Embedding Sustainability into the Curriculum

1. Carolyn Roberts Centre for Active Learning, University of Gloucestershire Heather Witham ESD Project Coordinator Higher Education Academy Skills for Sustainability University of Exeter 2 April 2008 Embedding Sustainability into the Curriculum

2. 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

3. 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.’

4. Programme Areas • Research and Development • Capacity Building • Coordination and Dissemination

5. Aims • To research and support the development of ESD in the HE sector, particularly within subject communities • To build capacity amongst individuals, subject communities and institutions to embed ESD in curricula and pedagogy • To assist the coordination and dissemination of policy, research and practice relating to ESD in institutions, the HEA and the wider field

6. 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

7. 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.

8. 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.

9. 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.

10. Small Grants Full list available at: http://www.heacademy.ac.uk/esd

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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)

19. 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

20. 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.’

21. 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

22. 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 …….’

23. 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

24. Reflections from Our Swapshop…

25. 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

26. 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

27. Mini-Grant Funding Call for Bids Full Call for Bids and Application Form available from: http://www.heacademy.ac.uk/esd