We met with Rossie Kadiyska, Professor and Program Coordinator, and Vladimira Steffek, Professor, Fashion Management PG certificate program, in the Faculty of Media & Creative Arts, to discuss the learnings and observations that emerged from the team’s study with the Teaching Innovation Fund (TIF), enabled by the Scholarship of Teaching and Learning (SoTL) at Humber College.
The fundamental purpose of SoTL research is to advance, enhance and enrich the quality of teaching and learning at Humber. TIF supports faculty research projects that examine an element of the teaching and learning practice—taking a project or study from ideation to final analysis and interpretation—through building a new tool for use in the classroom or by measuring the impact of a new teaching method on students’ learning.
Writing ‘Humber Fashion Sustainability-Specific’ Cases (HFSS)
To date, most educational institutions focus on delivering the classroom experience through traditional models such as lectures, debates, and exercises without a focus on innovative thinking. However, for students to be competitive in their future endeavours, not only their analytical skills but also their creative and innovative thinking must be honed. The current evidence suggests that “the creative competence (…) is one way to help prepare students for an uncertain future” (Beghetto, 2010, p. 447). The HFSS study explored the question of how to better prepare students for the practical world while increasing their innovative thinking, creativity, engagement, and satisfaction with the learning experience.
Humber Office of Research & Innovation (ORI): The “raison d’etre” for undertaking this study:
Rossie Kadiyska (RK): In 2018, Senior Dean, Faculty of Business, Alvina Cassiani, recognized the need and opportunity for prioritizing focus on sustainability in fashion, informed by Humber’s strategic direction. In 2019, Humber introduced the fashion sustainability profile as part of the Fashion Management program. A sustainable fashion profile provides students with opportunities to learn about the important aspects of fashion sustainability such as ethics and supply chain, creative innovations in the fashion industry, and how to make a case for sustainability from a financial and managerial perspective. Acknowledging our collective passion around this topic, Vladimira Steffek and I began discussions on fostering education in sustainability in our classrooms.
These are the three main questions we posed to ourselves – how could we:
- Make online learning fun and interactive?
- Offer students a global and cross-disciplinary opportunity?
- Communicate sustainability in an impactful way?
Vladimira Steffek (VS): We soon learned that at Bloomsbury Publishing (Bloomsbury Fashion Central), UK, they were looking for fashion-specific cases. However, following a quick review, we realized that there were not enough sustainability-related fashion-specific cases available in Bloomsbury’s database. We decided to actualize a Humber-specific live case that addresses this gap, inclusive of the inspiring work of our students, as we strongly believe in engaging them in real-world experiences and challenges.
We approached Teaching + Learning, applied for our first TIF grant, hired a few research assistants, and embraced a cross-departmental collaborative approach in these case studies; we completed two case studies, and we are working towards our next TIF grant.
ORI: Gap identified, and challenge addressed:
RK: In researching the literature on education in sustainability, Vladimira identified a gap–there are not enough inspiring case studies on sustainable fashion involving small and medium-sized businesses, especially those involving students. Enhancing students’ critical thinking, creativity, and analytical skills are at the forefront of Humber’s experiential, hands-on training educational model and align with Humber’s strategic objective #1: Career-ready citizens.
We identified that such case studies lacked the component of student interaction with industry and that there were negligible, if any, case studies through the lens of a system design thinking framework.
We were inspired to create a library of local sustainable fashion cases that brings industry experts into the classroom to share real-world experiences in sustainability. The challenges that we as researchers faced were identifying such cases (small and medium-sized local entrepreneurs). An additional challenge was recognizing that, generally, education on sustainability is very context-bound.
VS: Working on projects with local entrepreneurs grants a process-based and socially constructed perspective. Our prime objective was to prompt and propel students to make a real impact in a conscious, sustainable future. As an academic institution, we are instrumental in creating sustainably engaged and sustainably educated citizens. We wanted to create a space for dialogue and knowledge exchange, thus merging theoretical and practical application of skills acquired. Engaging these entrepreneurs as part of the learning process was an essential element. Another critical component of designing and implementing these case studies came from our collective belief that students across faculties would benefit from an interdisciplinary collaborative learning environment.
