Sustainable Infrastructure

VerEco Home WDM Exhibit

Submitted by StudentResearcher on Wed, 2012-04-18 13:59
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Ronn Lepage
Email address of primary contact person
ronn@ronnlepage.com
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

The VerEco Home is a home designed to generate as much energy as it consumes on an annual basis. The VerEco Home is targeted for LEED for Homes Platinum demonstrating innovative, smart green design in the areas of site sustainability, water efficiency, materials and resources and indoor environmental quality. The VerEco Home was built as a demonstration project to educate the people of Saskatchewan that energy efficient, sustainable housing is available at affordable prices. The VerEco Home will be on exhibit at the Saskatoon branch of Saskatchewan’s largest museum, the Western Development Museum until September, 2011.

The home is owned by VerEco Homes Inc. and WSE Technologies and was donated to the WDM for a year. Twenty Five Saskatchewan businesses partnered with VerEco Homes and WDM to sponsor the education program.

There are four educational elements to the VerEco Home WDM Exhibit:

1) General tours – There are four general tours each day led by one of our Green Home Educators. Each tour explains over 50 technologies that have been integrated into the home reduce energy consumption, reduce water usage, minimize construction waste, provide high air quality and improve natural lighting while minimizing site impact.

2) School tours – developed in partnership with the Saskatoon Public Schools, the education program is focused on Grade 7 students. The program is build into their curriculum. Students do advanced preparation, complete a special tour of the VerEco Home and then design an home of their own.

3) Expert Series – every Tuesday evening, green home industry experts present information on specific topics of interest to anyone interested in more detail on building green. The presentations are captured on video and posted on Youtube for anyone to view.

4) Web Sites – our verecohome.com site has all the information about the exhibit. Our vereco.ca site has a ‘Build Green’ section that maintains research information on how to build green.

Describe the timing of your project (Please describe the date and length of time the project runs)

2011

Keywords (Please list keywords, separated by commas, that relate to the project)
Eco homes, green home design, sustainable building
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project)

The VerEco Home is a home designed to generate as much energy as it consumes on an annual basis. The VerEco Home is targeted for LEED for Homes Platinum demonstrating innovative, smart green design in the areas of site sustainability, water efficiency, materials and resources and indoor environmental quality. The VerEco Home was built as a demonstration project to educate the people of Saskatchewan that energy efficient, sustainable housing is available at affordable prices. The VerEco Home will be on exhibit at the Saskatoon branch of Saskatchewan’s largest museum, the Western Development Museum until September, 2011.

There are four educational elements to the VerEco Home WDM Exhibit:

1) General tours – There are four general tours each day led by one of our Green Home Educators. Each tour explains over 50 technologies that have been integrated into the home reduce energy consumption, reduce water usage, minimize construction waste, provide high air quality and improve natural lighting while minimizing site impact.

2) School tours – developed in partnership with the Saskatoon Public Schools, the education program is focused on Grade 7 students. The program is build into their curriculum. Students do advanced preparation, complete a special tour of the VerEco Home and then design an home of their own.

3) Expert Series – every Tuesday evening, green home industry experts present information on specific topics of interest to anyone interested in more detail on building green. The presentations are captured on video and posted on Youtube for anyone to view.

4) Web Sites – our verecohome.com site has all the information about the exhibit. Our vereco.ca site has a ‘Build Green’ section that maintains research information on how to build green.

Transformative educational dimensions: We have a specific school program in place focused on Grade Seven Students. Any school, university, institute or college group visiting the VerEco Home will receive a 60% discount. We also make the home available to any special interest groups for meetings and gatherings.

What level of education does this project address?
Middle years school
Public awareness, for example, through the media (informal education)
Professional and other training outside the formal school/higher education system (non-formal education)
Describe any participation in your project from the grassroots community, youth, the poor/vulnerable, minority groups

Community Involvement: we have partnered with 25 Saskatchewan businesses to bring the education program to the public. Through our the four elements of our education program, we are engaging the general public, students and professional builders. Most of the information (including the expert series) is available on the internet so is accessible to everyone from all populations.

Are there any research questions and opportunities that have or could be examined with this project?

