Course Syllabus
| Semester & Location: | Fall 2025 - DIS Copenhagen |
| Type & Credits: | Core Course - 3 credits |
| Core Course Study Tours: |
Short tour: Fanø, DK Long tour: Helsinki & Nuuksio, FI |
| Major Disciplines: | Environmental Studies, Public Policy, Sustainability |
| Prerequisite: | None |
| Faculty Members: |
Silvia Dragomir - use canvas inbox |
| Time & Place: |
Tuesday and Friday 8:30-9:50 Classroom: N7-B21 |
| Volunteer Opportunities That Align With This Course: |
Students often want to volunteer as part of their time in Copenhagen. Below are some opportunities that might align with your course content. These are curated by the Academics Department, and not your faculty, so please reach out to mne@dis.dk if you have questions. Cafe Mellemrummet by ActionAid About the Space & Opportunity: Mellemrummet is not your average café. It’s an open, inclusive community space, run by a diverse group of volunteers. Whether you’re passionate about climate activism, decolonial struggles, gender equality, or simply want to meet likeminded people, this is a space where you can engage, learn, and contribute. As a volunteer at Mellemrummet, you become part of an international and activist-minded community. You’ll be trained to work café shifts (minimum 3 x 4-hour shifts per month), and have the opportunity to join or create events, contribute to communication, or support ongoing projects. Contact Information If interested please reach out here, and include that you are a DIS student here for the semester or year. https://www.ms.dk/en/mellemrummet/volunteerLinks to an external site. MadBoks About the organization & opportunity: Volunteer organization that saves and redistributes food surplus in Copenhagen. Join us to fight food waste! Sign up on your own, there are varying degrees of involvement expected from once a month to once a week, just remember to honor your commitments! Contact Information: Please contact them here to volunteer! If you have further questions please contact Roxana at roxizlate@gmail.com. Syllabus is subject to change throughout the semester. |
Description of course
Sustainable development is one of the defining discourses of the 21st century, aiming to balance environmental integrity, social equity, and economic viability. Yet, its challenges defy resolution within any single academic discipline. This interdisciplinary course critically examines the foundational issues, contradictions, and strategies of sustainable development through a socio-ecological and political ecology lens.
Adopting a non-colonial and justice-centered approach, the course challenges dominant Western paradigms of progress, development, and economic growth. It investigates how systems like colonialism and capitalism have contributed to today’s environmental crises, while exploring alternative frameworks such as degrowth, circularity, resilience, ecological development, and post-growth economics.
Students will engage with sustainability through architecture, philosophy, ecology, sociology, and political economy, analyzing both the roots of environmental degradation and the cultural, social, and historical pathways toward systemic change. Case studies and global perspectives will highlight how communities have applied transformative approaches to sustainability.
This course is ideal for students seeking to critically understand sustainable development beyond mainstream narratives and to envision more just and regenerative futures.
Learning objectives of the course
By the end of this course you will be able to:
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Comprehend the underlying concepts, debates, and issues informing the actions of various actors, agencies, and activities working to realize sustainability goals.
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Show a critical awareness of the diverse and contested meanings of sustainable development ideas and practices, and how these have evolved across different global contexts.
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Demonstrate a critical understanding of the tensions between economic growth models and environmental degradation, and engage with the wide range of discourses that attempt to reconcile or challenge these contradictions.
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Compare and contrast sustainability discourses and practices in Denmark and Europe with those in students’ home countries, recognizing socio-political, cultural, and ecological specificities.
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Locate, interpret, and critically assess a broad range of academic, policy, and grassroots sources of information on sustainability, while engaging in reflective and interdisciplinary thinking.
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Articulate your own values, ethical positions, and strategies for contributing to a truly sustainable and just society.
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Critically analyze the United Nations Sustainable Development Goals (SDGs), assessing their assumptions, contradictions, effectiveness, and limitations through decolonial, ecological, and justice-oriented frameworks.
- Create your own roadmap for a truly sustainable future, integrating theoretical knowledge, critical reflection, and practical strategies.
Faculty
Silvia is an architect and urban planner with a strong focus on sustainability, resilience, and climate action. She holds an MSc in Sustainable Urban Planning from Aalborg University (Denmark) and an MSc in Architecture from Bucharest (Romania) and Bordeaux (France), and a diploma in Transforming Development: The Science and Practice of Resilience Thinking, from SDG Academy Stockholm.
