Our Common Future
Student voices are essential to the future of environmental work.
Our Common Future is an undergraduate research symposium that highlights U of S student projects/research/student achievements that focus on environmental and sustainability issues. OCF is your opportunity to see change as it occurs, learn something you didn't know before, and get inspired. Schedule coming soon.
If you want to be a part of this event, email email@example.com to discuss your idea/project.
Our Common Future 2019
Wednesday, March 27th Schedule
|Time||Student Presenter(s)||Presentation Title||Abstract|
|11:00 am||Chloe Canning, Alicia Roth-Brown, Farrah Fischer, Hillary Marie Kyplain, and Leah Richard||Here's the Ringer||The former Giant Mine gold mine located in Yellowknife NT released carcinogenic arsenic into the environment for many years. Increased cancer rates and other severe health risks are rampant in the surrounding communities, affecting the day to day lives of the people who live there, even after the mine has been shut down for nearly 20 years. Tree core samples taken near the mine have been tested by a group of environmental science 110 students for the presence of arsenic. These findings help to confirm the high occurrence of arsenic in the area and how changes in the mine may have affected those concentrations through the years.|
|11:20 am||Anna Sigurdson||Adapting Sustainable City Concepts Employed by Nordic Cities to Reduce Saskatoon's Carbon Footprint||At 15.1t carbon dioxide (CO2) emissions per capita, Saskatoon has one of the highest per capita carbon emissions of any city in Canada, a country which ranked fifth in terms of global per capita carbon emissions in 2015. In contrast, Scandinavia’s three largest cities, Oslo (population 549 000), Stockholm (population 795 000), and Copenhagen (population 504 000) face similar climate challenges to Canada, yet have some of the world’s lowest per capita carbon emissions while maintaining a high level of economic and social wellbeing. Although these cities are currently larger than Saskatoon (population 315 000), the City of Saskatoon anticipates growth to half a million over the next several years. Therefore, major infrastructure development is required to support the growing population and assist in achieving CO2 reduction targets. These Nordic cities provide relevant examples for how Saskatoon can pursue this development in ways that benefits citizens and the environment.|
|11:40 am||Ana-Pietje Du Plessis||How an Elephant Changed a Life||A discussion of how growing up in the Botswana bush and an interaction with an elephant became a strong driver for her in loving nature and the environment; and why you should find your piece of the world that gives you the drive to protect our planet.|
|12:00 pm||William Radke||Interactive Green Spaces||Incorporating a nature interaction into the lives of students and staff on the campus of U of S is a challenge. Interactive green spaces are places for students and staff to hang out, while still maintaining a meaningful connection with nature. It would introduce outdoor third places on campus for summer months.|
|1:00 pm||Emily Holmes||Killer Whale Crash Course: What's Happening to BC's Southern Resident Killer Whales?||Off of British Columbia’s rugged coast, there are four distinct types of Killer whales. Although these iconic animals are visually indistinguishable, the different ecotypes speak different languages, eat different things, and are genetically distinct. One population, the Southern Resident Killer whales, are critically endangered while the other populations thrive. The huge population difference between the ecotypes is due to many complicated and confounding factors. In this presentation, all four types of BC’s killer whales will be discussed, with special emphasis being placed on the Southern Resident population to investigate some of the factors that are causing these iconic animals to become so endangered, and what we can learn from this vanishing population to help all Killer whales in the future.|
|1:20 pm||Alana Krug-Macleod||Fungi Versus Climate Change: Problems and Possibilities||This study assesses both climate change impacts on fungi and fungi’s potential for amelioration of climate-induced harm. Increases in carbon dioxide, impacts of extreme weather such as droughts and floods, moderate annual temperature changes that affect maturation schedules, and ecosystem disruptions that alter species communities all impact fungi. On the other hand, fungi may be manipulated in order to better capture carbon, or be used in landscape remediation to counteract the forces of climate change.|
|1:40 pm||Kagen Newman||Eco-extremism: Radical Environmental Activism and Climate Change||Eco-terrorism is the extreme response to ecocide and includes actions like the illegal sabotage of equipment; eco-terrorism may vary from monkey wrenching to explosions. On the opposite side of the spectrum, activists are pressuring the International Criminal Court (which typically deals with war crimes, genocide and crimes against humanity) to prosecute individuals for environmental crimes. Both reactive measures are matched in extremism by the proactive movement of granting legal personhood to land, which grants the environment the same rights as that of a human being. Delve into these radical movements with case studies and a climate change focus.|