New Knowledge and Innovations: Nearly all of the individual technologies we used in the design of the VerEco Home are tried and proven technologies that have been available for years. The real innovation in the VerEco Home is how these technologies have been integrated in a cost effective manner to build a truly spectacular home at a very modest cost.

Project sponsors/funders

The home is owned by VerEco Homes Inc. and WSE Technologies and was donated to the WDM for a year. Twenty Five Saskatchewan businesses partnered with VerEco Homes and WDM to sponsor the education program.

How did you find out about this survey?

Data from 2011 Recognition Event

Praxis International Institute Summer Environmental Camp

Submitted by StudentResearcher on Wed, 2012-04-18 13:49
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Brent Kreuger
Email address of primary contact person
brent@globalinfobrokers.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

From July 25th till August 20th of 2010, Praxis International Institute (PII) hosted two separate back-to-back summer camps for youth at its Craik Ecovillage campus. The first camp saw 10 delegations of 15 year olds and their leaders from 10 different countries. The theme of the camp was “Living a Green Life.” The second camp saw approximately 40 youth from all across Canada.

Building on the knowledge that it will be our young people that will lead the way in any paradigm shift, and also that experts tell us it takes 21 days to start (or break) a habit, the camps were important because during this time period students not only learned about how to live an environmentally friendly lifestyle, but actually got a chance to experience it first-hand. By not only discussing and learning about issues but actually practicing such solutions as water conservation, (we use rainwater recovery so monitoring and being “aware” of daily water levels and usage was critical), using composting and humanure toilets, eliminating most junk food and choosing to eat healthy, regularly composting other household organic waste and recycling, recycling recycling to name a few, participants saw tangibly the results of their efforts.

Based upon lessons learned and successes experienced during these first camps, Praxis International Institute has decided to offer “Living Green” camps on a regular basis, and to extend and enlarge the topics and activities included in these camps. So far, Praxis as hosted or booked at least three more similar camps. In April of 2011 Praxis hosted a delegation of 18 Japanese students ranging in age from grade 7 to grade 12, and starting in July 2011 Praxis will host two more camps with at least one of the camps being students from China.

Describe the timing of your project (Please describe the date and length of time the project runs)

From July 25th till August 20th of 2010, Praxis International Institute (PII) hosted two separate back-to-back summer camps for youth at its Craik Ecovillage campus.

In April of 2011 Praxis hosted a delegation of 18 Japanese students ranging in age from grade 7 to grade 12, and starting in July 2011 Praxis will host two more camps with at least one of the camps being students from China.

Keywords (Please list keywords, separated by commas, that relate to the project)
Sustainable living in action
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project)

the camps were important because during this time period students not only learned about how to live an environmentally friendly lifestyle, but actually got a chance to experience it first-hand. By not only discussing and learning about issues but actually practicing such solutions as water conservation, (we use rainwater recovery so monitoring and being “aware” of daily water levels and usage was critical), using composting and humanure toilets, eliminating most junk food and choosing to eat healthy, regularly composting other household organic waste and recycling, recycling recycling to name a few, participants saw tangibly the results of their efforts.

The camp was broken into three sections; (A) Problem identification, (B) Problem solutions and (C) Solution Implementation. We found that by choosing to implement their own solution as opposed to one dictated to them, these 15 year participants were much more ready to adopt that behaviour, and appeared willing to maintain that behaviour permanently (we hope).

What level of education does this project address?
High school
How did you find out about this survey?

Data from 2011 Recognition Event

Saskatoon's Green Energy Park ESD Project

Submitted by StudentResearcher on Wed, 2012-04-18 13:38
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Kevin Hudson
Email address of primary contact person
kevin.hudson@saskatoon.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

 

The City of Saskatoon is taking action on climate change and working to reduce greenhouse gas emissions. Several initiatives are already underway, including study of a small-scale hydropower station at the Saskatoon Weir on the South Saskatchewan River, and several power generation projects that are part of a Green Energy Park at the Saskatoon Landfill.

Through this project Aden Bowman students worked with students from the University of Saskatchewan’s School of Environment and Sustainability to create educational materials highlighting various aspects of Saskatoon’s Green Energy Park, and its role in providing an environmentally sustainable energy system for the city. An informed and knowledgeable public is critical to achieving a sustainable livelihood in our city.