Silvia’s professional experience spans both public and private sectors, including collaborations with the Ministry of Transportation in Romania, European-funded projects, and the development of the Low Carbon Regions masterplan for Southern Denmark. She is also a co-founder of ourhealthycities.com, a climate innovation platform, and has worked on projects such as the Climate Neighborhood initiative in Toulouse, as well as private-sector projects in Denmark, Romania, the UK, and the USA.
Her work is driven by a passion for creating sustainable, healthy cities and raising awareness about the importance of designing resilient urban environments. Silvia has been with DIS since 2015, where she combines her expertise in urban planning with her enthusiasm for sharing knowledge and learning from others.
Approach to Teaching
This course meets twice a week and is structured around active participation, critical discussion, and collaborative learning. Assigned readings, student presentations, and thematic explorations will provide the foundation for in-depth class discussions. A strong emphasis is placed on reading and preparation, as the texts offer essential context and case studies that will be explored collectively.
Students will work in groups to encourage dialogue and collaborative analysis, drawing on both assigned readings and their own individual research. Group discussions are central to the course and will support peer learning and critical engagement with complex sustainability issues.
There will be a limited number of traditional lectures. Instead, the course prioritizes participatory learning formats, emphasizing discussion, reflection, and application of theory to real-world scenarios.
Copenhagen will also serve as a living laboratory, offering opportunities to observe and analyze real-world applications of sustainable development in a Northern European context.
Collaborative group work is designed to mirror real-life working environments in sustainability fields, encouraging students to apply course concepts to practical challenges and interdisciplinary projects.
Readings
The readings for this class consist of article readings, videos and podcasts, which are found exclusively on Canvas. The reading for each class is attached/indicated under Modules.
Martinussen (1999). Conceptions and dimensions of development.
Campbell (1996). The contradictions of sustainable development.
European Commission (2016). Sustainable Development Policy in the EU
Norden (2013). A Good Life in a Sustainable Nordic Region?
WWF (2018). Living planet report
Climate one (2019). Sea Changes: Why Oceans Play a Bigger Role in Climate Change Than You Think.
Sovacool (2013). Energy policy-making in Denmark: Implications for global energy security and sustainability
World Economic Forum (2012) Sustainable Transportation Ecosystem
Climate one (2019). Can a circular economy salvage the climate?
Martinussen (1999). Poverty and social development.
Beatley (2008). Planning for sustainability in European cities: a review of practice in leading cities.
Newman (2009). Urban resilience: cities of fear and hope.
Climate one (2018). From farm to table 2.0. Chefs cutting carbon.
Martinussen (1999). Focus on agricultural development.
Science Env. Policy 20 environmental topics covered from "agriculture" to "water"
Study tours
Core Course Week and the Long Study Tour are unforgettable highlights of your DIS experience—where the classroom comes to life. These journeys give you the chance to step out of lectures and into the real world, exploring how the theories you’ve studied take shape in practice. Alongside your classmates and DIS faculty, you’ll dive into local cultures and professional environments on two immersive trips: a short study tour to the charming island of Fanø on Denmark’s west coast, and a long study tour to the vibrant city of Helsinki and the serene natural landscapes of Nuuksio in Finland.
Expectations of the Students
This isn’t your typical lecture course—instead, we focus a lot on lively class discussions driven by thoughtful, critical reading of the assigned materials. The readings are carefully chosen to be manageable, and it’s expected that everyone comes prepared having read, watched, or played the materials before class so we can dive right into meaningful conversations.
In class:
I expect you to fully engage in the lectures, participate actively in discussions, and be open minded about your fellow students' points of view. Your overall grade will depend on an engaged, informed, and highly active participation in class discussion.
During study tours:
- Participate in all activities
- Engage in discussions, ask questions, and contribute to achieving the learning objectives
- Respect the destination, the speakers, DIS staff, and your fellow classmates
- Represent yourself, your home university, and DIS in a positive light
While on a program study tour, DIS will provide hostel/hotel accommodation, transportation to/from the destination(s), approx. 2 meals per day, and entrances, guides, and visits relevant to your area of study. You will receive a more detailed itinerary prior to departure.
Travel policies:
You are required to travel with your group to the destination. If you have to deviate from the group travel plans, you need approval from the program director and the study tours office prior to departure. You are free to return to Copenhagen on your own if you choose to do so, but you must stay with the group through the last visit and inform your study tour leaders of your plans in advance.
Illness and missing class
At DIS, we share a collective responsibility to care for one another and keep our community healthy. If you're feeling unwell—with symptoms of COVID-19, the flu, stomach flu, or similar illnesses—please prioritize your health and the safety of others by staying home. Let your instructor know you won’t be attending class or a field study; your absence will be excused.