Thursday, March 28th Schedule
|Time||Student Presenter(s)||Presentation Title||Abstract|
|9:20 am||James Hamel and Logan Kirschner||Getting Everyone on the Same Page: Increasing Textbook Sustainability||
An easy way the draw the ire of university students is to mention course textbooks. Being students ourselves, we originally approached the research project of textbook sustainability with personal biases and assumptions. At first, we sought to eliminate all printed textbooks as we believed that most students thought that they were an outdated method of learning. We thought that electronic texts were a more efficient learning resource than their printed counterparts. However, after conducting two textbook sustainability surveys, one for students and the other for professors, we realized that this sustainability issue was not as simple as we first believed as approximately 60% of undergraduate students at the University of Saskatchewan prefer printed textbooks. We also faced multiple challenges as we progressed with our project. While contacting students was difficult, the real challenge came with communicating with professors and convincing them to participate in our survey. Certainly, our biggest struggle came from the vastly different perspectives of each stakeholder we spoke to. Through the completing of multiple interviews and reflection, we realized that the main problem surrounding textbook sustainability at the University of Saskatchewan was a lack of knowledge and communication between major stakeholders (i.e., students, professors, textbook manufacturers, etc.). We quickly understood that our original goal of eliminating printed textbooks was not only a misguided pursuit but also a detriment to many students. As a result, we revised our goal of raising awareness of textbook sustainability on campus and in turn promoting an increased role for students in selecting textbook formats which suit their educational needs. We believe that by providing enhanced transparency and communication between students and other stakeholders that textbook sustainability will be enhanced.
|9:40 am||Tim Fagnou and Amelia Benoit||Let's Talk Dirty||
Food waste is a global issue that contributes to over 70 billion tonnes of greenhouse gas emissions, having negative effects on the environment. In fact, if food waste were a country, it would have the third highest impact on climate change, behind the United States and China. Our group’s project is working to improve the composting system that is currently in place at the University of Saskatchewan. We have been targeting the restaurants on campus because they are high waste locations, and to redirect that waste to the compost piles which are already set up. We are also looking into having this food waste sent to the food dehydrator located in Marquis Culinary Center, which speeds up the composting process. The problem on campus is that the compost system currently in place is not reaching its full potential. There are still massive amounts of organic wastes being sent to the landfill when they could instead be recycled as compost, both helping the environment as well as saving money for the university. We are working to expand the composting system on campus in order to increase the
|10:00 am||Saige Ozog and Kim Power||Reduce, Reuse, Recycle, Residence!||
As students who have formerly lived in the University of Saskatchewan residence buildings, we have noticed that there is room for improvement in the current residence recycling program. When discussing project ideas, it was important to us that our project would have deliverables that can be attained before the end of the winter semester. We also envisioned a project that was affordable for the school and for the students. The focus of our project is to revamp the recycling program in the Voyageur Place residence. We will take a staff-led tour of the residence halls, and document the presence and placement of recycling bins in hallways and common rooms. A survey will also be conducted with the goal of finding out the opinions of residents on the current recycling program and how it can be improved. After our tour and survey, we will put together a plan that outlines where recycling bins are needed in the buildings, where they can be brought up to code, and where educational signage may be beneficial. The proposed signage will encourage recycling while also informing students about what can and cannot be recycled in single-stream. Another component of the project includes working with residence staff to implement a brief recycling information section in the orientation meeting with new student residents in the fall. The Office of Sustainability and the Manager of Residence Operations have both been very helpful and open to collaborating with us in this project. We both hope to graduate having made University of Saskatchewan more sustainable and conscious of recycling.
