University of Toronto’s 2024-2025 Campus as a Living Lab (CLL) Course Inventory
The CLL course inventory includes 23 undergraduate and graduate courses that are being offered across the three campuses that include elements of CLL principles.
The four defining elements of a CLL course or project are:
- Integrating core learning and research mission with campus planning and operations
- Involving responsible use of U of T infrastructure for demonstration of and research on leading-edge solutions (technical and social)
- Engaging researchers, students, faculty, instructors, operations staff, and potentially external partners
- Having potential for knowledge transfer within and beyond U of T
The purpose of the CLL course inventory is to increase the visibility of such courses, and encourage expansion so more students will have opportunities to participate in a CLL course or project. This list of courses is a work in progress. If you are aware of a course that should be listed, please contact kristy.bard@utoronto.ca.
To learn more about the concept and CECCS goals surrounding CLL, please visit Campus as a Living Lab – Sustainability (utoronto.ca). You can also search a database of student projects resulting from some of these courses at Campus as a Living Lab & Experiential Learning Projects – Sustainability (utoronto.ca).
| Course Code | Course Title | Course Description | Dept/Division | Instructor | SDG(s) |
|---|---|---|---|---|---|
| ALD4101HF | Life Cycle Design of Buildings | This course explores an array of contemporary issues such as life cycle analysis, carbon footprint, circularity, the environmental impacts of buildings, adaptability & functional obsolescence, the performance gap, post-occupancy evaluations, etc. The course is premised on an emerging awareness that building design can no longer be based on “a single snapshot of a frozen moment in time” but should reflect a more organic, evolutionary and adaptive framework of inhabitation that considers the whole life cycle of buildings – not a static artifact, but a dynamic, unfolding process. The first assignment will offer insights into the challenges of sustaining our existing building stock by extending the life cycle of the physical asset while enhancing its energy and environmental performance. The class will work with Alistair Vaz, Senior Planner at U of T, to develop a framework of migratory paths to sustainability for the Galbraith Building. | Daniels Faculty of Architecture, Landscape, & Design | Ted Kesik and Alistair Vaz | SDG9 (Industry, Innovation & Infrastructure); SDG11 (Sustainable Cities & Communities); SDG13 (Climate Action) |
| APS112H1 S | Engineering Strategies and Practice II | This course introduces and provides a framework for the design process, problem solving and project management. Students are introduced to communication as an integral component of engineering practice. The course is a vehicle for practicing team skills and developing communications skills. Building on the first course, this second course in the two Engineering Strategies and Practice course sequence introduces students to project management and to the design process in greater depth. Students work in teams on a term length design project. Students will write a series of technical reports and give a team based design project presentation. | Applied Science & Engineering | Jason Bazylak; Ted Nolan | SDG9 (Industry, Innovation & Infrastructure) |
| APS490Y1 | Multi-Disciplinary Capstone Design | An experience in multi-disciplinary engineering practice through a significant, open-ended, client-driven design project in which student teams address stakeholder needs through the use of a creative and iterative design process. | Applied Science & Engineering | Kamran Behdinan | SDG9 (Industry, Innovation & Infrastructure) |
| ARC395H1 F/ARC2095H F (Summer 2024) | Robot Made | Robot Made is a hands-on Design Build, allowing students to engage in the process of computational design to digital fabrication workflow, exploring techniques for the design, simulation, and fabrication of geometrically complex wooden structures. Wood is unique not only within its material properties within construction but also its ability to store embodied carbon and reduce GHG emissions. Robot Made engages with the following larger question: How can we use computational tools to challenge conventional methods of wood construction through design to digital fabrication facilitated through robotic systems? Robot Made will focus on the design to direct fabrication. Students will learn the Design for Manufacturing and Assembly (DFMA) process through the development of a computational model which allows for structural analysis, simulation, and robotic fabrication process. Construction and assembly logic are embedded within the computational and physical model, allowing for expedited onsite construction. Rarely is the design to fabrication process experienced within an academic setting, as it is often the domain of industrial fabrication. Within Robot Made students will have the opportunity to engage in novel applications of wood construction, while learning advanced technique for design and assembly. The Robot Made Design Build will result in an installation similar to the Robot Made Workshops held in the past at UBC. | Daniels Faculty of Architecture, Landscape, & Design | AnnaLisa Meyboom (UBC SALA), Nicolas Steven Hoban, Aryan Rezaei Rad | SDG9 (Industry, Innovation & Infrastructure); SDG11 (Sustainable Cities & Communities); SDG13 (Climate Action) |
