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The UN SDG Open Resources Fellowship gave me the chance to create assignments that actually matter to my students' lives while teaching them critical academic skills. My fellowship partner and I developed the Recipe Project around a simple idea: students already know how to organize information and make convincing arguments. They do it when they're teaching someone how to cook their favorite dish. By building an assignment around something students are genuinely experts in, we got to flip the usual power dynamic in the classroom. My Adult Ed Reading and Writing students at Pima, many of whom have had really tough educational experiences, suddenly weren't struggling to meet some arbitrary academic standard. They were sharing real cultural knowledge and family traditions while learning that they'd been using thesis statements and supporting evidence all along, just in a different context.

Working with my partner across institutions showed me how open resources can adapt to different settings without losing what makes them effective. What I love most about the Recipe Project is that it keeps giving back. Students actually use each other's recipes, share them with family, and genuinely engage with the work beyond just getting a grade. It's renewable in the truest sense: it respects what students bring to the classroom, it produces something with real value, and it helps them see that academic writing isn't some foreign language, it's just another way of organizing the thinking they're already doing. This fellowship reinforced what I believe most about teaching: our job is to help students recognize and build on the expertise they already have.

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The project has been amazing to write and teach! My students are engaging with the material deeply. From understanding the differences between education and literacy, to selecting countries where educational access has not always been easy, they are creating solid projects that are amazing to read. Excerpts from various reading assignments have been explored and analyzed and familiarity with the UNSDGs has been achieved. Students are also very invested in exploring these issues in their home countries and draw conclusion and create educational solution.

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Christine Kugelmann,

Lecturer of Technical Communication:

My partner and I created three scaffolded assignments focusing on UN SDG #4 Quality Education since my partner teaches education courses and I teach technical communication. My students chose groups to complete all three assignments.

Our first assignment required students to choose a topic based on goals 4.4, 4.4.1, 4.5, and 4.7 where students had to choose to research the connection between technology skills, gender disparities, or vulnerable populations in education.  In this first assignment, they articulated a research question along with writing questions for their primary research using Co-Pilot as a guide.

Their second assignment included completing their research by interviewing students/faculty, conducting surveys they created, and finding peer reviews sources which they wrote up in annotated bibliographies.

The final assignment required students to use that primary and secondary research to create a final deliverable for a specific educational community.  Their options included an infographic, presentation, brochure, or a recommendation report.  Interestingly, most of the groups chose to work on a recommendation report.

Personally, I loved the entire project.  My student learned how to

1.      utilize technology (Co-Pilot, the library database, Google Forms, and Canva)

2.      write research, interview, and survey questions

3.      conduct primary research in an ethical and professional manner

4.      design and write specific genres while keeping their audience and purpose in mind

This was the best way to show them how technical writing IS inherently interdisciplinary. Technical writers must work with subject matter experts first before they create documents, so this helped them understand real world educational information and translate it for a specific audience.

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Grace White

Senior Lecturer, Psychology

University of Central Florida

UN SDG Open Pedagogy Faculty Reflection

I had the pleasure of collaborating with Michelle Jung at Mesa Community College to develop renewable assignments that addressed UN SDG #3: Good Health and Well-being, aimed at fostering cross-cultural understanding of health and well-being through the interdisciplinary lens of Psychology and Exercise Science. The process began by identifying key learning outcomes that encouraged students to explore health from multidisciplinary and multicultural perspectives. The assignments were structured into three parts:

Cultural Artifacts & Health: A Cross-Cultural Exploration

Health Across Borders: A Cross-Cultural Reflection

Cross-Cultural Health Portfolio & Community Proposal

Implementing these assignments in my online course required adapting the original UN SDG materials to fit the online course format and the specific needs of the enrolled students for this term. This involved modifying activities to address and balance workload conflicts with other course material and to ensure accessibility and engagement in a virtual environment.

Creating and integrating these assignments into my Cross-Cultural class was a rewarding experience. It deepened my appreciation for open pedagogy and the power of collaborative, student-centered learning. Seeing students engage with complex health and cultural issues and propose innovative solutions for local and global communities reinforced the importance of education in advancing the UN Sustainable Development Goals. The assignments' renewable nature allows students to create work that can be shared, reused, and adapted by others, amplifying their impact beyond the classroom. The portfolio assignment, in particular, encouraged students to synthesize their learning and propose actionable community health initiatives. Student feedback highlighted increased awareness of global health disparities and the value of integrating multiple perspectives into health care. Overall, I enjoyed the experience, and students appear to have enjoyed the assignment.

