Peter Rands Canterbury Christ Church University Charlotte Taylor National Union of Students Green Academy I and II leading institutionwide sustainability change in the tertiary education ID: 449538
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Simon Kemp (Higher Education Academy)Peter Rands (Canterbury Christ Church University)Charlotte Taylor (National Union of Students)
Green Academy I and II: leading institution-wide sustainability change in the
tertiary
education
sectorSlide2
Green AcademyAn institutional change programme initiated in partnership with the National Union of Students (NUS) and Environmental Association for Universities and Colleges (EAUC).
Primary aim to help universities strategically embed ESD into the student experience, with an initial focus on the curriculum.
Project teams
comprise
of senior management
(e.g. PVCs),
students, estates managers, and academics to ensure an appropriately holistic approach to ESDSlide3
Aim of Green AcademyTo enable participants to successfully embed sustainability across the institution with a particular emphasis on education for sustainable development. Slide4
ObjectivesTo develop an understanding of sustainability and its role within the host institution
To understand the process of change for sustainability relevant to the
institution
To link education, research, operations and student experience to achieve holistic sustainability change
To develop new processes and content to lead to the embedding of education for sustainable development across the curriculum
To work with sector-leading supporters in developing sustainability strategies and processes relevant to the host institution.Slide5
Green Academy I InstitutionsSlide6
Exploring embedded institutional approach for ESDAll students to have access to sustainability experience
Funded staff and interns to support subject areas in embedding sustainability in all curriculum areasSlide7
The Christ Church ‘journey’
Year
Leadership/Gov.
Operational
Academic
GL
2005
Policy published
2006
Sustainability
Cttee
.
Module development
2007Fairtrade
Fail (93)2008Travel plan
3rd (81)Slide8Slide9
The Christ Church ‘journey’
Year
Leadership/Gov.
Operational
Academic
GL
2005
Policy published
2006
Sustainability
Cttee
.
Module development
2007Fairtrade
Fail (93)2008Travel plan3rd
(81)2009Dedicated staffModule failure
2:2 (70)2010Staff conference
Car parking charges
Definition of ESD
2:2 (56)
2010
New Strategic
plan
Carbon man.
planSlide10
The Christ Church ‘journey’
Year
Leadership/Gov.
Operational
Academic
GL
2005
Policy published
2006
Sustainability
Cttee
.
Module development
2007Fairtrade
Fail (93)2008Travel plan3rd
(81)2009Dedicated staffModule failure
2:2 (70)2010Staff conference
Car parking charges
Definition of ESD
2:2 (56)
2010
New Strategic
plan
Carbon man.
plan
2011
EcoCampus Silver
Green Academy
1
st
(31)
2011
Futures Initiative
2012
LiFE
index
Bioversity
launch
1
st
(33)
2013
EcoCampus Platinum
Zero landfill
waste
?Slide11
Developing strategy and the Green Academy“
No undergraduate student will with leave the University without a critical understanding of sustainable development issues, concepts and ethical considerations through a combination of effective teaching and learning, research and scholarly activity.”
The University intends to develop a new, inter-disciplinary initiative, focused on engaging students with the challenges and problems of the twenty first century.
The
‘Christ Church 2050’
initiative will enable students and tutors to explore what might loosely be termed the
‘great issues’
of the age. These issues cover a broad range of themes that are likely to impact on our lives in the years ahead – social, scientific, environmental and ethical.Slide12
Green AcademySlide13
Returning homePromoting a sustainable future
After“We aim to ensure that all our staff and students understand the need to sustainably manage our environment and address the challenges to our common future, thoughtfully responding to the issues that threaten our planet.”
