university environment and sustainability steering … · elliot jones (ej) energy manager, estates...

1

UNIVERSITY ENVIRONMENT AND SUSTAINABILITY STEERING GROUP

Thursday 16th November 2017 at 2pm in CM2.08 Claus Moser Building

AGENDA

1. Apologies and Absences

2. Actions List – 22nd June 2017Actions list attached

3. Chair’s Remarks

Key Projects

4. Root and Branch Campaign Theme & Branding - Attached

5. Keele University Smart Energy Network Demonstrator (SEND) and HyDeploy

6. Annual EAUC Conference 2018 - Update

Estates and Operations

7. Environmental Manager’s Update - Attached

8. 2018 Sustainability Report

9. People and Planet Universities League

10. SDG Accord and Visibility of SDGs at Keele

11. Brite Green University Carbon Report for Academic Year 2015/16

12. Energy & Carbon Management Update including overview of 2016/17 Academic YearTo receive the attached update

Leadership and Governance

2

Education and Research

13. Education for Sustainability DevelopmentsTo receive the attached update from the Director of Education for Sustainability -

14. Educational component of SEND

15. Sustainability Research and Business engagementTo receive an update on sustainability-related research and business engagementactivity.

Updates from the Students’ Union

International Activities

16. International ActivitiesTo receive an update on recent sustainability-related international activities

17. Any Other Business

18. Date of Next Meeting

Tuesday 23rd January 2018 - 4pm

Wednesday 14th March 2018 - 12 Noon

Tuesday 12th June 2018 2pm - 4pm

1

University Environment and Sustainability Steering Group (ESSG)

Actions List

Thursday 22nd June 2017 at 11am

Attendance: Professor Mark Ormerod (MO) Deputy Vice-Chancellor and Provost (Chair) Phil Butters (PB) Director of Estates and Development Dr Sharon George (SG) Sustainability Hub Manager Sam Gibbons (SGi) Environment and Campus Officer, Keele SU Elliot Jones (EJ) Energy Manager, Estates and Development Dr Zoe Robinson (ZR) Director of Education for Sustainability, School of Geology,

Geography and Environment Dr Ian Madley (IM) Head of Partnership Development (Natural Sciences), Engagement

and Partnerships Linda Sutton (LS) Procurement Manager, Finance Dr John White (JW) Deputy Director of IT Yanrong Hu Howard Bell (HB) Executive Support Officer, Vice-Chancellor’s Office (Secretary) Apologies: Jane Barker (JB) Head of Grounds, Estates and Development Huw Evans (HE) Environmental Manager, Estates and Development Peter Potts (PP) Head of Estates Planning and Compliance, Estates and Development Susan Warrender (SW) Head of Catering and Retail

Item Decisions/Actions Responsibility Actions List – 23rd March 2017

• SEND and HyDeploy: IM and ZR had now met to discuss how best to promote the SEND and HyDeploy projects to the HE sustainability sector.

• Green Impact Criteria – Procurement: HE and LS still working on developing a new Green Impact criteria relating to procurement. HE & LS to report on progress at Group’s next meeting.

• People and Planet Universities League: HE had yet to circulate the People and Planet methodology to the group.

• MO, HE and Paul Buttery , Deputy Director of Finance, had met to discuss ways in which Keele’s scores in relation to Ethical investments could be improved. The matter was discussed at Business Review Committee and it was agreed that the University’s investment advisors would be pressed for more information on investments.

• EJ reported that the next People and Planet Universities League assessment was due to start on 24th July using the same criteria as used previous assessments. The importance of updating the University website re Environment and Sustainability

HE& LS HE

2

Item Decisions/Actions Responsibility matters was emphasised because the website was the major source of information for the assessment.

• Green Week: MO, ZR and HW had yet to meet to draw up a response to the issues raised from the Sustainability Forum.

• Energy Carbon Management Update: EJ reported that a new source of pellets used for Bio Mass energy generation had been identified. A study of this trial source of Bio mass was being undertaken.

• Responsible Procurement Strategy: MO reported that the strategy was considered and endorsed at UEC.

MO,ZR and HW

Chair’s Remarks None were made.

