Presentation on theme: " “Sustainable development – meeting the needs of present without compromising the ability of future generations to meet their own needs” (DIUS, 2007)"— Presentation transcript:
“Sustainable development – meeting the needs of present without compromising the ability of future generations to meet their own needs” (DIUS, 2007) What is it about? transformative development/education to create global citizens who are stewards of sustainability (Sterling, 2001) skills, attitudes, values
74 Centres of Excellence in Teaching and Learning Centre for Sustainable Futures http://csf.plymouth.ac.uk http://csf.plymouth.ac.uk “to put Sustainability at the centre of the thinking and doing of the University and also the wider national and international community”
New faculty dev plan – sustainable from human side – to ensure that faculty development is embraced Horticulture – how does sustainability affect curricula? TRU – full-time position on sustainability to address sustainability goals – e.g. reduce paper usage
Short course on integrating sustainability into projects and courses Global citizenship Small-scale SoTL projects; need to address sustainability concepts as part of these projects Reaching out to remote communities using technology – online facilitation – consider their worldview – building CoPs
Becoming more aware of context student is working in Current processes are not sustainability- friendly, e.g. funding International global transfer credit ‘thing’ From print to online tradition for e.g. submission of assignments Addressing the whole picture
Paperless campus Modelling resources, e.g. innovative use of whiteboards
LTHE is for new lecturers Plan for new Post Graduate Certificate in Academic Practice for new and existing staff Equivalent to 3 Masters level courses with a core course plus electives Pedagogic research project Negotiated study module GTA is for graduate students Learning community framework Considering individual applications of ESD for different disciplines and teaching situations
The usual: video conferencing, materials on VLE eSubmission and eMarking of work Online communities/discussion Modelling technology enhanced learning Guest speakers and resources from CSF, e.g. ‘sowing seeds’ document Using examples related to sustainability, e.g. ‘designing sustainable buildings’
Work together and consider your options for integrating ESD into your practice. Work individually: pick one item and write an action plan Share with the group
Sustainability in the curriculum: requires buy-in and resources at an institutional level Action-oriented way of teaching: leave feeling of empowerment Assemble your own curriculum ‘rich soup/compost’ ‘power of the crowd’ More sharing and transparency
Centre for Sustainable Futures http://csf.plymouth.ac.uk/ Department for Innovation, Universities and Skills. (2007) World Class Skills –Implementing the Leitch Review of Skills in England, Department for Innovation, Universities and Skills, London. HEA ESD Project http://www.heacademy.ac. uk/ourwork/teachingandlearning/sustainability Jones, P., Trier, C. and Richards, J. 2008. “Embedding Education for Sustainable Development in Higher Education: A case study examining common challenges and opportunities for undergraduate Programmes.” International Journal of Education Research, 47 (6), 341-350. Sterling, S. (2001) Sustainable Education: Re-visioning Learning and Change, Totnes: Green Books.
Sterling, S. et al (2008) Sowing Seeds, Plymouth: Centre for Sustainable Development, University of Plymouth Stibble, A. (Ed) (2009) The Handbook of Sustainability Literacy: Skills for a changing world, Totnes: Green Books University of Plymouth (2008) Sustainability Policy, Plymouth: University of Plymouth.