ORI: Case studies conducted so far:
RK: Education for Sustainability remains right at the heart of the case studies and learning goals. We were mindful of the HLO (Humber Learning Outcomes) framework focusing on the development of (a) Key Mindsets (EDI, Sustainability & Systems Thinking), (b) Meta-Skill (Critical Thinking), and (c) Skills in Action (Collaboration to Problem-Solving).
TIF: HFSS – Case Study 1
We brought our first case to the classroom in Winter 2020. However, due to COVID, we pivoted to an online model soon after. We collaborated with Stuart Hill, Owner of KLWD, an independent Toronto streetwear brand, who conducted a virtual presentation for our students.
Vladimira and I had attended an online MOOC course introducing the systems design thinking/change management method called Theory U, by Otto Scharmer, Senior Lecturer at MIT. Approaching the lack of information In researching the literature on sustainability in fashion and systems design thinking, we saw an opportunity to go through our case through Theory U, interdisciplinary learning, and an EDI lens. As well, UN Sustainable Development goals #8 (decent work & economic growth), #11 (sustainable cities & communities) and #12 (responsible consumption & production) were incorporated into the learning outcomes.
We finalized the case study and presented our paper to Bloomsbury. We are proud to inform you that this will be included in the Bloomsbury database effective Fall 2021.
TIF: HFSS – Case Study 2
Inspired and encouraged, we decided to take it a step further in our second case study in Fall 2020. This time we identified another local entrepreneur, a Humber Alumna, Ani Wells, Owner of Simply Suzette, a sustainable denim brand. Ani shared that her worldview on sustainability expanded due to her association with Humber College. Ani identified that on a sustainability scale, denim is one of the worst environmental offenders besides leather.
It was an immensely successful collaborative endeavor in the virtual arena involving faculty and students from the Faculty of Media & Creative Arts (FMCA) and the Faculty of Business. Our peers from FMCA: Annette Borger-Snel, Professor & Program Coordinator, PR Grad Certificate program, and Anne Frost, Professor & Program Coordinator, Arts Administration & Cultural Management, were eager to join us with their students.
This case study laid the foundation for our COIL (Collaborative Online International Learning) project between Humber College and Centro Universitario Senac, Sao Paolo, Brazil. Luciana Chen, Professor & Program Coordinator, Production Design Graduate program, Senac, joined with some of her students. This collaboration allowed us to reflect upon the values of human interaction, our higher purpose and create an inclusive learning environment.
We taught this case live in the classroom for six weeks with 29 students from two schools enrolled in four different programs (Fashion Communication, Sustainable Fashion, Public Relations, and Arts Management). This time we adopted the Double Diamond design process framework.
Students came up with several suggestions, prototypes, and ideas on promoting and embedding sustainability in fashion. We have compiled the report and submitted it to Bloomsbury for publication. It is in the final stages of the approval process and will probably also be included in their database in Fall 2021.
ORI: Interdisciplinary Approach
RK: These case studies involved expertise across faculties at Humber and international collaboration with Senac. Students from different disciples and programs were accorded a unique opportunity to apply theoretical knowledge with real-industry challenges and worked in a collaborative design thinking framework. Working in interdisciplinary and cross-functional teams, at an international level, with varied skillsets allowed students to work and think creatively.
These case studies prove the efficacy and efficiency of developing skillsets in learners through the lens of design thinking and cross-collaboration. We received encouraging feedback from our students, who asserted that they would be able to easily replicate and apply these learnings in real-world situations. In addition, students affirmed that the skills developed will give them a leading edge in terms of employment and recognition.
