Course Syllabus

Semester & Location:	Summer 2025, Session 2 - DIS Copenhagen
Type & Credits:	3
Major Disciplines:	Environmental Studies, Public Policy, Sustainability
Study tour	Helsinki-Finland through Stockholm: June 22-27
Prerequisite(s):	None
Faculty Member:	Silvia Dragomir - use Canvas inbox
Time & Place:	Times vary (see calendar) Classroom: N7-B21

​Please note that cycling skills are mandatory for this course. Syllabus is subject to change throughout the course.

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:

• Comprehend the underlying concepts, debates, and issues informing the actions of various actors, agencies, and activities working to realize sustainability goals.

• 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.

• 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.

• Compare and contrast sustainability discourses and practices in Denmark and Europe with those in students’ home countries, recognizing socio-political, cultural, and ecological specificities.

• 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.

• Articulate your own values, ethical positions, and strategies for contributing to a truly sustainable and just society.

• 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

Hands-on, place-based, student-driven, project-focused

The class will meet daily for three weeks. This course 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" 

Field studies

Field studies—half-day visits or workshops—are key hands-on experiences that bring the course to life. They offer you a unique opportunity to see sustainable development in action, deepening your understanding of how theory translates into real-world practice.

Study tours

Study tours are a highlight of the course—an exciting chance to bring classroom theories to life by experiencing them firsthand in real-world settings. You’ll embark on an immersive week-long journey with your classmates and DIS faculty, exploring the dynamic cities of Stockholm, Sweden, and Helsinki, along with the stunning natural landscapes of Nuuksio, Finland. This is where learning meets adventure, connecting ideas with practice beyond the classroom walls.

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 (individual work)

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 (hybrid work)

This is both your collection of class reflections, representing the connection between readings, discussions and your group visits in the city (daily case studies). A minimum of a creative, simply crafted video per class (could also be a voice over pptx), each of structured observations and critical reflections on what you experienced, learned, and thought about during and after the time together and site visits. This journal is meant to hone both your observational and critical reflection skills, as well as to practice concise writing techniques and develop your creative skills.

This journal forms the foundation for the final project.

Green solutions case studies (group work)

Case Study in Sustainable Travel – Stockholm & Helsinki

During our study tour, you will create a personal case study examining the sustainability of our travel experience. Your reflection should critically analyze both our environmental footprint and potential positive handprint. Include relevant graphics—photos, mind maps, sketches, or diagrams—to support your analysis. This is both a personal reflection and a critical lens on travel as a system. Your work should connect individual choices to broader themes of sustainable development.

Deadline for the case studies is Monday after our study tour, by the end of the day.

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:

1. Addressing the central question: How can we balance resource use with the desire for growth?

2. Creating a roadmap: Connect key themes and lessons from previous case studies, outlining a clear, actionable plan for sustainable development.

3. 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.

 

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:

  • Course Enrollment and Grading
  • Academic Expectations and Honor Code

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.

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org