|10:20 am||Alayna Chan, Sarah Johnston, and Jasmin Parker||CampUS Eco-literacy||
Enhancing eco-literacy in children is vital for shaping how the next generation understands the interdependencies that connect people and the environment. The Office of Sustainability at the University of Saskatchewan has been running the Green Seal program for summer kids camps for several years. The purpose of the program is to encourage sustainable practices in the running of summer camps. The program has different tiers that can be achieved based on camps’ efforts towards sustainable practices, including registration, camp activities, and food and beverages. According to the Office of Sustainability, there is currently a low uptake of the Green Seal program by camps on campus. There is a lack of educational resources developed primarily for the program, leaving a gap in knowledge transfer to the camp coordinators and the kids participating in the camps. For these reasons the Green Seal program in its current format lacks effectiveness in facilitating eco-literacy across the summer camps.
|10:40 am||Morning Break|
|11:00 am||Jordan Shirley, Jesse Watt, Julie Mullen, Marlee Fawcett, Marcus Comfort, Megan Giddings, and Taylor Kosokowsky||Snack-belt for Sustainability||
Our project will design and establish a fruit-bearing shelter-belt along the Meewasin Valley Trail on the University of Saskatchewan grounds. The design of the shelterbelt will take into consideration aspects of the environment, society, and economy, all of which are important in maintaining a sustainable way of life. By planting an edible shelter-belt, we aim to improve the outdoor environment by encouraging people to use Meewasin Valley Trail, provide the public with the opportunity to self-educate on urban agriculture while also increasing ecological functions of the river valley.
|11:20 am||Raidin Brailsford, Cali DeMeyer, Ashley
||Saskatoon's Native Bees and the Flowers They Love||
Bees comprise most of the pollination force that contributes to the production of Saskatoon’s native flowers, gardens, and food crops. Bees collect nectar and pollen from flowers to bring back to their nests to feed their larvae. Through this process, bees spread pollen between flowers and fertilize them, initiating reproduction. Society is becoming increasingly aware that wild bee populations are experiencing declines globally. Unfortunately, most people know little about our native bees and what they can do to help restore their populations. The first goal of our project was to produce an informational pamphlet and poster about native bees that is publicly accessible. This pamphlet lists ecological information on select species of the roughly 300 bee species native to Saskatchewan, and strategies citizens can implement in their backyards to help these bees. Our second goal was to apply these strategies in a public location to show the positive effects these simple changes can create. We have partnered with the Executive Director of the Native Plant Society of Saskatchewan to create pollinator-friendly gardens for the new revitalization plan of the Saskatoon Forestry Farm Park and Zoo. Together, we hope to create gardens with a variety of flowers that bees prefer, and will provide a constant supply of resources for pollinators throughout the growing season. With our current knowledge and additional research, we created informational signs that will be placed around pollinator gardens at the zoo to teach the public about native bees. The pamphlet and poster will be available for distribution via the information centre and gift shop at the zoo, the Native Plant Society office and events, and will be published on the City of Saskatoon’s Environmental Initiatives webpage, as well as through other outlets in the city such as schools or local businesses. A future extension of this project could be to implement these same pollinator-friendly strategies in urban park planning to create more pockets of the desired habitat. Through this project, we hope to increase public knowledge of native bees as well as implement strategies that promote conservation and pollinator diversity within the Saskatoon Forestry Farm and Zoo.
|11:40 am||Tera Wallace, Sera Grover, Kellie Rana, Rebecca Zalaski, Jessica Watson, Kirsten Wallin, and Marisa Hartman||Green To-Go with US||
Waste production is a complex sustainability issue that we as students have been taught to combat by reducing, reusing, and recycling. Food vendors at the University of Saskatchewan primarily use polystyrene containers, which are neither recyclable nor suitable for leftover storage thus making it an incredibly wasteful product. Green To-Go with US is addressing this waste problem by targeting the highest waste-contributing building on campus, the Place Riel Student Centre, as it houses the largest number of food vendors. As a group, we are working towards installing a vending machine that will distribute reusable food containers in Lower Place Riel, providing patrons of the food court with an alternative to disposable polystyrene containers. These reusable containers are durable and sturdy, so users can be confident that their leftovers will not leak out, which will help curb food waste. There are many challenges to implementing a new system, however, Green To-Go with US is working to overcome these challenges over the course of the term by conducting surveys with potential users and food vendors, interviewing with universities who have adopted similar systems, and working with necessary support staff. This information will be used to engage the public and create change, thereby allowing for a greener university.