Key Projects Internal and External Communication Re: Energy, Environment and Sustainability

• The group received and considered a short briefing on

the campaign theme and brand put together by Russell Reader, Head of PR & Communications, in conjunction with the Task and Finish Group established to look at developing a communication strategy both internal and external for Energy, Environment and Sustainability.

• The Group commended the quality of the campaign theme and branding entitled “Root and Branch”. The brand enabled the inclusion of a wide range of environment and sustainability activities undertaken by various parts of the University under one brand.

• The Campaign theme and branding would be discussed with the Chancellor sometime during graduation week.

• Suggestions made in relation to Campaign theme and branding included: Include reference in the campaign theme to

strategic aim 5 “ to promote environmental sustainability in all that we do”

Add a mortar board graphic, a wind turbine and a book to the brand logo.

Keele University Smart Energy Network Demonstrator

• IM updated the group on the selection process for the contractors for the SEND project. Three preferred bidders had been selected.

• 10 SMEs had been identified to take PhD students • Wardell Armstrong were undertaking a study

reviewing the viability of renewable energy sources at Keele. The results of the review will feed into the Master planning exercise.

Estates and Operations

3

Item Decisions/Actions Responsibility The Environmental Manager’s Update

• HE to circulate the Environmental Manager’s Update

electronically once back from paternity leave.

HE

Next Generation Sustainability Strategy and Structure : Whole-Institution Approaches to Sustainability in Universities and Colleges

• The Group considered the report from the Environmental Association for Universities and Colleges.

• The group’s attention was drawn to fact that the report makes reference to the fact that most institutions were reflecting on how they can contribute towards the UN’s Sustainable Development Goals. Keele does not make reference to the UN’s Sustainable Goals in relation to its environment and sustainability strategy.

Energy & Carbon Management June 2017 Update

• The group noted the reduction in carbon emissions over the last year against a back drop of an increasing growing campus.

• Gas consumption was proving a challenge. Smarter building controls were being employed to limit heating. The group was informed of a pilot of room level controls taking place in the Moser Building.

• The group discussed the positive ways in which the new Root and Branch campaign theme and brand could be used to communicate important messages in a more coherent way to students, staff and residents regarding energy and carbon management.

Responsible Procurement Infographic

• The group welcomed the Responsible Procurement Infographic which provided information about the online Supplier Engagement Tool.

• LS to talk with Russell Reader about how best responsible procurement can be incorporated into new Root and Branch campaign theme and brand

• It was agreed that the infographic should be place on the website in readiness for the next People and Planet Universities League assessment was due to start on 24th July.

LS LS

Education and Research Education for Sustainability Developments

• ZR provided the group with an update on recent

achievement and activities relating to Education for Sustainability. Highlighting in particular: Green App Educational Links to SEND : Environmental

literacy

Environmental Association for Universities and Colleges Annual Conference (EAUC) 2018

• The group received a briefing on what was expected of Keele as the host for the Annual EAUC Conference in 2018. A copy of the venue Partnership proposal was circulated prior to the meeting by ZR.

• The group recognised that the Conference would

4

Item Decisions/Actions Responsibility require significant input from the University, but also a presented a significant opportunity to showcase what Keele does.

• It was agreed that a Conference Organising Committee should be established and that its chair should be a senior member of staff.

• The group highlighted the need to involve a number of areas around the university to host the Conference successfully: Keele Conferences, Directorate of Engagement and Partnerships, Marketing and Communications. Need for third party sponsorship was raised and the possibility of approaching Keele’s supplier base was suggested.

Sustainability Research and Business Engagement

• IM updated the group on progress in relation the HyDeploy project ; Raising the awareness of campus residents of the injection of hydrogen into the existing natural gas network over the Summer of Establishment of 2 post-doctoral energy related studentships with University of Chester; Bid for Innovative UK energy catalyst funding;

International Activities • MO reported on his recent visit to China in May 2017 with the Dean of Internationalisation and accompanied Professor Zhong Fan, the academic Director of SEND. The focus was on the environment and energy fields.

Any Other Business

• Keele students attended the 2017 International Environment and Sustainable Development Student Forum at Tongji University on 5th June 2017.

