Developing Sustainability in the curriculum: A HUE, A SHADE DIFFERENT

1. Developing Sustainability in the curriculum: A HUE, A SHADE DIFFERENT Dr Adriana Consorte-McCrea & Dr Nicola Kemp Education for Sustainability Leads, Futures Initiative, Sustainability Development Office, CCCU

2. Sustainability in HE: What are the key issues for you? a) I don’t know what sustainability is b) I don’t think sustainability should be taught in HE c) Sustainability is an important issue at my university and I need to know more d) I don’t think sustainability is relevant to my area e) I don’t know where to get information about sustainability in my discipline f) I don’t know how to teach about sustainability issues which are controversial g) Sustainability is not seen as a big priority in my faculty h) Crowded curriculum i) Too demanding j) Too confusing k) Something else

3. What is sustainability? Definitions • Three dimensions 'economy, society and environment' that combine in different ways at a range of scales from the local to the global

4. Brundtland Commission, Our Common Future (1987) "Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”

5. The Doughnut Economy (RAWORTH, 2017)

6. HEA/QAA Education for sustainable development: Guidance for UK higher education providers (2014)http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainable-development-Guidance-June-14.pdf • global citizenship • environmental stewardship • social justice, ethics and well-being • futures thinking.

7. A good education (AFTER GERT BIESTA) The educational question Is what I desire desirable… For myself For others For the planet?

8. Global Goalshttp://www.sdgaccord.org/

10. Sustainability in HE: What are the key issues for you? a) I don’t know what sustainability is b) I don’t think sustainability should be taught in HE c) Sustainability is an important issue at my university and I need to know more d) I don’t think sustainability is relevant to my area e) I don’t know where to get information about sustainability in my discipline f) I don’t know how to teach about sustainability issues which are controversial g) Sustainability is not seen as a big priority in my faculty h) Crowded curriculum i) Too demanding j) Too confusing k) Something else

11. Indoctrination? https://www.nas.org/images/documents/NAS-Sustainability-Digital.pdf

12. Sustainability in HE: What are the key issues for you? a) I don’t know what sustainability is b) I don’t think sustainability should be taught in HE c) Sustainability is an important issue at my university and I need to know more d) I don’t think sustainability is relevant to my area e) I don’t know where to get information about sustainability in my discipline f) I don’t know how to teach about sustainability issues which are controversial g) Sustainability is not seen as a big priority in my faculty h) Crowded curriculum i) Too demanding j) Too confusing k) Something else

13. Sustainability in HE: What are the key issues for you? a) I don’t know what sustainability is b) I don’t think sustainability should be taught in HE c) Sustainability is an important issue at my university and I need to know more d) I don’t think sustainability is relevant to my area e) I don’t know where to get information about sustainability in my discipline f) I don’t know how to teach about sustainability issues which are controversial g) Sustainability is not seen as a big priority in my faculty h) Crowded curriculum i) Too demanding j) Too confusing k) Something else

14. Pictures of success

16. Sustainability in HE: What are the key issues for you? a) I don’t know what sustainability is b) I don’t think sustainability should be taught in HE c) Sustainability is an important issue at my university and I need to know more d) I don’t think sustainability is relevant to my area e) I don’t know where to get information about sustainability in my discipline f) I don’t know how to teach about sustainability issues which are controversial g) Sustainability is not seen as a big priority in my faculty h) Crowded curriculum i) Too demanding j) Too confusing k) Something else

17. Pedagogical approaches • “…participatory and inclusive learning processes, trans-disciplinary collaborations, experiential learning and the use of local environment and community as learning resources. • (E.g.) role play, simulations, stimulus activities, debates, reflexive accounts, personal development planning, problem-based learning” • How might changes in the delivery of your material enhance sustainability skills in students? • Resources • Exploring Sustainability website http://www.canterbury.ac.uk/exploring-sustainability/index.htm

18. Sustainability in HE: What are the key issues for you? a) I don’t know what sustainability is b) I don’t think sustainability should be taught in HE c) Sustainability is an important issue at my university and I need to know more d) I don’t think sustainability is relevant to my area e) I don’t know where to get information about sustainability in my discipline f) I don’t know how to teach about sustainability issues which are controversial g) Sustainability is not seen as a big priority in my faculty h) Crowded curriculum i) Too demanding j) Too confusing k) Something else

19. Controversial issues • Complex and potentially value laden problemsbenefit from encouraging critical awareness of bias, questioning, analysing opposing arguments, their routes and implications

21. Sustainability in HE: What are the key issues for you? a) I don’t know what sustainability is b) I don’t think sustainability should be taught in HE c) Sustainability is an important issue at my university and I need to know more d) I don’t think sustainability is relevant to my area e) I don’t know where to get information about sustainability in my discipline f) I don’t know how to teach about sustainability issues which are controversial g) Sustainability is not seen as a big priority in my faculty h) Crowded curriculum i) Too demanding j) Too confusing k) Something else

22. Alignment with institutional priorities • Student retention • Teaching Excellence (INTEGRATE) • Research Excellence • Student experience

23. Sustainability in HE: What are the key issues for you? a) I don’t know what sustainability is b) I don’t think sustainability should be taught in HE c) Sustainability is an important issue at my university and I need to know more d) I don’t think sustainability is relevant to my area e) I don’t know where to get information about sustainability in my discipline f) I don’t know how to teach about sustainability issues which are controversial g) Sustainability is not seen as a big priority in my faculty h) Crowded curriculum i) Too demanding j) Too confusing k) Something else

