Transcript Slide 1

Skills for Sustainability
University of Exeter
2 April 2008
Embedding Sustainability into the Curriculum
Carolyn Roberts
Centre for Active Learning,
University of Gloucestershire
Heather Witham
ESD Project Coordinator
Higher Education Academy
The Education for Sustainable Development
(ESD) Project
• Began early 2005 with support of Forum for the
Future
• First stage: audit of subject communities carried out
by 18 of the 24 Subject Centres
• Culminated in the “Dawe Report”, available from HEA
website: http://www.heacademy.ac.uk/esd
ESD Project’s Strategy
Purpose:
‘to help institutions and subject communities develop
curricula and pedagogy that will give students the
skills and knowledge to live and work sustainably.’
Programme Areas
1. Research and Development
2. Capacity Building
3. Coordination and Dissemination
Aims
1. To research and support the development of ESD in
the HE sector, particularly within subject
communities
2. To build capacity amongst individuals, subject
communities and institutions to embed ESD in
curricula and pedagogy
3. To assist the coordination and dissemination of
policy, research and practice relating to ESD in
institutions, the HEA and the wider field
Research and support
Small Grant Funding
– 12 projects from 8 HEIs and/or Subject Centres
– 13 disciplines
– 3 new projects funded in Scotland at 3 different
HEIs
Small Grants
Welcome to the Sahel
An interdisciplinary resource bank of sustainable development
perspectives for English, environmental science, history, and
religious studies undergraduates around sustainability issues
arising from the Sahel region of Africa.
Science for Sustainability
Coordination of development of materials highlighting the
relevance of physics to SD and relevant process training in
collaboration with partners; trials, evaluations and modifications
of undergraduate materials; and formation of an outreach
activity utilising physics in SD materials.
Small Grants
Experiencing Sustainable Development
Embedding SD in the undergraduate Geography and
Environmental Sciences curricula through structured and
supported opportunities for experiential learning. The
development, delivery and evaluation of a credited year-long
module through which students engaged with an identified
voluntary agency, business or community group that were
undertaking actions in the field of SD.
Making Sustainability Real
Focused thesis research of students on a new fast track
Planning M.Sc on identifying initiatives that will help deliver
sustainable forms of regeneration for a failing Irish market Town,
Clones, in Co. Monaghan.
Small Grants
Cultural Sounds and Conservation Texts
Salvaging a soundscape from the British colonies: an
ethnographic teaching about cultural conservation which
involved researching academic materials and constructing an
internet platform for students and the general public.
Ecoloqo: Working toward a Visual Language of
Sustainability
Review the design of sustainability-themed websites through a
single interactive website acting as both repository and learning
space. Graphic design students use the portal site to collate,
evaluate and archive the other sites. As a collation of
sustainability-themed bookmarks, the site provides a resource
for use beyond graphic design.
Small Grants
Full list available at:
http://www.heacademy.ac.uk/esd
Capacity Building and Dissemination example:
University of Gloucestershire’s ‘Greener by
Degrees’ Swapshop
Context and history
Mechanics of the process – 12 weeks total
– The Swapshop
– Producing the book
Evaluating the impacts: Does it work?
– Broad (survey data)
– Individual
Context and History
• ‘Environmental’ Policy, associated curriculum
strategy, and staff development initiatives in
Gloucestershire University since 1991
• By 2000, evolution to Sustainable Development
Policy, and associated Strategies
• By 2006-7, need for refresher in approach, to
secure deeper engagement and higher profile
across the University
• ISO14001 achieved in 2005, including the
curriculum, and requiring staff development
• ‘Swapshop’ convened January 2007
Mechanics
• Previous swapshop on ‘Active Learning’, 2004
in run up to CETL bid by School of Environment
• 27 case studies developed into short case study
chapters
• Published as Healey M. and Roberts J. (2004)
Engaging Students in Active Learning
• Well received by academic staff, both
experienced and new
• Decision to use the same time-constrained
model
Assumed benefits
• ‘Swapshop’
– Individual reflection
– Dissemination of good ideas
– Affirmation
• Book production
– Induction into pedagogic writing/publication for
some
– Broader dissemination
– Deeper reflection by authors?