||Low Grow: Urban Agriculture Innovations Project||
Our group is working with CHEP Good Food Inc. to extend the growing period on their Askîy Project garden site. CHEP is a Saskatoon-based non-profit committed to advancing food security in Saskatoon through outreach education and subsidized food programs. The “Askîy Project” is a youth urban agricultural internship organized by CHEP which encourages education, cultural exchange, and community-building. The project garden site is located across from Station 20 West (a community centre on the west end of 20th Street West in Saskatoon), in a contaminated lot which spans a vacant area between 19th Street West and 20th Street West. A short growing season (due to raised bed rain-barrel growing set-up), crop damage from pests and a lack of germination infrastructure are a few of the major issues that had been identified by the Askîy coordinator as recurring issues on the garden site. In order to address these issues, our group is venturing to implement an indoor germination station and a set of low tunnels extending over some of the existing raised bed rows which would serve to elongate the growing season and protect crops from pest invasion.
|1:20 pm||Julia Hermanson, Marc Roozendaal, and Aaron Springinotic||Tackling Major Problems with Microgreens||
The purpose of this project is to interact with and educate the public on sustainable practices involving small-scale gardening. Food security is an ever-present problem in our world today, especially on the University of Saskatchewan campus, by educating students and other members of society on how to easily grow food for themselves people will become more independent when it comes to their food security. The rationale behind this initiative is to promote urban agriculture, food security, and overall health. This project seeks to better utilize available space for food production in the Agriculture Building Atrium on the University of Saskatchewan campus. The physical implementation of our project will culminate in our group growing micro-greens in the Agriculture Atrium. The micro-greens we produce in the Agriculture Building Atrium will then be given away to students who will be required to fill out a survey which will inform us about how interested students would be to get involved with producing food on campus as well as informing them about food security issues here on campus.
|1:40 pm||Tiara Jackle||Green Fibre Clothing - U of S Sustainable Clothing Line||
When consumers shop, most of the clothing and accessory options offered contain synthetic fibres. Every time synthetic materials are washed, microfibres are released. These synthetic microfibers cannot be filtered out of the water due to their size and become leading polluters in waterways, oceans, and beaches. Once in waterways, they attract toxins and pollutants to their surface. Therefore, the lowest levels of the food chain are ingesting toxic pollution that has the ability to bioaccumulate. These chemicals and toxins found in synthetic microfibres are endocrine disruptors. As plastic pollution increases, symptoms of endocrine disruptions present themselves in animals and humans. A partial solution to this problem, which is my goal, would be to introduce an affordable sustainable clothing line at the U of S. This clothing line would include natural-fibre clothing, plus natural-fibre embroidery or water-based ink screen-printing. A Canadian company will be sourced. The products would be made sweatshop-free, made in safe working environments and be ethically produced. The high-quality products would only have nontoxic dyes and natural fibres. The challenges anticipated include finding a company with an adequate fit for the U of S Retail Services’ business model needs, getting a sustainable line accepted by consumers at the University bookstore and affiliate stores and to have these products successfully compete with or replace other products. Also challenging will be finding clothing that is sustainably and ethically produced with high-quality natural fibres that are affordable for consumers and yet profitable for the university.
|2:00 pm||Annette Bellinger, Bryan Panasiuk, and Cjardai Ulrich||Bee-Inn with US||The main goal of our project is to provide a functioning bee-friendly habitat established on university grounds and several sites around the Saskatoon area while providing educational awareness about the importance of native bees. Bees are a crucial component of the environment, helping to maintain a healthy and functioning ecosystem. Over the past several decades a variety of managed and wild pollinator species have declined rapidly all over the world and continue to disappear today. A decrease in pollinators is negatively affecting the reproduction of plant species in ecosystems and crop production as a whole. In turn, this has an impact on the economy, energy consumption, biodiversity and human health. By creating bee-friendly habitats throughout the university and surrounding areas, we will be raising awareness of the value of native bees while providing them with suitable and well-protected habitats. Our project is focused on the implementation, maintenance and monitoring of bee-friendly habitats located near the orchard outside of the education building as well as the Meewasin Northeast Swale, the Meewasin Trail located on the west side of the campus near the river and the Wanuskewin Heritage Park. Bee-friendly plants will also be planted within the vicinity of the bee hotels. Through educational tours and continuous monitoring, we hope to provide the university and the broader community with positive results while having bee habitats in place. A few challenges we are facing for implementing our project is to gain approval from different management sectors on campus such as risk management and ground crew, finding volunteers or a university figure (a professor or club) to maintain the longevity of these habitats, funding for the project, reducing the threat of vandalism and the control of diseases and pests within the habitats. Signage will be an integral part of our project as it makes spectators aware of the
bee habitats in the area and acts as an educational device to those that walk by the habitats, additionally providing education to camps that are held at the university every summer. A world with more bees equates a more viable world for all phases of life.
