute to SDG 14 here.

The Importance of Conservation: The International Union for Conservation of Nature (IUCN) offers a range of tools organised by industrial sector, relating to biodiversity including for agriculture, apparel, cement, extractives, finance, renewable energy and tourism. This includes tools on biodiversity-based microenterprise development, conservation finance and biodiversity offsets. They also have a tool online that explores the links between conservation and all 17 Goals.

Monitoring Corruption: Transparency International, a global coalition against corruption, has produced a resource guide on Monitoring Corruption and Anti-Corruption in the Sustainable Development Goals. The guide is intended to explain the role of civil society organisations in monitoring corruption in the SDGs, as well as how to identify potential indicators and data sources for this purpose. The guide also has several country examples.

Partnerships for SDGs Online Platform: This online platform provides global engagement for multi-stakeholder partnerships and voluntary commitments from all stakeholders developed to support the implementation of the Sustainable Development Goals. It is an interesting resources to see how different groups are working today and some projects that universities may be able to contribute to.

Resources on the 17 Sustainable Development Goals – December edition – part 1 of 2

There are a growing number of excellent resources around the 17 Sustainable Development Goals, many of which can be used in the classroom or to inspire activities within University and Business School campuses. In this new series we will regularly feature a range of different resources that can be used to engage in, and raise awareness of the 17 SDGs. If you are creating new resources or have any favourites please send them so they can be featured as well. Part 1 will feature resources for Goals 1-9 and part 2 will feature resources for Goals 10 through to 17. For more Primetime posts related to the SDGs click here.

Assessing Bottlenecks: With the SDGs, the question is: What are the actions that will take us forward more quickly across a broader range of interlinked goals? This report explores the interlinkages and integrated nature of the SDGs and the need to go beyond silos to taking an integrated approach to development interventions. The SDG Accelerator and Bottleneck Assessment tool development by the UN Development Programme explores these.

Zero Hunger Challenge: The Zero Hunger Challenge reflects five elements from within the SDGs, which taken together, can end hunger, eliminate all forms of malnutrition and build inclusive and sustainable food systems. Stakeholders including universities can become participants of the Challenge by making a commitment to take action that will have a demonstrable, quantifiable impact. The challenge website also offers a range of resources and videos that can be used to create your own version of the Zero Hunger challenge on campus.

Human Rights and Business Dilemmas Forum: This site includes a series of dilemmas and case studies that were developed to support efforts by business to respect human rights in their operations and supply chains. Cases are focused on a number of topics including living wages, working hours, human trafficking, doing business sin conflict affected countries and indigenous peoples’ rights.

World Youth Skills Day: Youth are almost three times more likely to be unemployed than adults and are continuously exposed to lower quality of jobs, greater labor market inequalities, and longer and more insecure school-to-work transitions. This is particularly the case for women. The 15th of July ,World Youth Skills Day, aims draw special attention to this issue. UNESCO has developed a special kit with a range of videos that can be used.

Women’s Empowerment Principles: Over 1,000 business leaders have adopted the Women Empowerment Principles that are used to empower women in the workplace, marketplace and community. The site includes a Gender Gap Analysis Tool to help companies identify strengths, gaps and opportunities to improve their performance eon gender equality as well as a series of resources that can be used in the classroom.

Guidance for Companies on Respecting the Human Rights to Water and Sanitation: This resource provides companies with practical measures on how to bring a human rights lens to their existing corporate water stewardship practices. It is on of several publications provided by the CEO Water Mandate, a group of companies working to develop, implement and disclose water sustainability polices and practices and sharing best and emerging practices.

Sustainable Energy for All: The site includes information to indicators for sustainable energy that give policy makers and investors detailed country-level insights for levelling the playing field for sustainable energy worldwide. ‘Heat maps’ available on the site, combine and analyse some of these data sets to show leaders where they can make the biggest and fastest inroads towards the SDGs.

Decent work and the 2030 Agenda for Sustainable Development: The International Labour works to set labour standards, develop policies and devise programmes promoting decent work for all. Their site offers a range of resources around decent work and the 2030 Agenda for Sustainable Development, a cross cutting theme that impacts and is impacted by many of the other SDGs. They also have a number of Notes on specific issues such as green jobs, national employment policies, skills and engaging the private sector on decent work.