Over half of the city’s ecological footprint is due to energy use. As the city grows, there will be an even greater demand for energy. Future growth in demand and anticipated changes in environmental regulations may require a new approach to meeting our energy needs.

In June 2009, the City of Saskatoon released its Energy and Greenhouse Gas Management Plan. A key goal of the plan is to achieve a diverse and environmentally sustainable energy system by developing local renewable energy supplies.

Green Energy Park projects include: a Landfill Gas Collection System and Power Generation Facility; a Turboexpander Power Generation Facility (in partnership with SaskEnergy Incorporated); and a Tall Wind Turbine. Other alternative technologies may also be considered in the future.

Through this project, students worked with a professional graphic designer to develop an educational brochure, display boards, and on-site signage aimed to inform and educate the public about these alternative energy technologies.

 

Describe the timing of your project (Please describe the date and length of time the project runs)

Ongoing

Keywords (Please list keywords, separated by commas, that relate to the project)
Sustainable energy systems
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project)

Through this project Aden Bowman students worked with students from the University of Saskatchewan’s School of Environment and Sustainability to create educational materials highlighting various aspects of Saskatoon’s Green Energy Park, and its role in providing an environmentally sustainable energy system for the city.

Through this project, students worked with a professional graphic designer to develop an educational brochure, display boards, and on-site signage aimed to inform and educate the public about these alternative energy technologies.

Having students work on this project with the City of Saskatoon provided an opportunity to connect youth to education, skills development and job opportunities. This is especially important as society works to equip the leaders of tomorrow with the knowledge and skills necessary to build a sustainable future for everyone.

Students researched the challenges faced by the electrical industry in Saskatchewan, Canada, and globally in moving toward an environmentally sustainable energy system and meeting an ever-increasing demand for electricity.

What level of education does this project address?
High school
How did you find out about this survey?

Data from 2011 Recognition Event

Town Planning Day 2010

Submitted by StudentResearcher on Wed, 2012-04-18 13:24
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Sheri Birkeland
Email address of primary contact person
sbirkeland@regina.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

The City of Regina, in collaboration with Co-operators Life Insurance Company’s YES Network, hosted 16 high school students for a day of hands on workshops around city planning. Students participated in workshops related to landscape architecture, transportation systems, water systems, building codes, community development and had an opportunity to try and design their own city. The event ran an entire day (8:00 am to 5:00 pm). Students were then invited to sit in on a Regina City Council Meeting. The participating students were recruited through the Regina YES Network. They ranged from grade 10 students to grade 12 students and represented five Regina high schools.

The day was organized in conjunction with World Town Planning Day. It aimed to provide youth with a unique and experiential learning opportunity into how a city is designed and developed. Students gained knowledge about sustainable city planning, they learned how youth can be involved at the municipal level and they found out about possible career paths. Through some role playing exercises related to community planning and development, students also were given the opportunity to develop skills in relation to collaboration in a multi stake holder setting.

The day was an immense success. Students described the day as “educational”, “valuable” and “exciting”. They said they took away from the day ideas such as “an appreciation of city planning”, “new ways to define urban sustainability”, “new ideas on how we can personally affect change” and “the importance of working together.” The hope is to run the day again in 2011 in November for World Town Planning Day.

Describe the timing of your project (Please describe the date and length of time the project runs)

November 8th, 2010

The event ran an entire day (8:00 am to 5:00 pm)

The hope is to run the day again in 2011 in November for World Town Planning Day.

Keywords (Please list keywords, separated by commas, that relate to the project)
Sustainable city planning
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project)

The City of Regina, in collaboration with Co-operators Life Insurance Company’s YES Network, hosted 16 high school students for a day of hands on workshops around city planning. Students participated in workshops related to landscape architecture, transportation systems, water systems, building codes, community development and had an opportunity to try and design their own city. 

The participating students were recruited through the Regina YES Network. They ranged from grade 10 students to grade 12 students and represented five Regina high schools.

It aimed to provide youth with a unique and experiential learning opportunity into how a city is designed and developed.