24. “Actually there is a duty upon us as educators to not think this is an add-on but this is actually intrinsic. This is intrinsic…In one sense it’s quite nuanced, but in another one it’s quite profound. It’s almost like a hue, almost like a shade different.” Sustainability: A HUE, A SHADE DIFFERENT Education for sustainability is a dimension to learning rather than a traditional subject discipline. Not another issue to be added to an overcrowded curriculum, but a different approach to the curriculum

25. Are you interested in understanding how sustainability appears: • In the formal, documented curriculum (i.e. what is in your validation document) OR • In the classroom from the perspective of staff (i.e. pedagogical intentions etc.) OR • From the perspective of students (the received curriculum) ? Are you interested in Process or Outcomes? Understanding sustainability in the curriculum The difficult questions…

26. Curriculum review at CCCU Based on: • Review of other mapping exercises in HE and FE • CCCU Strategic Framework (2015-2020) • QAA guidance on ESD • Quality in HE • Student experience • Recruitment • Employability • Emphasis on enrichment and development

27. Top down: Deans of Faculties • Bottom up: programme and course leaders • QAA four core themes which are central to sustainability thinking : • Global Citizenship • Environmental Stewardship • Social justice, ethics and well-being • Futures thinking

28. Aims: • To promote holistic provision, where all four areas of sustainability are used to inform learning • To raise awareness of sustainability related objectives, and of how to achieve them • To provide a baseline of sustainability informed teaching and learning we can refer to in the future A curriculum review to suit our needs Review tool for: highlighting current ESD revealing gaps and demand

29. A baseline for enrichment and development

30. Media modules review

31. Faculty of Health and Wellbeing review “…the initial scepticism was quickly replaced with a sense of optimism as the mapping process unearthed a whole host of sustainability related topics that were implicit within the programme.” Chloe Griggs • Tool was easy to use • Findings were encouraging for the team • Review created a baseline from which to move forward • Raised awareness of ESD amongst the team • The second phase of the review allowed the team to implement some of the opportunities identified to enrich the curriculum • Triggered personal change

32. Some conclusions… The curriculum review may help teams overcome barriers to ESD, while creating new opportunities and new connections: • Teams have started to question their own contribution to creating a more sustainable future, from consumer habits, to travel, to caring for the environment, and began sharing their views with friends and family. • With the new understanding of the role of sustainability in H&W the team has begun to appreciate the position of influence that they hold and with this comes a sense of duty and responsibility. • By developing the tool further the FHW aims not only to support the University to meet its strategic plan, but also to create sustainably literate graduates who can be leaders in practice with extra value to their qualification.

33. The Incomplete Activist http://www.canterbury.ac.uk/exploring-sustainability/values/the-incomplete-activist.html • Exploring Sustainability website • http://www.canterbury.ac.uk/exploring-sustainability/index.htm

34. References and Selected Bibliography • Cotton, D. and Winter, J., (2010). Its not just bits of paper and light bulbs: a review of sustainability pedagogies and their potential for use in higher education, in Jones, P., Selby, D. And Sterling, S. (eds), Sustainability Education: perspectives and practice across higher education. Chap 3: 39-54.London: Earthscan. • Consorte-McCrea, A., Griggs, C. and Kemp, N., 2018. Curriculum review of ESD at CCCU: a case study in Health and Wellbeing. In Implementing Sustainability in the Curriculum of Universities: Teaching Approaches, Methods and Projects, Water Leal Filho (ed), pp 247-262. World Sustainability Series. Springer International Publishing.Curriculum review of ESD at CCCU: a case study in health and Wellbeing.DOI 10.1007/978-3-319-70281-0 https://www.springer.com/gb/book/9783319702803 • Higher Education Funding Council for England, (2009). Sustainable development in higher education 2008 update to strategic statement and action plan. Accessed 17 May 2013 http://www.hefce.ac.uk/pubs/hefce/2009/09_03/ • Junyent, M. And de Ciurana, A.M., (2008). Education for sustainability in university studies: a model for reorienting the curriculum. British Education Research \journal, 34(6):763-782. • Leal Filho, W. and Consorte-McCrea, A. (Eds), 2019. Sustainability in the Humanities, 690pp. World Sustainability Series. Springer International Publishing. DOI 10.1007/978-3-319-95336-6 • Oulton, C., Dillon, J. and Grace, M., (2004). Reconceptualising the teaching of controversial issues. International Journal of Science Education, 26(4):411-423. • Scoffham, S., & Consorte-McCrea, A. (2018). ‘Whole Earth?’ Using an Exhibition to Raise Sustainability Awareness at a UK University. Journal of Education for Sustainable Development, 12(2), 160–175. https://doi.org/10.1177/0973408218785322

35. Sterling, S., (2004). Higher education, sustainability, and the role of systemic learning, in Corcoran, P.B. and Walls, A.E. J. (eds). Higher Education and the Challenge of Sustainability: problematic, promise, and practice. Dordrecht: Kluwer Academic Publishers. • UNESCO, (2011). Education for Sustainable Development: an expert review of processes an learning. • Winter, J. and Cotton, D., (2012). Sustainability pedagogies: what do they offer for educational development?In Putting the ‘S’ into ED- Educaiton for Sustainable Development in Educational Development, D.Cotton, S. Sterling, V. Neal and J. Winter (eds). SEDA Special 31. Chap 3:23-26. • Winter, J., Sjerps-Jones, H., Dexter, B. And Klaff, J., (2012). Informal learning for sustainability. In Putting the ‘S’ into ED- Educaiton for Sustainable Development in Educational Development, D.Cotton, S. Sterling, V. Neal and J. Winter (eds). SEDA Special 31. Chap 4:27-32. • Winter, J. Sterling, S. and Cotton, D. (2015). 7 Steps to Embedding Sustainability into Student Learning . Educational Development, Plymouth University.