– Incentive to read more widely
The ‘Swapshop’ format
• Short notice
• Case study in short template format was “entry ticket”
• 23 attendees, plus other colleagues promised case
studies
• Two strands to day:
– Sharing and discussion of case studies
– Work on “defining” ESD
Producing the book
• All those who had contributed case studies or
expressed an interest were asked (?!) to develop the
template into a short chapter
• Some students also invited to write commentary on
their experiences of ESD
• Editors offered advice on development, edited for
style, consistency etc.
• Result: 37 chapter book “Greener by Degrees”
published March 2007, with 44 UoG authors including
QA and QE staff
Translating ‘sustainable development’ into
meaningful concepts for teaching
• Our experience so far suggests that a multi- or transdisciplinary approach to ESD is effective
• There is no single agreed ‘definition’ but it doesn’t
matter; the concept can (must) be explored and
interpreted appropriately into your own discipline(s)
• The book examples are characterised universally by
active styles of learning, which seem innately related
to the development of sustainability skills
Evaluating the impacts of Swapshop and
book
• Sought to establish impact of Swapshop/writing on
conceptions and practice of ESD
• Questionnaire circulated
• 33% response (late semester work pressures)
• (15+3 non-teachers)
Changing conceptions of SD and ESD
• Most responded that they understood the concept of
SD ‘moderately well’ before the swapshop
• But breadth/depth/ambiguities acknowledged
• Five felt that social justice aspects were new to them.
Swapshop and writing allowed them to see new
relevance of SD in their disciplines
• Most commented on new appreciation of breadth of
approaches, and the potential of holistic application
A swapshop participant and author said:
‘My understanding before was very narrow and after I
was able to see the breadth of ways that SD is
entwined within all aspects of the University, from
estates to student experience and from members of
staff to the impact of our graduates on communities.
It became clear that it was not just about delivering
one academic module that focussed on green issues
within a programme.’
Is change the result of the Swapshop or
writing the chapter?
• Small sample and unclear but both seem to be
beneficial
• Some valued swapshop more as interaction with a
large group of new faces
• Others valued reflection and literature review,
editorial feedback needed for writing process
• Some commented on reading other chapters in the
book, after publication
Another quote (author, not swapshop
participant)
‘<I am> now determined to put into practice ideas I’ve
developed so that students see we don’t just talk the
talk …….’
Today’s ‘short version’ Swapshop
• Find a couple of other people
• Spend three minutes briefly outlining one idea for
staff development EITHER which you have used, OR
which you have observed in use. (It does not have to
be particularly well developed or innovative!)
• Allow a couple of minutes for questioning and
observation from the others
• Move on to the next person’s offering
• After everyone has swapped, briefly explore the
elements which make for successful ESD staff
development
Reflections from Our Swapshop…
HE Academy’s ESD Project:
Mini-Grant Funding Call for Bids
• Up to £2.5K per bid
• Deadline noon Friday April 23rd 2008
• Any academic or group of academics involved in
teaching at undergraduate and/or postgraduate level
in the UK (either in an HE institution, or an FE
institution delivering HE programmes) is eligible to
apply
Develop small-scale work in one or more of
these areas:
• Explore the links between employability and
sustainability in the curriculum and the potential for
innovation and development in this area
• Link sustainability with careers advice and student
volunteering
• Critique, develop and explore the notion and
substance of sustainability literacy skills and how
best to embed this area in the curriculum
• Support student outreach programmes and integrate
off-campus activity into programmes
Mini-Grant Funding Call for Bids
Full Call for Bids and Application Form
available from:
http://www.heacademy.ac.uk/esd