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This research paper is based on a broader exploratory case study of a sustainability tour that the authors undertook. The larger study explored "the concept of learning application through the case of a sustainability tour" (Gillard, 2016, p. 226 ). The tour was part of a certificate program for sustainable community development offered to mid-career professionals through a continuing education unit at a large Canadian academic institution. Employing qualitative methods, the authors conducted semi-structured interviews, then analyzed the data, including course documents, to garner participants' perceptions of what they learned "on tour" as well as how their learning had subsequently been applied. The study also identified salient features of the tour and the ways in which the tour format (or other contextual factors) may have inhibited learning and its subsequent application. This research paper presents some relevant findings, practical implications, and lessons learned regarding the sustainability tour pedagogy.

This research, conducted with an introductory sociology class at the University of British Columbia during the 2001-2002 academic year, explored community service-learning as a pedagogy and philosophy. The theoretical focus of this paper is Nancy Fraser's (1997) criticisms of Jurgen Habermas' (1992) bourgeois liberal model of the public sphere. We analyzed the class experiences with community service that emerged from students' contributions to a database of community organizations, concept maps, and a student-driven course evaluation. The outcomes of this research include a description of potentially useful course strategies and a narrative of a unique type of community-service learning. (Contains 3 notes and 2 tables.)

This article describes the impact of an innovative higher education initiative called the Learning City Classroom, a project based on the presupposition that the classroom can raise awareness, foster solidarity and construct a collective identity consistent with being part of the sustainability movement. The Learning City Classroom is portrayed as an organizing, designing and implementation entity and as having all the qualities of an emerging social movement organization. The Learning City acts as a social movement organization by identifying shared objectives as critical to the sustainability movement. The outcome of this research shows not only that the university can support the sustainability social movement in concrete and tangible ways, but also, that it can do this in ways that are empowering for grassroots community groups as well as for students. (Contains 2 tables and 3 notes.)

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