Before
“
No undergraduate student
will leave the University without a critical understanding of sustainable development issues, concepts and ethical considerations through a combination of effective teaching and learning, research and scholarly activity.”Slide14
A futures perspectiveSlide15Slide16
Links, connections & symbiosisSlide17Slide18Slide19
Futures Initiative in 18 months 2011-12
£75K from University0.5 FTE senior academic lead14 funded projects with long term curriculum impact and student involvement
2012-13
£70K funding
5 fractional academics = 0.6 FTE
18 funded projects
ESF Committee chaired by SMT DeanSlide20
Future?Slide21
Pulling out the plugSlide22
Sustainability‘
Hub’
Director of Education for Sustainability
PVC for Environment and Sustainability
New Chancellor
Sustainability one of the 3 key themes of an institution-wide curriculum reviewSlide23
Establishment of ESD as a
‘Grand
Challenge
’
- access to funding & support
ESD added to the Nottingham Advantage Award
Sustainability literacy now viewed as an important graduate
capability
Learning for Sustainability OER
New £20M Orchard
‘
Eco-Hotel
’Slide24
Curriculum mapping to enable embedding of sustainability across the curriculum - focus on existing content and graduate attributes
Sustainability engagement projects involving students, staff, and the communityVision that emerged is for sustainability to be at the CORE of the institutionSlide25
Launch of INSPIRECore mission
‘delivering
for a sustainable Wales, locally, regionally, nationally and internationally
’
.
Sustainability to be embedded into 15% of all students
’
experiences
by Autumn 2013
Staff Sustainability
AuditSlide26
Increased student participation through the SU and student societiesDevelopment of new academic programmes –new curriculum with a Sustainability
“
Elective
”
study path for students from any programme
Sustainability as a cross-institution offer to studentsSlide27
Student experiences of Green Academy at the University of WorcesterSlide28
World café Go Green Week 2011
All stakeholders involved
Bottom up approach
Build on university culture of experiential learning and strong student voiceSlide29
Students at the centre of Green Academy at the University of WorcesterSlide30
ResultsEmbedded with university policy makers/committees
Increase student participation in sustainability initiatives
Embedded in university’s strategic plan
Sustainability elective open to all undergraduate studentsSlide31
Outcomes of Green Academy I
The focus on the positive nature of the ‘
challenges
’
, not the traditional negativity of sustainability
‘
problems
’
Recognition of the difficulty of tackling sustainability through traditional pedagogy – the need to work collaboratively and imaginatively (e.g. through wicked problems)
Value of engaging students as change agents
The role of critical
friendsSlide32
National and international dissemination leading to reputation building for participantsDevelopment of an informal ESD change management network where the participants have exchanged ideas and resources
The value of a collegial approach focused on knowledge and
practice
sharing, driven by friendly competition
Outcomes of Green Academy ISlide33
ExerciseWrite down the top 3 priorities for
your institution
How does
‘
ESD
’
fit into those priorities?
Does
‘
Institution-wide Sustainability
’
fit into those priorities?
What are your greatest challenges in incorporating ESD into your curriculum (or wider
)?We will pick on people randomly to
report back…….Slide34
Green Academy II InstitutionsSlide35
Mapping current provision of ESD across formal and informal education provision to evaluate the quantity and
qualityOffice for the Vice Provost for Education
piloting
the Global Citizenship programme this
summer
First
year undergraduates participating in four short courses global health, sustainable cities, intercultural interaction and human
wellbeing reflecting
UCL's grand challenges
Developing staff training around sustainability to be incorporated into all departmental inductions and part of a regular training programme.Slide36
Seeking ways for ESD to be applied to fashion education to contribute to greater balance in society, economy and
humanity
How can we nurture a culture of creativity and critical thinking, capable of responding to global and local issues with new models for thriving societies and economies?Slide37
Co-creating a 10--year plan for institutional change for
sustainability
Developing
processes and benchmarks to articulate and embody teaching and learning for sustainability across subject
areas.
Communicating
a culture and strategy of sustainability.Slide38
Food for Thought – curriculum
Graduate Attribute
Over
-arching theme
Institutional
sustainability ‘Grand Challenge’Slide39
The future – points for considerationCurrently involves 18% of English and Welsh Universities. How can we involve Scotland and N. Ireland?
How can we work with Further Education?Should the model be expanded to Europe?
Should Green Academy be run more regularly than every two years?
Should the model be more focused in leadership, or students as partners?Slide40
Ensure you obtain real top-level buy-inBe prepared for barriers, knocks, indifference, resistance…….
Don’t underestimate the importance of involving students at every stage of the institutional change process