“As a fashion student passionate about sustainability in the fashion industry, the opportunity to work with Rossie & Vladimira as a Research Assistant broadened my horizon. It allowed me to work with sustainable fashion on a deeper level while creating resourceful and accessible ways to deliver the information. This project brings the case studies to the classroom where students can experience and work on a real-life business model and use systems design thinking to create feasible solutions. Being a student myself, I think this is the best way to learn and grow while collaborating with other students.” – Cam-Ly Nguyen, Project Coordinator, Humber College Alumna
“Being in an unfamiliar learning experience – working with people from different countries and exploring a different area of study, was the best experience!” – Natasha Z., Humber College
“Working with people with different discipline was the best experience!” – Poliana A., Senac, Brazil
We are essentially offering deep learning through Transformative Pedagogy, empowering students to embed their values and beliefs on sustainability in fashion and reflecting on best practices moving forward. Teachers must be capable of being open to new learnings, engage in multiple worldviews, and teaching across disciplinary boundaries. We reiterate that this requires a framework of systems design thinking and an interdisciplinary approach for efficiency. Internalization in education is seen by researchers as a factor that could speed up the adoption of education for sustainability through cross-cultural learning, connectedness, and cross-disciplinary cooperation.
“We are living in unprecedented times of building new structures which require new sets of skills. Working in interdisciplinary and international teams across Humber in combination with industry partners; inspired by the work of the young generation is the way to build a more sustainable future and shape the leaders of tomorrow.” – Rossie Kadiyska
We strongly believe that breaking down silos is the way forward. In a dynamic economic environment, we are passionately working towards empowering our youth and future leaders.
ORI: Observations and lessons learned
VS: COVID-19 did derail us slightly in our first case study. Adopting an online working model was a learning curve in itself, and I am proud to reflect on the resilience and determination of Humber College, faculty, staff, students, and our industry and community partners to quickly pivot. We approached the first case study with a learner’s mindset. Initially planned to be a pilot project, we are inspired and encouraged by the response we have received from our peers and students on both the case studies.
“Although we have been hit by the new reality of lockdowns and closed campuses during the process, the online learning and the new reality in fact have enabled us to approach and connect with international partners because in the virtual world the physical borders no longer exist. We strongly believe that through forming cross-functional and cross-cultural teams we can enhance collaboration, creativity, and synergy.” – Vladimira Steffek
On completion of the first case study, we realized that the Theory U framework did not suit our students’ requirements. For example, Theory U encourages one to envision a solution to a problem from a future perspective. However, the project team observed that students struggled with these principles effectively, as it required a deeper level of understanding and maturity. Therefore, we adopted the Iceberg systems thinking model and the Double Diamond design process framework with the second case study.
ORI: What’s Up Next
RK: We are currently discussing a third case study focusing on sustainability and social media/public relations. Our project team is passionate about encouraging a conversation around sustainability and incorporating a holistic integration of sustainability in the curriculum.
In particular, I want to credit our research assistants and students for being forward thinkers and embracing a positive can-do attitude. Also, a special thanks to the SoTL team at Teaching + Learning for their constant support and encouragement in making this possible.
HFSS TIF Project Team
Rossie Kadiyska, Investigator, Faculty of Business, Humber College
Vladimira Steffek, Co-Investigator, Faculty of Business, Humber College
Anne Frost, Faculty of Media & Creative Arts, Humber College
Annette Borger-Snel, Faculty of Media & Creative Arts, Humber College
Luciana Chen, Fashion Designer, Senac Brazil
Stuart St. Hill, Founder, KLWD Canada
Ani Wells, Humber Alumna & Founder, Simply Suzette
Cam-Ly Nguyen, Project Coordinator & Researcher – HFSS Project, Humber College Alumna
Deanna Ceelen, Researcher, Humber College
Somera Muzaffar, Researcher, Humber College
Anouchka Huq, Researcher, Humber College
Leandro Mastropasqua, Alicia Silva Caviglia, Senac, Brazil
We acknowledge, with thanks, the innovative projects and case studies that faculty members undertake as reflective practitioners. Such evidence-informed practices can benefit an internal or external investigator, researcher, or faculty member, through the development of new learning methods or create an opportunity for co-creation of new ideas and projects; that is the noble cycle of reflective teaching.
Note: If you are interested in bringing forth a new idea for a Teaching Innovation Fund Project, please watch this space for the next Call for Applications in mid-September.
References
Beghetto, R. (2019). Creativity in Classrooms. In J. Kaufman & R. Sternberg (Eds.), The Cambridge Handbook of Creativity (Cambridge Handbooks in Psychology, pp. 587-606). Cambridge: Cambridge University Press. doi:10.1017/9781316979839.029