| ARC3402HS | The Ha/f Research Seminar: How do we halve the greenhouse gas emissions of the University of Toronto’s own buildings? | This course is setup to address this question from a building whole-lifecycle perspective: first through embodied carbon emissions, those produced in the construction of a building; and secondly through operational carbon emissions, those produced in the operation of a building. Last year, the class analyzed seven contemporary buildings at UofT's three campuses: Myhal CEIE, CCBR, Terrence Donnelly, Maanjiwe nendamowinan, Innovation Complex, Rotman, and Environmental Sciences & Chemistry. In this iteration of the class, we will investigate older buildings at U of T and their renovations including the Daniels Faculty. These older buildings lifecycle carbon emissions will be compared against last year's contemporary buildings. In collaboration with UofT facilities, planning and archives, detailed drawings and operational energy information will be made available to the class. Life Cycle Assessment (LCA) tools (One Click LCA), energy simulation tools (ClimateStudio / EnergyPlus), field trips / building tours, and engagement with the building managers will allow a deep understanding of whole lifecycle carbon from our campus buildings. During this course, students will first use the LCA tools, energy tools, and campus operational energy data at their disposal to assess and explain the current embodied carbon and emissive state of campus buildings. Next, we will assess the impacts of future building use and renovations to approach net zero operation by 2030 (or 2050 as it may be) while simultaneously balancing added embodied carbon from the renovation process. Finally, the research undertaken by this class will be communicated to UofT facilities and campus architects, influencing future procurement and practice at the University of Toronto and beyond. | Daniels Faculty of Architecture, Landscape, & Design | Alstan Jakubiec and Kelly Doran | SDG9 (Industry, Innovation & Infrastructure); SDG11 (Sustainable Cities & Communities); SDG13 (Climate Action) |
| BIOB98H3 F/S | Supervised Introductory Research in Biology | A course designed to facilitate the introduction to, and experience in, ongoing laboratory or field research in biology. Supervision of the work is arranged by mutual agreement between student and instructor. | University of Toronto Scarborough | SDG15 (Life on Land) | |
| CHMB16H3 F | Techniques in Analytical Chemistry | An introduction to the principles and methods of classical analysis and the provision of practical experience in analytical laboratory techniques. The course deals primarily with quantitative chemical analysis. Classical methods of volumetric analysis, sampling techniques, statistical handling of data are studied, as well as a brief introduction to spectro-chemical methods. This course includes a four hour laboratory every week. | University of Toronto Scarborough | Kagan Kerman, Sanghyun Kim | SDG15 (Life on Land) |
| CIV375H1 F | Building Science | The fundamentals of the science of heat transfer, moisture diffusion, and air movement are presented. Using these fundamentals, the principles of more sustainable building enclosure design, including the design of walls and roofs are examined. Selected case studies together with laboratory investigations are used to illustrate how the required indoor temperature and moisture conditions can be maintained using more durable and more sustainable designs. | Applied Science & Engineering | Marianne Touchie Windisch | SDG9 (Industry, Innovation & Infrastructure); SDG11 (Sustainable Cities & Communities); SDG13 (Climate Action) |
| CIV575H1 F | Studies in Building Science | This course examines the basic principles governing the control of heat, moisture and air movement in buildings and presents the fundamentals of building enclosure design. With this background, students are required to research advanced topics related to emerging areas of Building Science, and to write and present to the class an individual comprehensive paper related to their research. Lectures for this course will be jointly offered with those of CIV375H1. | Applied Science & Engineering | Marianne Touchie Windisch | SDG9 (Industry, Innovation & Infrastructure); SDG11 (Sustainable Cities & Communities); SDG13 (Climate Action) |
| CTL1122H F | Exploring the Praxis of Environmental and Sustainability Education | This course explores the theory and practice (praxis) of Environmental and Sustainability Education (ESE) in school and community settings. Students will investigate the historical roots, theoretical foundations and pedagogical traditions of ESE from personal and organizational perspectives, contextualizing these in recent developments in research, policy, and practice in Canada and internationally. The praxis of ESE will be situated in relation to equity, social justice, Indigenous ways of knowing, health and wellbeing, and transformative learning. Students will use this as a starting point to explore and develop practices in ESE in classrooms and community settings as a means to better position and integrate ESE in their own work as educators and researchers. | Curriculum, Teaching & Learning, OISE | Hilary Inwood | SDG3 (Good Health & Well-Being); SDG4 (Quality Education); SDG10 (Reduced Inequalities) |