|2:20 pm||Femi Yusuf and Dori Miller||Farm the Sun with US: Our Solar Potential||Last year, students from the ENVS 401 class addressed the challenge of making the campus sustainable. Their project was a feasibility assessment of a campus solar farm. To get their message across, they held a day-long event at Convocation Hall featuring a panel discussion and a carbonless concert. They also presented at last year's Our Common Future student sustainability project symposium. In the spirit of resilience, the group is back to discuss new possibilities for their project.|
|2:30 pm||Dori Miller||Community Garden Space on the U of S Campus||
Food security and food sovereignty are increasingly important concerns in our modern world, and there is growing interest in local and individual food production in back yards and community gardens within urban areas. A recent study by U of S researchers (Olauson et al, 2017) state that 39.5% of students who completed the survey reported being “food insecure”, and 7.5% reported experiencing “severe food insecurity”. Community gardens are a way for people without their own yards to learn about gardening and grow some of their own food, reducing their food insecurity and increasing their access to nutritious food. Although there are currently several community garden plots on the University Saskatchewan campus, all are fully subscribed or can only provide limited access to students, staff and faculty. The goal of this project is to provide additional community garden space to the university community.
|2:40 pm||Don Selby and Tina Thomas||Food for Thought: Mobilizing the Conversation Around U of S Student Food Insecurity||
In early 2018, the University of Saskatchewan made headlines due to a study which revealed that nearly 40% of our students face some degree of food insecurity. International students and Indigenous students along with students who are parents and those who rely on student loans are among the most impacted. Physical and economic access to food is the most immediate barriers for many students. Rising tuition costs, unaffordable housing, and income restrictions may cause students to skip meals to meet financial commitments. In addition, the University exists within a food desert, with grocery stores not readily accessible and very limited dining options on campus that may not be economically or culturally appropriate for many students.
We need to challenge the notion of the starving student. Experiencing food insecurity directly influences educational outcomes and impacts both mental and physical health. As such, our project has focused on understanding the drivers of student food insecurity at the U of S and identifying potential solutions. We have conducted individual interviews and hosted a stakeholder roundtable to bring more exposure to the issue. Going forward, it is our goal to mobilize an ad-hoc committee dedicated to addressing student food insecurity. Integrated and relevant solutions must come from a diverse group of participants comprised of students, staff, faculty, and administration. We have gathered national support and innovative tools to facilitate this work.
|3:00 pm||Afternoon Break|
|3:40 pm||Colton, Jaelyn, Kelsey, Mitch, and Robin||Lettuce Feed U Fish: Aquaponics Advocacy in Saskatoon||
According to the UN Department of Economic and Social Affairs, 68% of the population is projected to reside in urban settings by 2050. Imports of fresh, nutritious food from external sources to feed a growing urban population have associated transport costs and environmental burdens. Especially dense urban centres may not have the necessary area to support intensive agricultural practices. Alternative forms of small-scale production are expected to be increasingly important in addressing sustainable food production and distribution.