• Keele Green Move Out 2017: The group was informed that Keele Students had contributed 2.5 tonnes of food to Newcastle – Staffordshire Food bank through Keele Green Move out.

• Student volunteers worked with Estates, student accommodation and Sustainability Hub staff collected and stored household and kitchen Items which will be made available to new students in September.

• Group agreed that the agenda should have a standing item for Updates from the Students’ Union.

Agenda.

Date of Next Meeting Thursday 16th November 2017 at 2pm

ESSG16Nov17 4.

1

Keele University ‘Root and Branch’ Staff and Student Sustainability Network

Staff Sustainability Representatives In line with the University’s 5th strategic aim ‘to embed environmental sustainability into everything we do’, a network of Staff Sustainability representatives is proposed as part of a new ‘Root and Branch campaign’’ Network. Volunteer Staff Sustainability Representatives will raise awareness of environmental and sustainability issues within their School or Directorate to help improve the University’s overall environmental performance and feed into the sustainability agenda at Keele. The Staff Sustainability Representatives will help the Sustainability Team to promote environmental and sustainability initiatives and run awareness campaigns on topics such as: ● recycling and reducing waste ● using energy and water efficiently ● sustainable travel ● sustainable purchasing ● health and wellbeing ● embedding Education for Sustainability (EfS) in the curriculum ● embedding environmental sustainability into processes, governance and document

management.

Sustainability Representatives will be supported to identify good practice and opportunities for sustainability improvements in their School/Directorate. They will be encouraged to:

● Act as the ‘eyes and ears’ in their local area and be proactive to identify and promote good energy, waste and environmental practices within their School or Directorate.

● Send environmental and sustainability related ideas/suggestions to the Sustainability Team for consideration.

● Raise awareness with colleagues about sustainability matters and University procedures relating to energy usage, waste disposal, travel, procurement, EfS and other sustainability campaigns.

● Act as the local contact point for associated information/publicity including submitting items for the Root and Branch newsletters. Representatives will be enrolled onto a mailing list for regular updates and invitations to sustainability events and activities (some funding is available for attending external/national events).

● Raise the profile of the University’s environmental and sustainability aims and awareness campaigns in local staff or departmental meetings.

● Complete the Root and Branch Audit in collaboration with student auditors. ● Promote the Root and Branch Awards to encourage nominations from within each

School and Directorate.

Staff Sustainability Representatives will be recruited in specific parts of the University, working at any salary grade, and be supported by their line managers to ensure they receive adequate support and recognition for the role. More than one Sustainability Representative may be appointed where their School/Directorate covers a large area. All Sustainability Representatives will receive a 2 hour training session (accredited CPD) and be part of a peer network that is coordinated and supported by the University's Sustainability Team. It is anticipated that Staff Sustainability Representatives will spend an equivalent of 30 minutes per week / 2 hours per month completing tasks as part of this role.

ESSG16Nov17 4.