The Equator Principles: The Equator Principles is a risk management framework, adopted by financial institutions, for determining, assessing and managing environmental and social risk in projects. It is primarily intended to provide a minimum standard for due diligence to support responsible risk decision-making. It currently covers over 70 percent of international Project Finance debt in emerging markets.

Creating an Online Resource Collection Around PRME – Sobey School of Business

In order to assist students and staff in engaging in the Sustainable Development Goals and PRME more broadly, Sobey School of Business at Saint Mary’s University in Canada launched the Sobey School PRME Library, a curated online collection of educational resources related to ethics, sustainably, social and environmental issues within and beyond business. I spoke with Georgia Atkin, newly appointed PRME Coordinator at Sobey School, about this exciting project. 

What is the Sobey School PRME Library?

The Sobey School PRME Library is an online collection of links to over 500 PRME teaching resources: books, journal articles, videos, teaching games, simulations, case studies, student projects, newsfeeds, pedagogical research and more. It was developed in partnership with the Patrick Power Library, using the Springshare LibGuides platform. We’ve organized resources according to business school departments and discipline-specific subtopics, and every item is labeled with the relevant SDGs. Due to copyright restrictions, the full text of certain resources (e.g. books and journals) is only directly available to Saint Mary’s University users, but references and bibliographic information are accessible to all.
Why did you decide to put together these resources?

We wanted to develop a tool that would empower educators to find the materials they needed to incorporate PRME and the SDGs into their coursework. The PRME Library collection was made for that purpose, with the knowledge that many faculty and educators struggle with busy schedules and limited time for scouring the vast numbers of resources available.

What has been the response?

It’s a little too soon for us to know the full impact of the PRME Library, but most of the early feedback has been positive. We had over 1200 online views in the first month! I’m excited to see what happens as the project develops further. We strongly encourage users to share their thoughts and experiences with us, and I can be contacted directly via the ‘Email Me’ button under my photo on the bottom left of the PRME Library homepage.

We introduced the PRME Library to new faculty members at the Sobey School recently, and they responded with interest and excitement. I’m hopeful that the collection will inspire faculty and other educators to add something new to their teaching style and content. I have also been contacted by outside organizations and institutions who are responding positively to having their work featured in the collection, and I think this project will help create stronger relationships between the Sobey School and other members of the PRME community.

What are some of your favourite resources on the site, anything you want to highlight? 

It’s tough to choose a favourite, but I’m personally excited by resources such as WikiRate, AIM2Flourish, and Sourcemap, which all encourage users to actively engage with real-life companies and the SDGs. I have also located a number of thought-provoking books, papers, cases and videos on the topic of Indigenous issues and Indigenous leadership in business, and users can find these items across the different business discipline sections of the PRME Library. I’m eager to see these resources grow, and I welcome suggestions for more teaching materials focused on business and Indigenous peoples.

One final highlight is our PRME Newsfeeds page, which I created by locating PRME-related RSS feeds from almost a dozen business news publications. These RSS feeds are updated automatically every day, providing users with current headlines relating to business and ethical, social and environmental issues.

What advice would you have for other schools thinking of putting something similar in place or looking to use yours?

For other schools thinking of developing a similar collection, I would advise consulting with faculty first to learn what types of resources they might find most helpful. I received lots of great content suggestions from Sobey School faculty during the initial development of the collection, and this input will continue to have an impact on how the project develops over time.

What’s next for the initiative?

The collection will continue growing as new resources become available. Users are welcome to submit resource suggestions using the “Suggest a new PRME resource” online form. I’ve just created a ‘What’s New?’ page, where visitors can check to see a list of all the latest additions to the collection.

How else is Sobey engaging in the SDGs?

In April 2016, the Sobey School held a faculty session on PRME and the SDGs. Faculty members in attendance made a commitment to incorporate some SDGs in their courses the following year. When I was hired as PRME Coordinator in the summer of 2017, I completed follow-up interviews with faculty, assessing the progress made on their SDG commitments and asking them about their personal challenges and successes. This fall, the school began organizing PRME Lunch & Learn sessions where both new and experienced faculty can come together to talk about PRME and the SDGs.

The Sobey School has a number of other projects planned. I just sent out a special PRME-themed campus newsletter for faculty and staff, with the goal of highlighting all the great work and research happening on campus, and the newsletter received a very positive response. We have plans for a research project that will focus on mapping the different interactions between SDGs, and the Sobey School is investigating ways of engaging the broader Saint Mary’s University community in discussions of sustainability and the SDGs.

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