Making the transition to Making the transition to interdisciplinarity:interdisciplinarity:

Effective strategies for early student Effective strategies for early student supportsupport

Dr Zoe RobinsonDr Zoe RobinsonSenior Lecturer in Environmental Science/Physical Geography

School of Physical and Geographical Sciences

Dr Sherilyn MacGregorDr Sherilyn MacGregorSenior Lecturer in Environmental Politics

School of Politics, International Relations, and Philosophy

Sophie BessantSustainability Project Assistant

Keele University

HEA ESD Interdisciplinary Sustainability Education event, York, 14 th December 2011

Project contextProject contextIncreasing number of new interdisciplinary

sustainability-focussed degreesVery different to traditional disciplinary approach in

schoolsAnecdotal evidence that students struggle in the

first year with seeing the relevance of different subjects

Therefore students fail to make the most of the first year of their programme

Students often have a strong (and narrow) preconception of what their degree programme should include

So, how do we help support students make the

transition onto an interdisciplinary sustainability

degree programme

Project aims and objectivesProject aims and objectives

1. Profile UK UG Sustainability programmes in HE through UCAS

2. Explore the challenges of running interdisciplinary sustainability programmes with programme directors

3. Explore the experiences of UG students on Sustainability programmes

4. Develop and evaluate interventions to assist students making the transition onto interdisciplinary sustainability programmes – Reflective Learning Journals

5. Develop an open access online resource to support students on these programmes

Results 1: Sustainability programmesResults 1: Sustainability programmes

• Many new courses, but….also courses shutting down

• ‘Sustainability’ re-badging and re-shuffling of Environmental Management programmes

• Small numbers on courses

Results 2: Interviews with programme Results 2: Interviews with programme directorsdirectors

• Interdisciplinarity: – Really a challenge? – Students aware of interdisciplinary nature of

courses– Not taught explicitly

• Challenges– Range of backgrounds– Economics, Science, Maths most challenging– Not always tailored by other departments– Need effective communication to avoid repetition– Often teaching out of area of expertise

Results 2: Interviews with programme Results 2: Interviews with programme directorsdirectors

• Consistent approaches– Importance of broad-based science teaching in

first year– Core modules used to bring strands together– Use of practitioners to show ‘real-world’ context– Use of problem-scenarios to demonstrate

interdisciplinarity

• Recruitment issues– Need to be on radar of high school students– Need to link explicitly with careers.

Results 2: Interviews with programme Results 2: Interviews with programme directorsdirectors

• Scottish vs English/Welsh systems– Highers – wider range of subjects. Provides a

better interdisciplinary preparation– Four year degrees important for recruitment– Scottish education ethos more interdisciplinary

Anecdotal: a number of students on different programmes saying they wished they were studying Environment and Sustainability but

didn’t know it existed

Results 3: Evaluating interventions – Results 3: Evaluating interventions – ‘Reflective Learning Journals’‘Reflective Learning Journals’

For students:• Improved writing skills and responding to feedback• Making connections (interdisciplinarity)• Pastoral support and coaching• Reviewing expectations backwards and forwards

(e.g. career plans)

For staff• Continuous evaluation through written ‘conversation’

with students• ‘Check in’ with student expectations, perceptions

and intellectual development

“…really engaging with the subject material and having to write cohesive responses really helps you to understand it. I often found that I made connections and had inspirational ideas as I was writing and reflecting”“I don’t feel I can go into a standard job…I feel I have to make a difference somehow and go and do something that’s going to benefit someone, somewhere, somehow. Before, I think I would have been happy bumming around and not doing much with my life, but now…”

Deep reflection characterized by perspective transformation or transformative learning

Awareness of own intellectual and personal development (including career planning)

Outputs: Interactive Resources for Outputs: Interactive Resources for Interdisciplinary SustainabilityInterdisciplinary Sustainability

• Informed by interviews and own experiences

• Open access• Not just for Keele

students• Requires further

dissemination through school and HE networks

Student-led online resource to support students taking sustainability-programmes – launched August 2011

www.keele.ac.uk/iris

“I have always been aware of the depth of the subject but never actually analysed that depth, this project enabled me to do that. The project has enabled me to see that Environment and Sustainability really is different to anything else, and career wise I now feel more confident than ever before.”

Student ‘team leader’

Building bridgesBuilding bridges

Developing FrameworksDeveloping Frameworks

Need to enhance awareness of Sustainability employability sector to:-schools/colleges, school teachers and career advisors

Need to enhance awareness of existence of Sustainability programmes to:-schools, school teachers and career advisors

Important role of:- Professional bodies- HEA, EAUC…

Awareness beyond usual sustainability

circles

Development of a network of Sustainability programme developers and deliverers

- sector support and sharing best practice- strategies for awareness raising and ‘marketing’ of courses

National ‘Sustainability’ student group?

Thank you for listening!!Thank you for listening!!

Funding from: Keele University Teaching Innovation ProjectsHEA Education for Sustainable Development project

http://www.geograph.org.uk/photo/417664