Student Interview#1: https://ucf.zoom.us/rec/play/fha2kGRurV9hzG7w0pyekfwWywFLd-H7945r_BPHoDYIAuqhyy3QfTBkhpafVAufdCFo8Xtr5jqedTMB.NyiijCihrR8cPhc8

Student Interview#2: https://ucf.zoom.us/rec/play/A7Jn63NQv_xZGRqmvIKYjBFHU-wza8vKIQUNHBqK6kQJZOVuq0Hy9Uy2qWrbUon4oe7_3A-M-Y_RlwGo.lRcqlhaO02nkR7po

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a publicly traded company headquartered in San Jose, CA.

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10.2 By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.

I implemented my fellowship experience in ENGL 101/011 in Fall 2025 at Mongomery College/Germantown Campus. I requested that students meet in groups to brainstorm topics that resonated with them about SDG 10.  I scaffolded the assignment from the first step of brainstorming to the last step of sharing their conclusion of their essays.  In addition, we discussed as a class how this assignment made them evaluate their own knowledge and bias on the topic of inequality and inclusion. I found that the students had success generating personal topics for research, but they seemed a bit reluctant to share their own experiences in their groups and as a class. For the follow up assignment where students shared their feelings about the assignment, they were eager to discuss inequalities in the community in relation to their topics. Overall, this part of the assignment seemed very beneficial for the class.

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I am a faculty member in the social work department. I chose SDG #5 Gender Equality. I worked with a faculty member from the discipline of communications. I found the webinars interesting, and I appreciated hearing about the assignments previous participants had created. I enjoyed working with my partner and learning more about their discipline and brainstorming how we could create a meaningful assignment that met both our students' needs.

My students were interested in the United Nations project and the topic of gender equality. There was mixed familiarity with SDG among them, and we spent some time in class learning about the history and the current goals. When I introduced the assignments the students commented the assignments were unique and would increase their knowledge on the topic, while also giving them the freedom to explore specific areas of interest within the general topic. Reading and assessing the students' submissions was enjoyable, as the assignments were different than typical assignments I use. In the future I will make a few adjustments to assignment criteria to address the few minor things that confused students. Ultimately this project and the partnership across institutions and disciplines was valuable and added value to the knowledge of my course.

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Jasemine Street Recipe Project - Google Slides - 11 December 2025

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I worked with Dr. John Howard (College of Southern Nevada) on the above project. We worked together to develop three assignments. Assignment-1 focused on understanding and conserving household water consumption, helping students evaluate how much water is used in households and to identify practical ways to conserve water consumption. Assignments-2 and 3 were aimed at helping students gain an understanding of the municipal wastewater treatment process and to determine key parameters of this process.

The above assignments were implemented in General Chemistry Course (CHEM 132) at Rockville campus, Montgomery College during Fall 2025. Sixteen students in this class were divided into five project teams that worked on the above assignments. Tasks included: data collection and analysis, research, presentation and recommendation. The experience provided students with opportunity to learn about practical aspect of chemistry, and improve their creative and analytical skills, as well as collaboration and teamwork.

Attachments: Power Point Presentations and Class Photo

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I enjoyed becoming immersed in the UN SDG Open Pedagogy Fellowship and felt there was a large amount of support given in our meetings and from our Mentor, Christina Goldsmith. I was excited to learn that I was paired with a Political Science professor, Dr. Annabelle Conroy from The University of Central Florida. I teach Welded Metal Sculpture at Yavapai College in Arizona and I believe visual art can be paired with just about any discipline. We worked well together and developed a scaffolded approach for our three assignments that we thought would be interesting and engaging for our students, dubbing it, “Art for Social Change.” This interdisciplinary approach can help others to see how interconnected our world is and hopefully broaden some of our students’ mindsets.

I chose the UN SDG #1 No Poverty particularly because of the student body who take my class and most people in the area are older and considers themselves on the right politically. When I introduced the assignments, I explained my feelings that regardless of political affiliation, we can probably agree that ending poverty is something that we can all get behind. Most of the students did two of the three assignments, a few did only one or none, and 1/23 students did all three. I did receive extreme backlash from a student who missed the introduction to the assignment and said they thought the “UN should be abolished.” They turned in their work filled with opinion, vitriol, and it was frankly quite offensive and not academic in the least. I considered turning them in for violating the Student Code of Conduct, but instead, I just graded it as I would any other assignment. Based on the rubrics, they received 5 out of the possible 550 points. One other person expressed discontent in a different class on my evaluation form. Otherwise, many students really enjoyed the idea, and expressed how much they learned from the Research and Analyze portions, regardless of their political leanings.  Eight works of art were created which is more than I thought, since most people come in to class with very specific projects in mind. Overall, I was impressed that so many students did the assignments and learned from our interdisciplinary approach, particularly in this political climate.

