An innovative approach that stimulates:

1. Interdisciplinarity in the college;
2. Integration of environmental education in the curriculum;
3. Development of  critical skills, social and political awareness and environmental know-how;
4. Commitment of an entire community.

Environmental mediators that help...

…teachers to:

1. Collect references, data and environmental information;
2. Develop educational activities;
3. Anchor projects to the curriculum and the environment;
4. Develop a teaching expertise.

...and students to:

1. Explore the environment, its socio-environmental characteristics and heritage;
2. Explore and identify local problems;
3. Explore, identify possible solutions, and initiate appropriate interventions, socially desirable by people in the community.

A community in action:

1. New collaborations between the College and local actors;
2. The involvement of young people, in and for the local community;
3. Regional synergy;
4. A transferable model to other institutions.

Testimonials:

I have learned a lot in the process ... I saw the change ... I saw students evolve in their awareness, knowledge, know-how, skills, deductions. The whole reflection, the mechanism of consciousness, construction, deconstruction, the resumption of a new hypothesis, I saw very well the evolution of thoughts in the comments ... enabling students to be autonomous and self administer, it was wonderful!

The accompaniment is a major prerequisite ... I must admit that even without that, we could have not do so effectively because we were too short of breath, running after our time. But then, the mediators come with things conceptualized, and also more than that: with tools to help ensure that things do, which I have experienced as a relief. This was very important: the mediators are there with us ... with great flexibility, adapted to the circumstances!

In addition to breaking up the routine for students, the activity has provided a new way to make any deals with the subject, a new pedagogy… very different from the teaching table, chalk, lecture ... then there was a part where students themselves were involved in their path. I do not feel that I have reinvented the world ... but doing  something different from my course, meant that my students have become more interested ... they saw we can do something other than ordinary chemistry ... and it gave a second wind in the session.

--Testimonials of teachers gathered at the experience of CEGEP de Sorel-Tracy