Our behaviour is not changing fast enough to stop the environmental damage that is occurring. Many people will not voluntarily change their behaviours if there is no immediate benefit to them - this creates the need for a source of authority to encourage behaviour change. Usually this authority is government in the form of laws, but there are few laws that demand the adoption of pro-environmental behaviours (PEBs) like composting and recycling. An individual’s employer can be a strong authority within an influential milieu. This study focuses on the impact that four environmentally-aware employers in the Victoria technology industry have on their staff, as measured by the type and extent of PEBs practiced by staff at work and at home. Data is obtained through interviews and online surveys. Findings expose the workplace as an important leverage point that government and NGOs can use to encourage rapid social change.

This research project explores factors affecting sustainability initiatives within educational institutions. Using grounded theory and mixed-methods, the project evaluates the experiences and perspective of nineteen individuals involved with sustainability initiatives in schools. Twelve research participants are from one school community while the other seven are sustainability programme coordinators at a range of educational institutions. Results indicate that significant life experiences and situational factors both have an impact on an individual’s perspective on sustainability. The success of sustainability initiatives relies heavily on keen advocates for sustainability within the community and the support ascribed to sustainability by the institution. Providing engaging, hands-on experiences, supporting individuals and groups, and encouraging role modeling can foster an ethic of sustainability across the community. The outcome of this research project is a framework designed to help individuals and institutions in their efforts to support and implement sustainability initiatives. Keywords: Sustainability, education, barriers, environment

Coinciding with the 40th anniversary of Earth Day, this research describes short and long term memories of participants who attended past and present Earth Day Celebrations in Surrey, BC, Canada. Particular interest was placed on discovering the most memorable aspects of their Earth Day experiences as well as determining motivations to attend. Research was conducted using online and face-to-face surveys administered prior to and during the April 2010 event. The study revealed that not only that hands-on stewardship activities of releasing salmon and planting trees proved the most popular among research subjects but also illuminated the importance of social and familial interactions at the event. The results of the study may serve to guide the efforts of event organizers in order to capitalize on the public’s interests in environmental special events and serve to meet both the environmental and social needs of the community.

“Word up” is a catch phrase that denotes agreement or enthusiasm about what another has said. A question central to this thesis was whether study participants thought that Algonquin College should endeavour to be a sustainability leader. Online and clipboard surveys, involving on- and off-campus participants, compiled new ideas of how Algonquin could educate for sustainability. These ideas formed a needs analysis that, combined with a review of trends in North American colleges’ education for sustainability, fed into program design recommendations. The program design phase of the research involved participants in an assessment of the survey results and the development of program recommendations for academic development at Algonquin College. Off-campus participants suggested new types of experiential learning involving community partners and encouraged the college to educate for careers related to sustainable food and renewable energy. On-campus participants were concerned foremost with the infusion of sustainable principles across all college curricula.

Employees at Statoil Canada participated in an action research, cooperative inquiry-based program that was designed to facilitate the reduction of their office environmental footprint. The program was designed using a combination of techniques that have been shown in previous studies to produce pro-environmental change. Almost 90% of participants that were offered the program opted to take part. During a 4-month period, participants set up individualized programs to reduce their environmental footprint in a manner of their own choosing. Results were collected both formally, through self-report data from a web-based Action Tracker, through 1 on 1 interviews and through a facilitated discussion and informally, through impromptu conversations, emails and observation. The data suggests that the program was effective in reducing environmental footprint, although it remains to be seen if the changes will be long lasting.

This study explored the extent to which using online communication tools helped NAIT (the Northern Alberta Institute of Technology) denturist students on third-year practica maintain laboratory and clinical standards of treatment. The inquiry was framed by the Community of Inquiry (CoI) framework, and was conducted from a collaborative constructivist approach with quantitative data used to enhance and support a mainly qualitative design. Results showed that all elements of a CoI were present in the online environment and that participants voluntarily used WebCT communications tools for academic and social interaction. Standards of treatment on practical projects completed by the study group were no different than those of cohorts that did not use communications tools. Modifications to instructional practices made comparison of standards achieved on patient cases unfeasible. Study results informed immediate changes made to the online practicum site, and suggestions for long-term pedagogical changes to denturist practica were made.