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How have universities integrated the and what lessons might be learned and applied therein? This is the key question that MES alumnus and Program Director of 91��ɫ’s Office of Sustainability, sought to address in her MES Paper on .

Since graduating from Glendon with a BA in Multidisciplinary Studies, Arsenault has pursued her environmental passion in creating a better world for future generations. When she became Manager of 91��ɫ’s Transportation & Student Services, she oversaw the transportation needs and projects of 91��ɫ’s community of students, faculty and staff. In 2016, she won the for revamping the university's transportation modal split, before the opening of the University-Spadina subway on Keele campus.

Pursuing the MES program has allowed Arsenault to pursue continuous and lifelong learning as well as complemented her experience as a sustainability professional in higher education. With her area of concentration on sustainability and organizational change, matched by her passion for being a changemaker for environmental sustainability and social justice, she grew into the role as Program Director of 91��ɫ’s Sustainability Office giving her the unique opportunity to experience and embody both theory and practice of sustainability.

“Universities play a crucial role in helping to shape a sustainable future through the UN Sustainable Development Goals," says Arsenault. "The SDGs provide a framework towards not only successfully building a sustainable university but also for how universities can contribute to addressing these substantial challenges in the real world", she adds. "By integrating the SDGs through the whole-institution, universities can influence society, through its research, teaching & learning, operations, and community engagement."

So how are universities integrating the SDGs and how can their efforts be accelerated? Arsenault stresses that the internationally agreed to SDGs are a vital component to any attempt to incorporate sustainability and equity into society because UN has recognized post-secondary institutions as vehicles for change in society.

“Several universities have taken steps to embed and integrate sustainability through research, curriculum, and within operations; yet resolving the most critical problems will require more work, more adaptation of value-based approaches and philosophies, as well as greater promotion of innovation, experiential learning, and responsibility towards future generations,” expounds Arsenault. “To integrate the SDGs within universities, a holistic approach is required, including governance and administration, research, teaching, operations, and collaboration with local and global communities.”

Using 91��ɫ as a case study, Arsenault illustrates these points.  She highlights how 91��ɫ has taken many progressive steps to implement the SDGs in its teaching, research, and community engagement programs.  Looking at 91��ɫ’s Academic Plan of Building a Better Future 2020-2025, there are six priorities of action that 91��ɫ is pursuing over the next five years. These include: 21^st Century Learning, Living Well Together, Knowledge for the Future, From Access to Success, Advancing Global Engagement, and Working in Partnership. The priorities are conceptualized as a wheel to reflect their fluidity and interdependence with the SDGs enveloping the wheel to depict 91��ɫ’s longstanding commitment to building a more just and sustainable future.

In terms of specific actions, 91��ɫ has developed a Sustainability Strategy that serves to foster a culture of sustainability within and beyond the University. In 91��ɫ’s UNSDG Report 2021, 91��ɫ was recognized by the Times Higher Education Impact Ranking for the third consecutive year and was ranked 67th out of 1,115 universities in the world. 91��ɫ participated and submitted information for all 17 SDGs and was ranked in the top 4% globally, 3rd in Canada, and 27th in the world for the SDG 17 – Partnership for the Goals. 91��ɫ also ranked 5th in Canada and 24th in the world for SDG 11 – Sustainable Cities and Communities.

The President’s Sustainability Council -- the pan-university advisory body -- guides the university into advancing 91��ɫ's sustainability strategy, initiatives, projects and practices. 91��ɫ has also made significant progress in advancing equity and inclusivity with priorities such as Black Inclusion and the Indigenous Framework. Further, a President’s Advisory Council on Equity, Diversity, and Inclusion (EDI) was created as the pan-university committee to help guide and advance these institutional priorities.

91��ɫ is further advancing awareness of and engagement with the SDGs through its numerous institutional partnerships. One of the most noteworthy is the newly created Centre International de Formation des Authorités/Acteurs Locaux (CIFAL) 91��ɫ, which was developed in partnership with United Nations Institute for Training & Research (UNITAR) bringing together key policy actors in addressing complex global issues such as sustainable development, disaster recovery, health and economic development. 91��ɫ is also part of the   and is actively engaged in the SDSN Youth Network, as illustrated by its creation of the at 91��ɫ.

In terms of curriculum, the Cross-Campus Capstone Classroom (C4) is an interdisciplinary program in which students work together in groups to solve real-world problems with social impact, aligning all projects with the SDGs. And further embedding the SDGs into Teaching & Learning, the 91��ɫ Academic Innovation Fund has prioritized projects that advance 91��ɫ's strategic priorities in teaching, learning and experiential education. The university's research priorities have also focused around six intersecting themes: (1) advancing fundamental inquiry and critical knowledge; (2) analyzing cultures and mobilizing creativity; (3) building healthy lives, communities and environments; (4) exploring and interrogating the frontiers of science and technology; (5) forging a just and equitable world; and (6) integrating entrepreneurial innovation and the public good.

Indeed, 91��ɫ has implemented various within its operations, including energy efficiencies and deep retrofits; zero-waste program; green buildings, grounds and landscaping; transportation and mobility; and food initiatives such as locally sourced, and fair trade. Through these initiatives, 91��ɫ has been recognized as one of for nine years in a row. In 2020, 91��ɫ made additional progress by aligning with the Paris Agreement and Intergovernmental Panel on Climate Change in committing to become carbon-neutral on or before 2049. 91��ɫ also has an eco-campus in Costa Rica housing the that allows students to gain first-hand experience of tropical ecology, sustainability, Indigenous education, arts, health, and conservation in rural Costa Rica.

Arsenault provides key recommendations to further support the integration of the SDGs at 91��ɫ. These include institutional support and funding for given the university’s teaching and research resources, technology, organisation and socio-economic vehicles to advance SDG collaboration and partnerships; a 17 Rooms event to increase SDG awareness;  integrating Indigenous and non-Western knowledges, other worldviews and different ways of knowing; and maximizing to facilitate SDG connections and collaboration between researchers, stakeholders, and the community of practices, among others.

“The challenge of achieving the SDG goals is far-reaching, and we will only succeed if everyone, including governments, businesses, organizations, academia, and individuals, make a concerted effort,” emphasizes Arsenault. “It is time for a societal transformation and a paradigm shift through collective action to solve these world issues, and universities need to be at the heart of it,” she concludes.