| CTLB03H3 F | Introduction to Community-Engaged Learning | In this experiential learning course, students apply their discipline-specific academic knowledge as they learn from and engage with communities. Students provide, and gain, unique perspectives and insights as they interact with community partners. Through class discussions, workshops and assignments, students also develop transferable life skills such as interpersonal communication, professionalism and self-reflection that support their learning experiences and help them connect theory and practice. | University of Toronto Scarborough | Kamini Nadine Persaud | SDG4 (Quality Education) |
| EESC34H3 F | Sustainability in Practice | This course is intended for students who would like to apply theoretical principles of environmental sustainability learned in other courses to real world problems. Students will identify a problem of interest related either to campus sustainability, a local NGO, or municipal, provincial, or federal government. Class meetings will consist of group discussions investigating key issues, potential solutions, and logistical matters to be considered for implementation of proposed solutions. Students who choose campus issues will also have the potential to actually implement their solutions. Grades will be based on participation in class discussions, as well as a final report and presentation. | University of Toronto Scaroborough | James MacLellan | SDG11 (Sustainable Cities & Communities) |
| ENV332H5 | Practicum in Environmental Management | Solutions to environmental issues depend on interdisciplinary teamwork. This course mimics the practical, multidisciplinary, collaborative work that is highly valued in the environment sector. Students work in teams on semester-long projects addressing a specific environmental issue on campus or in the local community (e.g., conducting a waste audit; developing an educational module for a local NGO, etc.). Specific skills that are developed include; project management and workflow, data collection, report writing and formal presentations. This course is strongly recommended for Specialist and Major students in any of the Environment Programs. | Geography, Geomatics and Environment, UTM | SDG4 (Quality Education); SDG11 (Sustainable Cities & Communities) | |
| ENV461H1 F | The U of T Campus as a Living Lab of Sustainability | This course will explore and apply the living lab concept, in the context of operational sustainability at the University of Toronto. We will begin by looking at the literature on university sustainability and the living lab concept. The bulk of the course will involve undertaking an applied research project on some aspect of campus sustainability, working in close partnership with operational staff at the University of Toronto. Students will develop the skills needed to work across disciplines and fields of study, and with non-academic partners. This course will put students to work on operational sustainability projects identified by the staff working in or with the Sustainability Office at the University of Toronto. Students will be organized into groups, each of which will be assigned one project, to be overseen by one or more U of T staff members. The bulk of the course will consist of regular meetings with the staff “clients”, with instructors, and in small groups to undertake a group project. Each group will produce a mid-term and final report, and give a mid-term and final presentation. A crucial aspect of this course is the ability of students to work collaboratively together in a group environment, and to work effectively with a university staff person acting as a “client” for their work. | School of Environment, Arts & Science | Emily Smit | SDG11 (Sustainable Cities & Communities); SDG13 (Climate Action) |
| ENV463/1063H1F | The Edible Campus | This course situates students and campuses within the context of broader movements for more ecologically rational and socially-just food systems. Topics include critical food systems pedagogy; the political economy of campus food systems; student food (in)security and health; campus food systems alternatives; campus food growing spaces; student/campus-based food movements; campus-community partnerships. The course is praxis-driven and will provide students with opportunities to engage in change-making on their campus, and beyond, through an action-focused project with a campus and/or community partner. | Faculty of Arts & Science | Michael Classens | SDG2 (Zero Hunger); SDG11 (Sustainable Cities and Communities) |
| ENV1103H F | Living Labs for Applied Sustainability | ENV1103 will apply the living lab concept to operational sustainability concerns at the University of Toronto. We will begin by looking at the literature on university sustainability and the living laboratory concept. Most of the course will engage students in an applied research project on an aspect of campus sustainability while working in close cooperation with U of T staff. Students will develop the skills needed to present information relative to these real-world problems and develop proposed solutions integrating their own fields of study with new topics and practical, quotidian university concerns. | School of Environment, Arts & Science | Alstan Jakubiec | SDG11 (Sustainable Cities & Communities); SDG13 (Climate Action) |