Rita Toikka, Yavapai College, AZ

Visual Arts, Welded Metal Sculpture

(Video/Audio coming-waiting on the student).

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Assignments and Student Reflections Video 

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Assignments and Student Reflections Video 

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I’m extremely thankful I had the opportunity to participate in this wonderful fellowship. I enjoyed the meetings where we were allowed to become familiar with the UN Sustainable Development Goals, and I enjoyed meeting one-on-one over video conference with my wonderful colleague from the Environmental Studies discipline to collaborate on these assignments. My students responded very well to the assignments that were created. Completing these assignments allowed the students the opportunity to practice their research skills and focus on the important topics of clean water and sanitation. I definitely plan to use the UN Sustainable Development Goals in the future as inspiration for topics that are relevant to all of our lives when I create new assignments for my courses.

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The UN SDG OER Fellowship gave me a wonderful opportunity to collaborate with a faculty member at another institution. We can often work in silos, and it was a great opportunity to work across disciplines, too. I used the assignment in INTL 2040: The Immigrant Experience Through Lit & Film. Students had to research employment support in their community for immigrants and refugees. They also had to look at fiscal responsibility. They had to plot their results on My Map. Feedback suggests they enjoyed looking for those data points, and were glad to know program spending is a determinant of fiscal responsibility. They were also happy to learn about resources in their community, too.

One thing I had not counted on in terms of soliciting feedback is that students were nervous to go on camera to talk about their experience of anything immigration related. Even though I offered extra credit for their reflections, I only received one response out of 31. This is totally understandable.

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The project explored non-profits as well as their finances. This assignment helped me explore what resources exist in Utah and what non-profits are connected to those resources. There were three financial areas we covered in this assignment: management, fundraising, and program services. These numbers are useful to determine the effectiveness of a non-profit. I decided to make all of the financials into pie charts and dug through financial reports for one of them so I could separate management and fundraising. This was not required, but I found it fun because I want to be an accountant. It is a very good skill to look at where the money is going when considering the effectiveness of a non-profit. This assignment can also connect to UNSDG 8 through economic growth and productive employment. The assignment asked us to research non-profits connections to employment. Productive employment helps with economic growth. The three organizations I covered were Women of the World, Catholic Community Services, and the International Rescue Committee. These non-profits helped create support networks, job training, access to basic necessities like food, and much more. All of these resources had far more money going to program services than to management and fundraising. Overall this activity engaged me in research, and I also liked digging through financial statements.

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UNSDG FELLOWSHIP PROJECT FALL 2025 FINAL REFLECTION RUDACILLE

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Facilitated by

Mohammed Abuhannoud

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Instructor Reflection by Mohammed Abuhannoud

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Instructor Reflection by Mohammed Abuhannoud

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For this Sociology 101 assignment, students researched sex and gender differentials in lupis. This project furthers UN SDG 5: Gender Equality.

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For this Sociology 101 assignment, students researched the impact of pesticide exposure on certain groups, including women and girls. This furthers UN SDG 5: Gender equality.

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For this Sociology 101 assignment, students researched the incidence of tuberculosis amongst men. This furthers UN SDG 5: Gender equality.

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For this HSCI 2212 assignment, students researched sex and gender differentials in infectious disease. The aim is to incorporate their work, which furthers UN SDG5: Gender Equality, into an open text. Instructor Catherine Glass interviews her student Ashish about his learning experience.

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UN SDG Open Pedagogy Student Interview (Glass) - Langara College MediaSpace

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UNSDG 1 Collaboration - A Fantastic Experience!

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UNSDG 1 Collaboration - A Fantastic Experience!