2

Root and Branch Sustainability Awards To promote the Root and Branch Staff Sustainability Representative Network and celebrate progress and achievement in sustainability at Keele, an annual sustainability celebration event is proposed. The Root and Branch Sustainability Awards aim to recognise efforts made by Schools and Directorates to embed sustainability in their operations and activities. In addition to a separate event, where appropriate, awards would be integrated into existing awards ceremonies such as the Teaching Excellence Awards. The awards categories would include nominations for staff and students to recognise the contributions made by all members of the Keele community. Sustainability Fund Teams and individuals would be able to apply for up to £250 to support new projects or £1000 funding to develop existing sustainability projects within their School/Directorate. These projects would need to be existing and be developed to ‘Sapling’ level. This development would mean a larger scale project within the School/Directorate, or increasing the reach of the project to be interdisciplinary, working with other School(s)/Directorate(s) or with the local community. Baseline Award for Good Practice Sustainability Representatives can work with colleagues to ensure University Environmental Sustainability Policy, procedures and good practice is adhered to. Teams representing Schools or Directorates can take part in the Root and Branch award scheme to receive recognition for taking action to improve the University’s environmental and sustainability performance. The Sustainability Team will provide a list of essential criteria that must be actioned. Following a successful audit, the teams will receive the ‘University Sustainability Award for Good Practice’ if all baseline and best practice criteria are met. All of the criteria are made up of University policy, procedures and good practice so should be straightforward to implement. The objective is to replace the NUS Green Impact scheme previously in place. Themed Awards If teams complete the ‘Good Practice’ criteria, they can nominate themselves to receive an award for specific projects relating to different aspects of sustainability. Themed awards are achievable for teams working on specific topics/projects. These can be related to any sustainability area but would typically feature as one of waste, energy, travel, procurement, wellbeing, curriculum or other sustainability project. Depending on the stage or scale of the project, teams could receive a ‘Seed’ award for small-scale and new projects that have recently launched, a ‘Sapling’ award for medium-scale projects or those that are growing, or a ‘Blossom’ award for larger-scale projects or those that have run for a longer period and are showing positive results and having wider impact beyond the School/Directorate. A resource bank of sustainability actions and initiatives will be available to provide teams with suggested projects and case studies from other Schools/Directorates at Keele or other universities. This allows flexibility for Sustainability Representatives and School/Directorate teams to work on their own priorities.

Student Sustainability Representatives

Students can join Keele’s Root and Branch Network as a Student Sustainability Representative. The Sustainability Team would work with the Students’ Union and student

ESSG16Nov17 4.

3

sustainability societies such as Think:Green to promote the roles and the opportunities for students to engage with the Root and Branch Network.

Through becoming a Student Sustainability Representative, students would learn more about the University's sustainability initiatives and projects and be able to take part in volunteer opportunities to enhance employability. Students can choose how involved they would like to be with the network and the opportunities it provides.

The range of activities Student Sustainability Representatives could be involved in include:

● Helping to promote sustainability events and activities to other students through social media, Concourse and Kube Radio.

● Running sustainability campaigns and making suggestions for ways that Keele can be more sustainable by contacting the Sustainability Team or getting in touch through Twitter.

● Being trained to become an environmental auditor and audit schools on their environmental and sustainability performance.

● Helping to develop and support activities during annual events such as Welcome Week, Green Week, bike week, world environment day and more.

● Being elected as a Student Sustainability Representative to feed into Student Voice Committees regarding environmental and sustainability issues in the curriculum and student experience.

Through these activities, Student Sustainability Representatives will develop skills for their CV including networking, communication skills, presenting skills and increasing confidence.

ESSG16Nov17 7.a

ESSG16Nov17 7.

1 15/11/2017

Environmental Management Update ESSG

November 2017

Waste & Recycling The current waste management contract with Biffa Waste Ltd is due to end on the 31st of July 2018 and therefore the waste contract is due to be retendered in the New year. With this in mind we’ll be reviewing the current waste recycling infrastructure, resources and initiatives and propose improvements needed in order to increase recycling and reuse.

Warp-it

Warp it is an online surplus furniture redistribution network. We launched our Keele University website in September 2017 in order for Schools and Directorates to share surplus items that can be redistributed to other parts of the University. The first 2 months has gone really well with 72 members of staff registering on the warp it website. There is clearly a demand for the resue of furniture items rather than buying new and most items have been ‘claimed’ on the webpage within 24 - 48 hours. Approximately x30 items have been claimed so far ranging from chairs to tables and storage units. The majority of these items were available due to a refurbishment in chancellor’s and a new office layout at marketing (IC2). To date the items on warp it have saved £3,485 on procurement costs, saved 1.5 Tonnes of CO2,

and avoided 751Kg of waste. The next steps for Warp it are to further promote internally and invite partner organisations and charities to register so they can also claim surplus items on offer If not reused internally at Keele University. The University procurement team have been supporting the roll out of warp it and promoting the reuse and recycling of furniture to University staff and with the furniture supplier. The University furniture suppler, Southerns, can now take away furniture items for recycling when delivering new items at a small charge. This is limited to small quantities normally but they have on a special arrangement collected a large quantity of furniture that was beyond reuse to take to their recycling facility. The University procurement team have recently actioned the following –

• Included additional recycling pricing information on the Procurement web "Buyers Guide” • Southerns furniture supplier recycling pricing added to catalogue lines on the University e-

Procurement system so that users are made aware of the recycling option when buying new furniture.