The City of Regina’s Town Planning Day built capacity for sustainable development by providing a transformational learning opportunity to youth by connecting students directly to the processes that develop and maintain an urban municipality. In a time when civic engagement is on the decline, research has shown that if you can connect people at a young age, they are more likely to remain engaged as they grow older. Instead of just learning basic concepts in a removed environment, such as the classroom, we brought youth in direct contact with the people and processes that are responsible for the planning of our cities and the impact that has its citizens.

Students participated in presentations and hands on workshops throughout the day to learn and demonstrate knowledge gained. Students were introduced to a range of topics related to city planning, from water systems to transportation needs to community development. They learned about how cities are dependent on systems internal and external to an urban setting. One example from the day was demonstrated during the water systems workshop. Some students were shocked to learn where the water in their tap comes from and what happens to after it is used and discarded. It really drove home the point that we are part of a much larger system and that we must be responsible of how we manage and care for our part.

Another great ‘aha’ moment of the day took place during an afternoon walking tour of the downtown core. Students began to understand the amount of thought and planning that goes into something as simple as a sidewalk. They learned about the importance of public spaces and how the community interacts with that space. The ability for a city to facilitate community development and interaction is important to our social sustainability.

In addition to the important knowledge and understanding gained, students simultaneously had the opportunity to develop leadership skills. Through a couple role playing scenarios related to community development and multi stakeholder planning, students learned about collaboration and conflict resolution. Opportunities such as these help youth build their capacity to be the future leaders of our community.

What level of education does this project address?
High school
How did you find out about this survey?

Data from 2011 Recognition Event

Operation Water Biology

Submitted by StudentResearcher on Wed, 2012-04-18 13:15
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Nicole Biederbeck
Email address of primary contact person
info@safewater.org
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

Our previous long-time Executive Director, Dr. Hans Peterson, is the inventor of the Integrated Biological Reverse Osmosis Membrane (IBROM) treatment system and we had the idea of adapting the process to be included in educational kits for students to conduct laboratory activities. Therefore, we decided to develop the Operation Water Biology (OWB) program. The program was developed over the summer of 2009 and the summer of 2010 by our summer student, Steven Elton, and kits are sent to schools between September and mid-November and between March and the end of May every year. OWB kits are sent to Canadian schools in order to teach students about biological water treatment, a more effective and environmentally friendly method of drinking water treatment. Students participate in hands-on activities that teach them about chloramination, chlorination, ammonia, and the removal of iron. The RCE SK themes/issues that the OWB project addresses are building sustainable infrastructure including water and energy and health. Biological water treatment is more environmentally friendly and more effective and, therefore, it is more sustainable water treatment plant infrastructure. Good drinking water quality is essential to good human health. The kits are useful for students in grades 9-12 and are currently available in English, fall 2011 they will be available in French as well. Since September 2010 we have sent 44 Operation Water Biology kits to teachers across Canada, these kits will educate approximately 1200 students. Kits will be sent to many teachers every school year and tens of thousands of students will learn about biological water treatment.

Describe the timing of your project (Please describe the date and length of time the project runs)

The program was developed over the summer of 2009 and the summer of 2010 by our summer student, Steven Elton, and kits are sent to schools between September and mid-November and between March and the end of May every year.

Keywords (Please list keywords, separated by commas, that relate to the project)
Clean water, biological water treatment
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project)

OWB kits are sent to Canadian schools in order to teach students about biological water treatment, a more effective and environmentally friendly method of drinking water treatment. Students participate in hands-on activities that teach them about chloramination, chlorination, ammonia, and the removal of iron.

What level of education does this project address?
High school
Project sponsors/funders

TD Friends of the Environment Foundation

How did you find out about this survey?

Data from 2011 Recognition Event

ESET E-Bike and Solar Alternative

Submitted by StudentResearcher on Wed, 2012-04-18 11:00
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Michael Lasante
Email address of primary contact person
lasante@siast.sk.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

This project started as an experiment to see if a regular gas burning motorcycle that had reached the end of its lifecycle could be reborn as a low emission daily commuter vehicle. A motorcycle rather than a car was chosen as it could be brought into the Electronic Systems Engineering Technology labs to be used as part of the Power Electronics, Printed Circuit Board Design and Technical Thesis courses.