|4:00 pm||Katie Harris, Jodi McDonald, Andrea Scharf,
This project addresses an important aspect of cultural sustainability at the University of Saskatchewan. While there is a large Indigenous community on campus, there is a lack of physical teaching and learning opportunities that students can use to learn about Indigenous customs and practices, specifically regarding the traditional use of plants. Vegetation is an incredibly important part of the Indigenous culture and learning about the traditional uses of native plants and what they mean to the Indigenous peoples is integral to sustaining the values and teachings of their culture. We have noticed a lack of space on campus dedicated to the growth and teachings of these traditional plants, including at the Gordon Oakes Red Bear
|4:20 pm||Erica Huang, Zac Shang, Yanlin He||Washing Greenwash||
The purpose of this presentation is to share our experience and introduce this project. The first part of the presentation is about the original intention. The original intention will be explained by talking our story about how we got scammed when we brought Greenciles and how we found the greenwashing company named Terracycle. The goal of the project will be introduced with the second part. The second part is about the main elements of the project, which are posters, Facebook homepage and the website, also other small efforts. There will be highlighted in two parts: the function and the content.
|12:30 - 12:40||Opening Remarks|
|12:40 - 1:00||Mandatory Waste Reduction and Recycling Subjects in K-12, Saskatchewan - An Efficient Approach to Raise More Awareness Towards Waste and Recycling in Saskatoon?||Juliane Schultz|
|1:00 - 1:20||The Impact of Environmental Degradation on Rural Nigerian Women||
|1:20 - 1:40||Waterfowl Nesting Structures in Saskatchewan||
|1:40 - 2:00||Dam Resilient: The Persistence of Beaver Through the Flood of 2013||
|2:00 - 2:30||
2:30 - 3:00
|RRM 421||A Relationship with the Land: Assessing Land Management Practices for Mistawasis Nêhiyak||
|3:00 - 3:30||RRM 421||Recommendations for Saskatchewan's Community Wildfire Risk Assessment Project||
|3:30 - 4:00||RRM 421||SHARING THE LAND: Environmental Impacts of Off-Leash Dogs at Chief Whitecap Park||
|4:00 - 4:30||Opimihaw Creek Riparian Management Plan||
|4:30||End of Day #1|
|9:00 - 9:30||COMM 448||Sustainable Transportation Plan||
|9:30 - 10:00||COMM 448||Sustainability Marketing Plan||
|10:00 - 10:30||NUTR 330/430||Recommendations for a U of S Sustainable Dining Policy||
|10:30 - 11:00||COMM 448||Assessing the Electric Vehicle Potential for the U of S||
11:00 - 11:30
|ART 341/441||ART*Cycled: Upcycled Public Art|
|11:30 - 11:45||
|M.SEM Project Poster: Assessing Sustainability Culture at the U of S||Lynette Manual|
|11:45 - 12:00||SENS M.SEM||M.SEM Project Poster: Supporting the Design of a Crowdsourcing Platform for Citizen Science||Lin Li|
|12:00 - 1:30||Lunch|
|1:30 - 2:00||ENVE 482||Characterizing the University's Waste Stream||
|2:00 - 2:30||NUTR 330/430||Assessing the Social Benefits of the McEown Park Community Garden||
|2:30 - 3:00||ENVS 401||Charge Yourself with PEP: Pedaling Electric Power||
Andrea Alejandra Saldes Cortes
|3:00 - 3:30||USSU Sustainability Committee Funded Projects|
|3:30||End of Day #2|
|9:30 - 9:40||
|9:40 - 10:00||ENVS 401||The Lawnscape Redemption: Enhancing Our Urban Greenspaces with Native Species||
|10:00 - 10:40||ENVS 401||Two Eyes to the Night Sky||
|10:40 - 10:50||
|10:50 - 11:10||ENVS 401||PEP (Pedaling Electric Power)||
