In a survey of graduates, of those who did not pursue further education (typically this means they went to graduate school), over half of our students found employment before convocation (they found a job even before they finished school) and 90% were employed within six months. None of these graduates was unemployed.

And what is the point of all the project work, group work, term paper writing, exam writing, and thesis work that School of Environment, Resources and Sustainability (SERS) students do? The answer is "education" (naturally) but also skill building. Exam pressure skills and presentation skills help a lot during interviews and the knowledge of how to design studies, analyze information, and enact solutions makes you valuable.

Where do graduates work?

By selecting a good mix of subjects and skills to combine with their core studies, SERS students have met requirements for a wide range of jobs in consulting firms and other business organizations in a number of federal, provincial and municipal government agencies and for a variety of community organizations.

Others have moved into advanced study in fields such as natural resources, business administration, urban affairs, regional planning, communications studies, environmental design, law, education, sociology, geography and biology. Some are self-employed in their own enterprises.

How does SERS prepare me?

We emphasize adaptability by teaching you a wide range of topics. We do this because the job market changes so rapidly that any technical skills you learn often are obsolete by the time you graduate.

We also emphasize management skills because that's where a lot of the jobs are. This means analysis and communication skills are at a premium.  Students learn how to design, research, analyze, and implement new approaches to environment and resource management and issues.   Technical skills are useful, but you have to be adaptable above all else; this is what SERS is designed to deliver. 

Nonetheless, technical skills are taught within specific courses (i.e., ecological analysis, Geographic Information Systems (GIS), statistics). We encourage students to learn other specific technical skills via courses (outside SERS) that best suit their particular interests. We find this allows students to acquire a set of different skills and this makes them more adaptable; this is the reason why the ERS program is designed to be flexible - students can take advantage of sudden changes in the job market. 

Include a diploma from Niagara College

We also have technical learning available through concurrent education agreements with Niagara College. This allows us adaptability in the sense that one and two-year technical programs, which are a key component of college programs, are designed to be changed rapidly as the job market changes.

Niagara College programs are normally for students who already have an undergraduate degree, but our students can take the Niagara College program concurrently and receive both a post-graduate technical diploma and undergraduate degree while saving four months of time and tuition.