A 1977 Yamaha 400cc motorcycle was acquired at no cost and over the next number of months, stripped down and rebuilt as an electric motorcycle. The vehicle uses four electric vehicle dry cell batteries to power a 48 volt DC motor. Students have assisted with the design and use the motorcycle as a test bed for design projects.

The motorcycle has been at numerous career fairs for students and teachers as well as a number of trade shows and exhibitions. It promotes careers in technology, especially the emerging Green Energy field.

I am currently working on an Applied Research project to design a solar powered recharging system. This will make our “Low Emission” vehicle “Zero Emission” as it will no longer require recharging from the existing fossil fuel generated power grid.

Describe the timing of your project (Please describe the date and length of time the project runs)

2011

Keywords (Please list keywords, separated by commas, that relate to the project)
Low emission vehicle
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project)

This project was not designed to be a prototype for future production. Its goal was to educate, both existing and future students of the Electronics Systems Engineering Technology Program at SIAST Kelsey Campus. It has expanded its educational mandate to high school teachers, support staff and the general public. Both as an example of what our students are capable of, but also what can be done at the grass roots level when it comes to experimenting with low and zero emission vehicles.

What level of education does this project address?
Post-secondary institution
Are there any research questions and opportunities that have or could be examined with this project?

I am currently working on an Applied Research project to design a solar powered recharging system. This will make our “Low Emission” vehicle “Zero Emission” as it will no longer require recharging from the existing fossil fuel generated power grid.

How did you find out about this survey?

Data from recognition event 2011

Alternative Energy Forum and Fair

Submitted by StudentResearcher on Tue, 2012-04-17 19:30
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Ron Smallwood
Email address of primary contact person
Ronald.Smallwood@SIAST.Sk.Ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

 

The goal of the Alternative Energy Forum & Fair (AEFF) was to showcase alternative energy to Moose Jaw and area residents, and to promote discussion around energy use and sources.

This was the first such event promoted but the City of Moose Jaw or a SIAST campus. Our themes and issues included: Made in Saskatchewan options; recycling; youth & family choices & options; alternative energy; and energy use reduction. Our target audience was everyone with special sessions for youth, families, and businesses.

The event was held at SIAST Palliser Campus, Moose Jaw on February 4 & 5 2011.

Municipal Advisory Committee on the Environment came up with the original idea and initial funding as a way to reach the general population. The SIAST Palliser Campus principal, through the campus representative on the board, offered the Palliser Campus as the site as well as in-kind services; and SIAST Palliser Campus Green Group agreed to assist in organization and funding of the event.

Despite bad weather a short advertising window the attendance was very good with over 100 paid visitors. Some of the session and all the displays were free and students weren’t required to pay. Two schools were prevented from attending by bad weather. A lot of discussion and ideas were generated with many suggestions for a follow up conference and actions. The success of the conference was encouraged other and

SIAST Campus Green Groups to plan similar events.

 

Describe the timing of your project (Please describe the date and length of time the project runs)

The event was held at SIAST Palliser Campus, Moose Jaw on February 4 & 5 2011.

Keywords (Please list keywords, separated by commas, that relate to the project)
Alternative Energy
What level of education does this project address?
Public awareness, for example, through the media (informal education)
Describe any participation in your project from the grassroots community, youth, the poor/vulnerable, minority groups

 

Our target audience was everyone with special sessions for youth, families, and businesses.

 

Project sponsors/funders

 

Municipal Advisory Committee on the Environment came up with the original idea and initial funding as a way to reach the general population. The SIAST Palliser Campus principal, through the campus representative on the board, offered the Palliser Campus as the site as well as in-kind services; and SIAST Palliser Campus Green Group agreed to assist in organization and funding of the event.

 

How did you find out about this survey?

Data from recognition event 2011

Regina YES Network - O’Neill High School – ‘Turn Out Lights’

Submitted by StudentResearcher on Thu, 2010-06-10 15:09
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Kathleen Wilson
Email address of primary contact person
kathleen_wilson@cooperators.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

The Green Squad at O’Neill High School is frustrated with the amount of time the lights are left on in their school and they’ve decided to tackle it! In a very energetic rap at the youth forum the students at O’Neill announced that they will be raising money to install sensor lights into all of the school’s bathrooms. Awesome!

