Contrary to popular opinion, I believe studying abroad – anywhere – promotes sustainability. But we need to go further. Given the reality of climate change, social inequity and other global issues, I believe all study abroad programs, not just those with a sustainability focus like those developed by CAPE, need to adopt higher standards of sustainable practices. But what do these standards look like?
A few years ago, I had the privilege of Chairing the Subcommittee on Sustainability Standards for The Forum on Education Abroad. Our mission was to review their Standards of Good Practice and Code of Ethics documents and suggest revisions through the lens of environmental and social responsibility. In this blog series I will flesh out four identified strategies, using my consultancy CAPE, which develops Custom Academic Programs in Ecovillages as a case study:
Let’s start with Program Design and Management. The question we asked was:
“How can a study abroad organization consider the safety and welfare of the staff, community, and local environment in the design, management and termination of its programs?”
We came up with five main ideas:
1) Solicit local community and institutional input and integrate local values and practices into program design and management when appropriate.
For example, site directors might explore using Appreciative Inquiry and principles of Public Participation during program development to identify and incorporate local norms, such as community celebrations honoring our relationship with the natural world or common practices of reducing, re-using, and recycling precious resources.
With CAPE, students are immersed in communities that model sustainable values and practices. Whether it is getting around on bicycles, exchanging goods in the local free store, or taking time to express gratitude before a meal, students learn about sustainability by living it.
2) Utilize local experts, instructors, and other community resource individuals and groups when practical.
Its vital that directors prioritize community engagement and involve local stakeholders at all levels when designing programs. There are too many stories of universities buying up tracts of land to create satellite campuses with little to no local input in their design.
CAPE is proud to hire local faculty and staff whenever possible to manage our programs. These local experts know the community and culture better than anyone and their salaries remain in-country, further supporting the local economy.
3) Seek out opportunities to utilize goods and services that are locally-sourced and environment-friendly and strive to work with vendors who are socially, environmentally and economically responsible.
From transportation to supplies, from accommodations to food, directors can make informed purchasing decisions that support the local economy and environment. How about committing to purchase only Fair Trade products when available? With food in particular, there are lots of resources about how to buy local and develop sustainable food purchasing policies. Let’s challenge our students to maintain a 100 Mile Diet and support organic producers! It is also useful to develop a vendor code of conduct (e.g. Aritzia) so practices can be maintained even with staff turnover.
With CAPE, our host ecovillages’ commitment to living well and lightly typically translates to being local and health-conscious. Students generally eat organic produce from farms in or near their host communities and residences are typically built using local materials such as keet, earth bricks, or – at Findhorn in northern Scotland – out of recycled whisky barrels (see photo just below!)
4) Have a defined system for regularly evaluating and reducing its programs’ harmful environmental and social impacts.
Ask for student feedback about program impacts in end-of-program evaluations. Include environmental and social impact criteria in regular site reviews. Begin to audit program CO2 emissions and mitigation efforts.
CAPE works hand-in-hand with Earth Deeds (my other social venture) to meaningfully account for travel emissions associated with our programs. Students use custom online calculators to measure their CO2 emissions and can then contribute time or money to projects in or near their host community. Earth Deeds calls this system “carbon onsetting” and believe it resolves most of the challenges and inefficiencies associated with carbon offsetting.
5) Use resources to strengthen collective assets such as local schools, libraries, health programs, or land and water conservation projects.
What are programs giving back to the communities that support them? Not only does such support build strong working relationships, they are excellent opportunities for students to engage in service learning and work side-by-side with local residents. For examples of potential projects, check out the Community Toolbox.
For example, past programs I have directed commissioned solar cookers and supported local students to join programs in Senegal; helped develop an electric rickshaw prototype in India; built a recycling shed in Mexico and an EcoCentre in Peru; and planted trees just about everywhere we’ve gone.
These are just a few ideas for how to design and manage study abroad programs that take their social and environmental impact into account. What did I miss? What are you doing on your programs that you would like to share with others?