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What do Art and Political Science have in common? It turns out a great deal! Collaborating with a faculty member from a different discipline was an exceptionally rewarding experience. Even though we approached our subjects from distinct academic perspectives, we immediately found substantial common ground in our shared commitment to advancing student understanding of the UN Sustainable Development Goals. I learned a tremendous amount from my partners, Rita Toikka (Yavapai College) and Christina Goldsmith, our mentor (Yavapai College). For example, I learned new teaching strategies, different ways of framing global issues, and innovative approaches to student engagement but also specific skills such as how to evaluate works of art, the different levels of copyright protections, and issues with sharing artwork. The collaboration strengthened my lesson plans by offering a fresh lens on familiar topics, and the experience will continue to shape many of my future activities and course designs.

The students were equally inspired by the interdisciplinary activities we created. These assignments encouraged them to step beyond their comfort zones and tap into their creativity while engaging deeply with a development goal that mattered to them. Their feedback was overwhelmingly positive, with many identifying these assignments as their favorite of the entire term. Importantly, the renewable assignments produced through this collaboration are now publicly available on an open website, extending their impact beyond our classroom. By making these materials accessible, we hope to support broader education and raise awareness of UN SDG #1: No Poverty, empowering more learners and educators to join the effort to address this critical global challenge.

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Mr. Kyle Grewal was a student in my SCIE 1114 that participated in the professional development assignment that was co-designed as a part of the SDG Fellowship.

Link from Langara's MediaSpace coming soon.

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UN SDG Open Pedagogy Fellowship Spring/ summer/ fall 2025 – Faculty reflection: Dr.  Frederic Fovet

The assignment was deployed in my EDUC5040: Diversity: Constructing Social Realities, a 3 credit MEd course, within the Faculty of Education. I feel the deployment was generally a success.  Students were interested in the Fellowship.  The notion of assignment as an OER appealed to all of them and created a significant degree of pride in the work.   A lot of care went into the editing, formatting, and presentation of their OER resource. The scaffolding in three steps (Photovoice/ Group reflection on photovoice projects and identification of key themes/ preparation of an OER guide for the public for professionals engaging with diversity in community) was effective and I felt the students were able to see the progression towards the desired final outcome.   The course itself is one which allows students to draw from their own lived experiences, but I felt these opportunities were magnified and amplified by the OER assignment.

In terms of collaborating across institutions and collaborating across disciplines (Business and Education), the process was painful at first but once Dr Kareh and myself were able to identify an SDG that would work for both of us – in this instance, SDG4 – and an outcome that overlapped in both of our courses (engaging with diversity in the population), it then became a very dialogical, logical, linear process, and we were effective at applying backwards design principles to create activities that were meaningful and assessment that could function in both courses, to assess the success of these learning activities.  Unfortunately, although we collaborated throughout the design of the assessment, Dr Kareh’s course was not run in the fall and he will be implementing his part of the roll out on another semester.  We explained this to my class and they are still interested in viewing the OERs produced by the other class, once these are available, and understood the way outside constraints affected the plans.

Student experiences and narratives: https://drive.google.com/file/d/1FFBmLVkD92_6m2VLtTv5SoGXRd3rrxeH/view?usp=sharing

Faculty Feedback: https://drive.google.com/file/d/1nMZJwHfHm6xBMa2ZA7E_Kkkhnu1FviH6/view?usp=sharing

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Mr. Kyle Grewal was a student in my SCIE 1114 class that participated in the professional development assignment that was co-designed as a part of the SDG Fellowship.

Link to video: https://mediaspace.langara.ca/media/t/0_3y7mgeg2

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In the 2025 SDG Open Pedagogy Fellowship, I was partnered with Mark Woehl, and our theme was SDG 4: Quality Education. At first we had some challenges understanding how our fields overlapped (science writing vs. construction), but we quickly settled on the need for high quality information and translatable skills. I will highlight what I think was the most successful assignment: we designed a professional development project where students would seek out and interview knowledge holders / experts in the field that they were assigned. In practice, my students mostly interviewed Langara faculty. This information was then used as a part of a presentation to the rest of the class, to circulate the connections and advice to any other students that might be interested.

Student responses were very positive, and many reported learning a lot about the realities of employed life, or the particulars about their assigned field. Some students were very shy to initiate conversation over email, so I provided a "template" for first contact, and asked that they CC me on communications to help ensure that everyone was being polite (there were no issues, I'm very proud of my students). I think this "community-based" learning for my students is something very powerful for their vocational growth, and is essential in a time where referrals are often the only way to find gainful employment above minimum wage. I'm definitely going to develop this assignment further, and am very grateful to have had the opportunity to work on this as a part of the SDG Fellowship.