Report on Student Engagement with Sustainable Development Goals: A Case Study

Introduction: Jesse Ciron, Class of 2026

This report analyzes the academic and career trajectory of Jesse Ciron, a student in the BA in Writing for Diversity and Equity in Theater and Media program at Pace University. Mr. Ciron’s experiences and aspirations demonstrate a profound alignment with several United Nations Sustainable Development Goals (SDGs), particularly those focused on education, equality, and sustainable communities.

Primary Alignment with SDG 10: Reduced Inequalities

Mr. Ciron’s academic focus is intrinsically linked to SDG 10, which aims to reduce inequality within and among countries. His choice of major was driven by a commitment to using media and theater to advance social justice and representation.

• Program Focus: The BA in Writing for Diversity and Equity in Theater and Media is designed to address systemic inequalities by training creators to produce inclusive content.
• Personal Motivation: Mr. Ciron’s interest stems from a passion for identity, diversity, and social justice, reflecting a direct engagement with the core principles of SDG 10.
• Lived Experience: As a child of immigrants, his personal journey of finding his voice and identity informs his artistic work, contributing to narratives that can empower marginalized communities and reduce social disparities.

Contributions to SDG 4: Quality Education

The educational framework and Mr. Ciron’s future ambitions strongly support the objectives of SDG 4, which ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all.

1. Inclusive Learning Environment: He reports a supportive academic environment with faculty who act as mentors and advocates, fostering an educational model that is both inclusive and empowering.
2. Peer-to-Peer Learning: The program encourages a collaborative cohort where students actively support each other’s creative development, aligning with SDG 4’s emphasis on participatory learning.
3. Future Educational Goals: Mr. Ciron’s aspiration to teach youth theater demonstrates a commitment to extending quality, arts-based education to future generations, ensuring they have opportunities for creative and personal development.

Advancing SDG 8 (Decent Work) and SDG 11 (Sustainable Communities)

Through practical experience and career goals, Mr. Ciron’s path contributes to the promotion of sustained, inclusive, and sustainable economic growth (SDG 8) and the development of inclusive and sustainable cities (SDG 11).

• Career Preparation: The program facilitates networking and learning opportunities with key industry institutions like The Broadway League and the New York Theatre Workshop. These activities provide a direct pathway to decent work within the creative economy.
• Supporting Local Culture: His goal to work for a local theater company in New York City and produce his own work directly supports the cultural fabric of the city, a key component of making communities inclusive and sustainable under SDG 11.

Broader Impact on SDG 16: Peace, Justice, and Strong Institutions

The overarching theme of Mr. Ciron’s work—using storytelling for social change—resonates with the aims of SDG 16, which seeks to promote peaceful and inclusive societies for sustainable development.

• Art as a Tool for Justice: By focusing on diversity and equity in media, his work aims to foster greater understanding and empathy between different social groups, which is fundamental to building a more just and peaceful society.
• Pioneering Social Change: He was drawn to Pace University’s diverse student body, which he describes as “pioneers of social change,” indicating an environment that actively cultivates the values of SDG 16.

SDGs Addressed in the Article

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities
• SDG 16: Peace, Justice and Strong Institutions

Specific SDG Targets Identified

1. SDG 4: Quality Education

   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
     
     The article highlights Jesse Ciron’s enrollment in a Bachelor of Arts program at Pace University, a form of tertiary education. His story is a direct example of a young person accessing higher education.
   • Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including…appreciation of cultural diversity and of culture’s contribution to sustainable development.
     
     Jesse’s major, “BA in Writing for Diversity and Equity in Theater and Media,” directly aligns with this target. He states the program incorporates his passions for “identity, diversity, social justice, and representation.” His goal to “teach and work with a children’s/youth theater” further supports the aim of passing these skills to future generations.

2. SDG 8: Decent Work and Economic Growth

   • Target 8.6: By 2030, substantially reduce the proportion of youth not in employment, education or training.
     
     As a student in the Class of 2026, Jesse is a youth currently engaged in education and training, actively working towards a career. The article profiles a young person who is not in the “Not in Education, Employment, or Training” (NEET) category, contributing positively to this target.

3. SDG 10: Reduced Inequalities

   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of…origin, religion or economic or other status.
     
     The article’s central theme is the promotion of diversity and equity through media. Jesse’s passion is “social justice, and representation.” He mentions his personal journey of “finding my voice and identity” as a “child of immigrants,” directly relating to inclusion irrespective of origin. His chosen field of study aims to empower marginalized voices.

4. SDG 16: Peace, Justice and Strong Institutions

   • Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.
     
     Theater and media are powerful tools for shaping public discourse. By pursuing a degree in “Writing for Diversity and Equity in Theater and Media,” Jesse is being trained to contribute to a more inclusive and representative media landscape. The article mentions that the “student body at Pace is extremely diverse and are pioneers of social change,” indicating an institutional environment that fosters these values.

Indicators for Measuring Progress

1. For Target 4.3 (Equal access to tertiary education):

   • Indicator (Implied): Enrollment of students in higher education institutions. The article provides a specific case study of Jesse Ciron’s enrollment at Pace University.

2. For Target 4.7 (Education for sustainable development and global citizenship):

   • Indicator (Implied): The existence of and enrollment in educational programs that explicitly teach about diversity, equity, and cultural appreciation. The “BA in Writing for Diversity and Equity in Theater and Media” is a direct example of such a program.

3. For Target 8.6 (Reduce youth not in education, employment or training):

   • Indicator (Implied): The number of young people actively enrolled in education or training programs. Jesse’s status as a university student is a data point contributing to the measurement of this target.

4. For Target 10.2 (Promote social inclusion):

   • Indicator (Implied): The creation of cultural products (plays, media) that promote diversity and representation. Jesse’s career goal to “produce my own musical” and work in theater serves as a qualitative indicator of efforts to advance social inclusion through the arts. His testimony about being a “child of immigrants” provides a narrative on the challenges faced by specific groups, which is crucial for understanding progress on inclusion.

Summary of Findings

Source: pace.edu