As soon as you're feeling better—ideally by the next class—rejoin your coursework and community activities. This includes completing class preparation and checking in with your peers to catch up on what you missed. If you're too sick to keep up with your studies, don’t hesitate to contact the DIS Care team at care@dis.dk for support and guidance.
Evaluation
Class participation
Your participation plays a vital role in shaping the learning experience—for both you and your classmates. It will be assessed based on your presence in class, your active engagement in discussions, meaningful contributions to workshops, and your ability to think critically about the assigned readings.
Come to class prepared, with reading notes and thoughtful questions in hand. The readings go beyond surface-level understanding—they invite you to explore deeper meanings, draw connections between ideas, and develop your own informed responses. This means analyzing, synthesizing, and engaging creatively with the material.
You're encouraged to bring your perspectives and experiences into the conversation. Your voice matters, and the classroom is a space for dynamic dialogue, intellectual curiosity, and collaborative exploration.
Creative journal of sustainable solutions
This journal is your personal collection of class reflections—a space to connect the dots between readings, in-class discussions, and field visits. For each class, you’ll complete at least one thoughtfully crafted page that captures your structured observations and critical reflections on what you experienced, learned, and questioned during and after our sessions.
This assignment is designed to sharpen your observational and analytical thinking, strengthen your ability to reflect critically, and help you practice clear, concise, and creative writing. It’s not just about recording what happened—it’s about making meaning from it and discovering your own voice in the process.
This journal forms the foundation for the final project.
Green solutions case studies (group work)
For each study tour destination, your group will develop a case study exploring a topic related to sustainable development. Your reflection should critically examine key issues through both a personal and analytical lens—connecting field experiences with course themes. Include at least three pages of writing (approx. 1500 words) supported by relevant visuals such as photos, sketches, or mind maps.
As part of your analysis, consider the sustainability of our travel itself—reflecting on both environmental impact and potential positive contributions. Your case study should link individual and group observations to broader questions of sustainable development, combining critical thinking with creative presentation.
These reflections form the foundation for the final project.
Roadmap for Sustainable Development _ Final project (group work)
In this group project, you’ll build on insights from your selected case studies to develop a roadmap toward sustainable development in your chosen community.
Your assignment includes:
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Addressing the central question: How can we balance resource use with the desire for growth?
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Creating a roadmap: Connect key themes and lessons from previous case studies, outlining a clear, actionable plan for sustainable development.
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Presenting your work: Share your roadmap and proposed solutions with the class in a final presentation.
This is your opportunity to synthesize what you’ve learned and apply it to real-world challenges with creativity, critical thinking, and collaboration.
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All assignments must be handed in on the due date electronically through Canvas, unless otherwise mentioned. Late hand-in and lack of references are not accepted. To be eligible for a passing grade in this class you must complete all of the assigned work. |
Grading
| Assignment |
Percent |
| Class participation |
20% |
| Creative journal |
30% |
| Green solutions case studies |
20% |
| Roadmap for Sustainable Development |
30% |
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
Electronic Devices in the Classroom
Laptops, tablets, and phones are essential tools for many aspects of our coursework—including note-taking, group work, research, recording, and editing. You are welcome to use your devices for these academic purposes during class.
However, we ask that you stay focused and avoid unrelated activities (e.g. social media, messaging, browsing), as these can be distracting to both you and your classmates. Responsible and respectful use of technology is expected at all times.
Inappropriate or off-task use of devices may affect your participation grade. Please silence your phone and keep notifications off to minimize disruptions.
Absence
What is considered an excused absence?
- Student has notified faculty in advance of an illness if it is not a consistently reoccurring illness
- Student has notified faculty in advance of a religious accommodation
- A family emergency if the student communicates with Academic Support and notifies faculty about their absence(s).
- If a student informs you of a family emergency, I ask that you inform the student that they need to contact Academics for Stockholm or Academic Support for Copenhagen as soon as possible so we can connect them with the relevant steps and resources
What is considered an unexcused absence?
- Unapproved scheduled personal travel during class sessions
- If a student does not communicate with faculty in advance about their absence or does so after missing class
- If a student is on personal travel and their flight is canceled and it will not be possible to make it to the class in time
- If a student does not communicate their religious accommodations and absences to faculty in advance
What is considered poor academic performance?
- Multiple unexcused absences
- Low participation
- Low academic performance on assignments
- Missing assignments
- Not making adequate progress in the course
- Anything else concerning that Academic Support should be made aware of
DIS - Study Abroad in Scandinavia - www.DISabroad.org
Course Summary:
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