Transcript Slide 1

Starting with the staff: how
swapshops can develop ESD and
empower practitioners
Carolyn Roberts, Jane Roberts
and Arran Stibbe
Centre for Active Learning
University of Gloucestershire
U.K.
Sustainability and the Curriculum:
Progress and Potential, Univ. of
Bradford, July 2007
‘Greener by Degrees’
• 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
• University and its predecessors have
been active on these issues since 1970s
• Very strong central drive, led by the VC
• ISO14001 achieved in July 2005
• But vision is wider than ‘environment’
Sustainability ‘underpins each of the
University’s strategic priorities and informs all
elements of University life. The University
promotes sustainable development, locally and
globally, through teaching, research, knowledge
transfer and the general conduct of its business.’
Curriculum Policy
‘This is a constituent part of the
Sustainable Development policy and is
consistent with the University Teaching,
Learning and Assessment Policy. It
commits the University to Education for
Sustainable Development, an area where
the University aspires to be an exemplar
of good practice. It will provide
appropriate curricular opportunities for
students to develop knowledge and skills
relevant to sustainable development, and
to explore values and attitudes, both their
own and those of others.’
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 timeconstrained 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
Starting with the staff
• UoG ISO14001 requires continuous
improvement in formal curriculum
delivery of SD
• Staff development part of this since 1992
(actually for ALL staff)
• ESD is a required part of all UoG
curricula, intermittently since 1992
• Cross-Faculty swapshop convened
January 2007
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
The Swapshop ‘end of day’
definition of ESD
‘…..is to develop in students an
understanding of the nature of
society and its relationship with the
environment, together with the
capabilities and potential to promote
justice in the distribution of
economic, social and environmental
assets, now and for the future.’
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
• Roberts & Roberts offered advice, 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 trans-disciplinary 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
UK Sustainable Development Commission, 2006
Skills for sustainability
‘Sustainability literacy is about learning
how human actions affect the immediate
and long-term future of the economy and
ecology of our communities. It is
concerned with how we can learn to live
and work on a planet whose resources
are finite.’
Dawe et al. 2005
‘Sustain-abilities’
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Engagement and leadership
Proactivity and action
Cross-linking ideas
Long-term thinking
Communication and networking
Compassion and ethical values
Lifelong learning for everyone
Ability and capability for innovation
Globalisation and internationalisation
…
…
‘Sustainability literacy
cannot be taught
didactically’ (UN, 2006)
‘Many of the characteristics of ESD are
also components of active learning.
Citizenship; links between theory and
reality; reflection leading to
transformation; involvement of outside
partners in HE curricula; inclusivity:
these are key themes for ESD and for
active learning.’
Roberts and Roberts, 2007
Evaluating the impacts of
Swapshop and book
• Questionnaire circulated
• 33% response (late semester work
pressures)
• (15+3 non-teachers)
• Sought to establish impact of
swapshop/writing on conceptions
and practice of ESD
Prior conceptions of ESD
• Most responded that they understood the
concept of SD ‘moderately well’ before
the swapshop
• But breadth/depth/ambiguities
acknowledged
• But 5 claimed social justice aspects were
new to them. Swapshop and writing
allowed them to see new relevance of SD
in their disciplines
Changed conceptions of
ESD
• A significant minority claimed social
justice aspects were new to them
• Swapshop and writing allowed
some to see new relevance for SD
in their disciplines
• 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.’
Change due to Swapshop
or chapter writing?
• 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
Changes in practice
Will change teaching
immediately
4
Will change teaching sometime 5
in the future
Have already included all
relevant approaches
4
Will not change teaching as
would be inappropriate
0
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 …….’
‘Sustain-abilities’
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•
•
•
Engagement and leadership
Proactivity and action
Cross-linking ideas
Long-term thinking
Communication and networking
Compassion and ethical values
Lifelong learning for everyone
Ability and capability for innovation
Globalisation and internationalisation
…
…