Earth Week was a busy week at most of the schools. O'Neill High School was no exception! The students in the O'Neill Green Squad held three fundraisers to raise money towards their sensor lights project! They have almost reached their goal to install sensor lights into all of the school's bathrooms. The fundraisers included a float sale, a bake sale and a two week sale of environmentally friendly products.

The students at O'Neill High School are frustrated with people putting garbage into their recycling bins. To set an example for other students, the O'Neill Green Squad spent a very frigid December lunch hour sorting through the recycling on the front steps of the school. Sporting mittens, toques and their finest winter wear, they dumped out the collected recycling and removed all of the garbage. An entire garbage bag of waste was removed! A video was also made and aired at a school assembly before Christmas to remind students of proper etiquette for recycling!

Describe the timing of your project (Please describe the date and length of time the project runs)

Ongoing throughout the school year.

Keywords (Please list keywords, separated by commas, that relate to the project)
Environment Club, High School, Youth Engaged in Sustainability, Sensor Lights, Sustainable Actions
What level of education does this project address?
High school
Public awareness, for example, through the media (informal education)
Project sponsors/funders

The Cooperators.

Regina YES Network - Campbell Collegiate – Extreme School Makeover: Courtyard Edition

Submitted by StudentResearcher on Thu, 2010-06-10 14:48
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Kathleen Wilson
Email address of primary contact person
kathleen_wilson@cooperators.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

 

The students at Campbell Collegiate have decided they want to revitalize a courtyard in their school. Currently the courtyard is not useable by students. They plan to remove debris and clean up the area. They then want to landscape the area and make it a student friendly space. The plan calls for native prairie species to be used. The students also plan to launch a composting program that will be a focal point of the garden. There was also talk of grey water recycling from a nearby home ec lab.

Most people feel more energy on a sunny day, but for the students of Campbell Collegiate in Regina a sunny day brings a different kind of energy in the form of hot water produced by their solar-thermal panels. Thanks to the Campbell Collegiate Environment Club, students can wash their hands or shower after gym class knowing that the hot water they are using produces fewer greenhouse gases than a conventional fossil fuel system. After an ambitious campaign to raise money for solar-thermal panels was launched in 2008, the Club’s efforts came to fruition when the panels were installed on the school’s roof in July 2009 by Kelln Solar, a local solar company.

Describe the timing of your project (Please describe the date and length of time the project runs)

Ongoing throughout the school year.

Keywords (Please list keywords, separated by commas, that relate to the project)
Environment Club, Students, High School, Sustainable Actions, Solar Panels, Youth Engaged in Sustainability
What level of education does this project address?
High school
Public awareness, for example, through the media (informal education)
Project sponsors/funders

The Cooperators

Communities of Tomorrow

Submitted by StudentResearcher on Mon, 2010-05-03 00:20
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Communities of Tomorrow
Email address of primary contact person
info@communitiesoftomorrow.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

The Communities of Tomorrow partnership is a not for profit enterprise located in Regina, Saskatchewan, Canada. CT fosters the development and commercialization of new infrastructure solutions for the global marketplace within the Regina regional sustainable infrastructure cluster.  One way CT does this is by providing funding to industry and researchers to support their research and development initiatives. CT also partners with various public and private sector organizations to help make sustainable infrastructure products and services a reality. This includes providing proposal development support, connecting clients with experts who can provide research and development assistance, and facilitating product testing prior to commercialization.

Over the next decade, the cluster expects its initiatives will have a significant economic impact in the Regina region and will have played a key role in the creation of numerous successful commercial products that will be available in the global marketplace. The cluster which includes the University of Regina and the National Research Council Centre for Sustainable Infrastructure Research will be recognized as an international leader in applied sustainable infrastructure research and practices. 

Describe the timing of your project (Please describe the date and length of time the project runs)

Ongoing.

Keywords (Please list keywords, separated by commas, that relate to the project)
Communities of Tomorrow, Regina, sustainable infrastructure, funding
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project)

Informal - Communities of Tomorrow releases a monthly e-newsletter available to those who sign up for it, and additional material is available for viewing at http://www.ctinfo.ca

What level of education does this project address?
Public awareness, for example, through the media (informal education)