| INF2192S | Representing UX | User experience (UX) is concerned with the iterative modeling of complex relationships among four primary elements: people, organizational goals, content, and interaction. This course (INF2192H — Representing UX) covers a series of methods to represent UX in each of the four elements mentioned above. Methods and tools for modelling people may include user journey/experience maps, personas, affinity diagrams, and user flow. Methods and tools for capturing organizational goals may include stakeholder interviews, organizational research, discovery workshops, and competitive analysis. Methods and tools for designing content and interactions may include information architecture schemas, content mapping, prototyping, design principles, and usability and user experience goals. Throughout the course, students will work on a major design project and will represent a user’s total experience when interacting with a digital system, including measurement of user experience through different metrics (e.g., performance, comparison, self-reporting) and evaluation techniques (usability testing, experimental design, non-parametric tests). | Faculty of Information | Velian Pandeliev | SDG9 (Industry, Innovation & Infrastructure) |
| INS240Y1 | Ecological Interactions: Intro to Indigenous and Western Sciences | Introduction to methodologies and applications of Indigenous and Western sciences, with an emphasis on environmental change, animal behaviour, evolution, sustainable practices, and implications of intrinsic ecological connections. Exploratory labs, often outdoors, develop literacy and skills in each paradigm as well as critical thought, creative reflection, and synthesis of knowledge. | Faculty of Arts & Science | Melanie Jeffrey | SDG4 (Quality Educdation); SDG15 (Life on Land) |
| JEG400Y5 | Geography/Environment Science Internship | Through a part-time, unpaid work placement, students apply the natural science based environmental science/physical geography expertise gained through previous course work. Placements are made at local conservation authorities, municipalities, environmental consulting companies, corporations, provincial or federal agencies, and other organizations. Students must submit an application online. Instructions for the application can be found on the Geography Department home page: https://utm.utoronto.ca/geography/field-internship-and-thesis-courses | University of Toronto Mississauga | Harvey Shear | SDG8 (Decent Work & Economic Growth); SDG11 (Sustainable Cities & Communities); SDG13 (Climate Action) |
| MIE490Y1/491Y1 | Capstone Design | An experience in engineering practice through a significant design project whereby student teams meet specific client needs through a creative, iterative, and open-ended design process. The project must include: • The application of disciplinary knowledge and skills to conduct engineering analysis and design, • The demonstration of engineering judgment in integrating economic, health, safety, environmental, social or other pertinent interdisciplinary factors, • Elements of teamwork, project management and client interaction, and • A demonstration of proof of the design concept. | Applied Science & Engineering | Kamran Behdinan | SDG9 (Industry, Innovation & Infrastructure) |
| MIE491Y1 | Capstone Design | An experience in engineering practice through a significant design project whereby students teams meet specific client needs or the requirements of a recognized design competition through a creative, iterative, and open-ended design process. The project must include: The application of disciplinary knowledge and skills to conduct engineering analysis and design, The demonstration of engineering judgement in integrating economic, health, safety, environmental, social or other pertinent interdisciplinary factors, Elements of teamwork, project management and client interaction, and A demonstration of proof of the design concept. | Applied Science & Engineering | Kamran Behdinan | SDG9 (Industry, Innovation & Infrastructure) |
| MIE507H1 F | Heating, Ventilating, and Air Conditioning (HVAC) Fundamentals | Introduction to the fundamentals of HVAC system operation and the relationship between these systems, building occupants and the building envelope. Fundamentals of psychrometrics, heat transfer and refrigeration; determination of heating and cooling loads driven by occupant requirements and the building envelope; heating and cooling equipment types and HVAC system configurations; controls and maintenance issues that influence performance; evaluation of various HVAC systems with respect to energy and indoor environmental quality performance. | Applied Science & Engineering | Marianne Touchie Windisch | SDG9 (Industry, Innovation & Infrastructure); SDG11 (Sustainable Cities & Communities); SDG13 (Climate Action) |
| RSM436H1 F | Sustainable Finance | This course teaches students how to apply financial tools and models to the understanding of and to developing solutions for sustainability challenges as defined by the UN Sustainable Development Goals. Particular emphasis is on understanding the role of financial markets and financial constraints and incentives as a source of problems and to understanding the role of financial markets and financial tools as a source of solutions in the areas of climate change, environmental stresses, as well as social inequity and economic development across the world. Corporate ESG (Environmental, Social, and Governance) ratings and financial ESG investment tools are prominently discussed. | Rotman School of Management | Jan Mahrt-Smith | SDG8 (Decent Work & Economic Growth); SDG10 (Reduced Inequalities); SDG11 (Sustainable Cities & Communities); SDG13 (Climate Action) |