Andrea Alejandra Saldes Cortes
|11:10 - 11:30||ENVS 401||
BAM: Borrow A Mug
|11:30 - 11:50||ENVS 401||Hot or Not: Assessing Heat Loss on Campus||
|11:50 - 1:00||Break|
|1:00 - 1:20||ENVS 401||Fish-N-Greens: Sustainable Means "Closing the Loop on Sustainable Food"||
|1:20 - 1:40||ENVS 401||Talk Trash with US: Centralized Composting in AgBio||
|1:40 - 2:00||ENVS 401||
Bee a Bee-liever: Let's Get Kirk Hall Buzzin'
|2:00 - 2:20||ENVS 401||Freedom Fridge: Stick That In Your Fridge And Eat It||
|2:20 - 2:40||ENVS 401||PLANning Sustainably: An Investigation Into the Certificate of Sustainability/Transforming the University of Saskatchewan's Current Transit Terminal||
|2:40 - 3:00||Break|
|3:00 - 3:20||ENVS 401||Here Comes the Sun...||
|3:20 - 4:00||ENVS 401||Incoming Solar Information||
|4:00 - 4:20||ENVS 401||
The World Revolves Around US
|4:20 - 4:40||ENVS 401||
Bright Ideas Powered by the Sun
|4:40 - 5:00||ENVS 401||Ain't Going Down Till the Sun Comes Up||
|5:00||Wrap Up and Clean Up|
|5:30 - 8:00||Our Common Future Networking Reception and Keynote Address by City Councillor Sarina Gersher|
|Wednesday March 29th|
|9:00 - 9:30||ART 341/441||ART*Cycled Presentation|
|9:30 - 10:10||ART*Cycled Viewing in the Main Foyer of DCC|
|10:10 - 10:40||NUTR 430||Host a Freight Train Locally||
|10:40 - 10:50||Break|
|10:50 - 11:20||NUTR 430||Community Orchard on Campus||
11:20 - 11:30
|11:30 - 12:00||NUTR 430||Health and Sustainability Food Summit||
|12:00 - 12:40||
12:40 - 1:00
|Biology Program||Costs of Reproduction in Sable Island Horses and its Consequences to Inter Birth Intervals||
|1:00 - 1:20||BIOL 398||Ecology of Marine Molluscs in the Canadian Arctic Archipelago||
|1:20 - 1:40||BIOL 398||A Comparison of Arctic Benthic Communities in Soft and Hard Bottom Habitats||
|1:40 - 2:00||BIOL 398||A Comparison Between Hard and Soft Bottom Benthic Invertebrates in an Arctic Bay||
|2:00 - 2:20||BIOL 398||Comparison of the Macrofauna Communities of the Itirbilun, Tingin, and Inugsiun Fjords of Baffin Island||
|2:20 - 2:40||Environmental Science Program||Dry Land Aquaculture||
|2:40||End of Day #1|
|Thursday, March 30th|
|9:00 - 9:20||ENVS 401||A Positive End for Dead Batteries||
|9:20 - 9:40||ENVS 401||PAC Showers||
|9:40 - 10:00||ENVS 401||Let There Be Light: Windows to a Greener Campus||
|10:00 - 10:20||ENVS 401||Astro Towing: Giving a Boost to Sustainability||
|10:20 - 10:30||Break|
|10:30 - 10:50||ENVS 401||Come Stay with US: Do We Have a Say in U of S Development?||
|10:50 - 11:10||ENVS 401||WATER You Doing About Sustainability?||
|11:10 - 11:30||ENVS 401||What's Your Angle? Spotlight on Sustainability at the U of S||
|11:30 - 11:50||ENVS 401||Pack a Bowl with US: Sustainable Food Packaging||
|11:50 - 12:10||Environmental Biology Program||Project Penguin and Polar Protectors: Building Sustainability Between the Poles||
|12:10 - 1:00||Lunch|
|1:00 - 1:20||ENVS 401||The Buzz on Bees: Increasing Bee Awareness at the U of S||
|1:20 - 1:40||ENVS 401||Let's Talk Dirty: How to clean Up Your Act with Vermicomposting||
|1:40 - 2:00||ENVS 401||Why So Salty? Just Beet It!||
|2:00 - 2:20||ENVS 401||
Renewable Rides: The Road to Campus CarShare
|2:20 - 2:40||ENVS 401||Mopeds||
|2:40 - 3:00||Break|
|3:00 - 3:20||ENVS 401||Raindrop, Drop Top, All the Leaks Have to Stop!||
|3:20 - 3:40||ENVS 401||Waste: Millenials Take on Consumption||
|3:40 - 4:00||ENVS 401||
Bring Attention to Your Pension!
|4:00 - 4:30||ME 495||Building an All-Weather Bicycle Tire Pump||
Muhammad Wahhaj Javed
|4:30||End of Day #2