By Charlotte Fesnoux (she/her), teacher, Cowichan Valley, and Program Co-ordinator/ facilitator, Thetis Island Nature Conservancy
“Well, this project is turning out to be very different from what we thought. It’s much more complicated and challenging, but I love it!” This was one student’s reflection when we realized that our water management project was going to be far more than a series of rain gardens. Instead, it evolved into a comprehensive site proposal reimagining water flow throughout the property, and included input from local soil scientists, agricultural engineers, and environmental consultants. This is often the reality with real-world projects: they’re messy, non-linear, and emergent; “failure” and detours are inevitable, reflection is essential, and the process can be exciting and fulfilling.
Authentic, community-based learning experiences have long inspired me—especially those in which students respond to a need in their community. I first encountered this model in 2011 while participating in Simon Fraser University’s A Semester in Dialogue. In this model, the boundary between the classroom and the community is blurred, and skills needed to build a better society are developed. I vividly recall thinking, “Why can’t all school experiences be like this?” Later, I came across a similar model at a nature-based school where students were deeply engaged in their learning and having a blast! These formative experiences sparked my journey into teaching and laid the foundation for Project -Re- Generation (ReGen), an immersive program that aims to inspire, empower, and activate lifelong learners in the reimagination and regeneration of our communities through action projects.
The ReGen model: Explore, engage, expand
To give you a sense of what this learning could look like, I’ll outline the general flow of the ReGen program, which is structured around three pillars: explore, engage, and expand.
Explore
Throughout the program, we explore “place” by embarking on frequent excursions, connecting students with community members to learn about topics ranging from the wonders of the intertidal zone, to permaculture, to crafting salves and spiral gardens. These outings deepen students’ connection to both their geographic and social communities, and, once a project is selected, provide valuable breaks from the intense schedule of project design and implementation.
Engage
Early in the program, community members pitch project ideas to the students, sparking imagination and ensuring projects are relevant to local needs. Ideas might range from establishing a tool library to setting up a black soldier fly farm or creating a medicinal plant garden. After the pitches, excitement is at an all-time high, but to ground this excitement in reality, students are asked to conduct a detailed analysis of three to four finalist projects. They set realistic SMART goals (specific, measurable, attainable, relevant, and time-bound), as well as more ambitious “stretch” goals that encourage bold, visionary thinking. Students also identify available and necessary resources, draft potential timelines, assess team capabilities, and evaluate the projects through the lens of sustainability (nature, economic, social, and personal well-being). This analytic process helps students grasp both the opportunities and challenges of each project. Based on this, one project (or a combination of elements) is selected, and students work collaboratively—both with each other and with the community—to plan and implement it. This process may involve several revisions, and, if necessary, a handoff plan to ensure a smooth transition and continued success.
Expand
Much of the learning in ReGen comes from the digestion of the experience through reflective practices. To accommodate diverse learning styles, reflection can take many forms, including photo journals, vlogs, podcasts, essays, poems, and more—either individually or collaboratively. This reflective practice serves two purposes: it allows students to make meaning of their experiences and, if published, can provide valuable updates for the community while serving as a digital portfolio for students’ future endeavors. One example I often share is a podcast series created by four students, who interviewed community experts on sustainability topics. What began as awkward and tentative evolved into a confident, insightful production, with the students refining their interviewing, recording, and editing skills. By the final episode, their conversations flowed naturally, complete with polished intros and outros!
The role of the teacher
Before diving into the benefits and challenges of this approach, it’s important to highlight the teacher’s role. In this model, the teacher becomes a connector, mentor, and facilitator, guiding students through the often messy process of project design from ideation to planning, implementation, and revision. Because these projects are emergent, the teacher also becomes a co-learner, exploring new skills and knowledge alongside students. Not only is this fun for the teacher—from personal experience—it fosters a sense of solidarity and helps break down the traditional student-teacher hierarchy. While the teacher provides support, the focus remains on student-driven learning, empowering students to take ownership of their projects.
Real-world projects: Catalysts for growth and learning
Engaging in community action projects offers numerous benefits, particularly through “situated” learning, where students are active participants. This approach gives know-ledge purpose and fosters genuine understanding. Moreover, projects naturally encourage an interdisciplinary approach, drawing on skills and insights from various subjects. This allows students to see how different disciplines intersect, rather than remaining siloed.
Projects also engage students holistically—intellectually, emotionally, and physically—empowering them to leverage their unique skills while developing new ones. Essential skills such as the “Four Cs”—critical thinking, creative thinking, communication, and collaboration—are at the heart of this process. As projects are authentic, so too are the conditions in which they unfold, requiring students to remain flexible and adaptable as they respond to the project’s evolving needs and circumstances. What I find most special about this learning approach is the opportunity it gives students to contribute to their communities. Not only does this benefit the community, but it also cultivates a strong sense of ownership and pride as students see their projects come to life.
Adapting the model to traditional settings
Implementing this approach isn’t without challenges. Programs like ReGen and A Semester in Dialogue are intensive, theme-based (vs. subject-based), and often involve smaller cohorts of no more than 20 students. These attributes allow for greater flexibility, mobility, and immersion. That said, teacher creativity and a supportive community can bring meaningful projects to life in any setting. Projects can be customized to suit the specific needs and constraints of different environments, with scope adjusted for different age groups and available resources. To ensure alignment with learning outcomes, clear parameters should be set early, particularly when inviting community members to pitch ideas. These parameters guide both project design and delivery. Collaborative teaching across disciplines can provide more time and resources. For larger groups, projects can be split into smaller subprojects. For instance, a pollinator garden could involve teams for design, plant selection, additional features (like bee baths or mason bee homes), and communications. Each team would handle tasks such as planning, planting, creating educational events, and engaging the community.
Models like ReGen exemplify the power of authentic, community-based learning experiences in shaping students into engaged, reflective, and empowered individuals. By allowing students to work on real-world projects that directly benefit their communities, the program fosters not only practical skills and interdisciplinary knowledge but also a profound sense of ownership and pride. Through exploration, engagement, and reflection, students are able to tackle complex, emergent challenges, navigating the inevitable twists and turns with creativity and resilience. While implementing such projects in traditional educational settings may present challenges, the flexibility and collaborative spirit at the heart of ReGen offer a valuable framework that can be adapted to diverse learning environments, ensuring that students are not only prepared for the future but are also actively contributing to the betterment of their communities today.