• e-mailed the end users with reminder and new information regarding the redundant furniture process

ESSG16Nov17 7.

2 15/11/2017

Halls of Residence waste recycling audits

Recycling audits are being planned for the Halls of Residence to be undertaken by student ambassadors. This is an extension to the Student Switch off Campaign program.

Auditors will be required to visit approximately 20-30 kitchens in their allocated Hall during the audit and mark each kitchen for how well they are recycling. The feedback from the audits will inform us on what improvements we may need to the recycling bins, signage and communications.

Environmental Sustainability Policy An Environment and Energy Policy was approved at UEC in July 2016.This replaced the 2008 Environmental Policy document to reflect the University’s environmental sustainability commitment within the strategic plan 2015-2020, aim 5 ‘To promote environmental sustainability in all that we do’. The policy is a clear statement of environmental commitments including specific objectives that provides the framework and reference point for developing environmental plans, procedures and initiatives. The policy also complies with external reporting requirements such as ISO standards and the People and Planet Universities League.

The Environment and Energy Policy has been reviewed and updated by members of the Environment and Sustainability Steering Group (ESSG).

The Environment and Energy Policy (2016) bought together Environmental and Energy Policies, and other requirements, into one single policy document. Rather than having two separate policy documents. On review, and after further discussions on the implications, the updated policy has been renamed Environmental Sustainability Policy. This better reflects the University’s strategic aim 5 towards ‘Environmental sustainability’ and also, importantly, reflects the use and application of the term ‘sustainability’ which has become more prevalent both within the HE sector but also more generally by those leading on the environmental agenda. The updated Environmental Sustainability Policy will remain as the reference document when referring to the University’s Energy Policy as the energy objectives still remains within the document.

Some minor amendments have been made to the first and second paragraph to update on changes. Minor Changes and additions have been made to the policy objectives to update on developments and to ensure the objectives reflect the University’s strategic Aim 5.

The second bullet point on Education for Sustainability has been updated to reflect the broader sustainability commitment within Keele University’s Education for Sustainability strategy. The previous version related to energy and environment only.

An additional objective has been included to promote the positive impact sustainability initiatives can have on health and wellbeing. This also broadens the policy to the wider sustainability agenda recognizing the links between social and environmental impacts.

The Environmental Sustainability Policy was approved at UEC in August 2017.

ESSG16Nov17 7.

3 15/11/2017

Implementation of the Policy is monitored at the Environment and Sustainability steering Group (ESSG), which meets quarterly.

Root & Branch campaign

The aim of the campaign is to raise awareness and engage with staff and student to embed sustainability within operations and activities.

Sustainability Network

We’re creating a network of sustainability representatives to be a point of contact in each School and Directorate for Sustainability. We’ve recruited 20 representatives so far with the aim to have coverage within every School and Directorate.

We’re also recruiting student sustainability representatives who will learn more about the University's sustainability initiatives and projects and be able to take part in volunteer opportunities to enhance employability. Students can choose how involved they would like to be with the network and the opportunities it provides.

Sustainability Benchmark Criteria

Part of the sustainability representative’s role will be to support implementation of the sustainability benchmark criteria within their School or Directorate. The benchmark criteria reflects University Environmental Sustainability Policy, procedures and good practice that we’d expect to see embedded across all Schools and Directorates.

Sustainability Awards

Schools and Directorates will receive an award for achieving the sustainability benchmark criteria and further awards are being promoted for innovation projects. These can be related to any sustainability area but would typically feature as one of waste, energy, travel, procurement, wellbeing, curriculum or other sustainability project.

Newsletter

The first Root and Branch Newsletter was circulated via campus staff in mid-October, shortly after the launch of Root and Branch. The second edition will be drafted soon and ESSG members asked to contribute.

Development of the Green:Keele webpages

The restructure of the Green:Keele webpages are ongoing. The aim is to make it easier for visitors to the webpages to navigate through the pages and find what information they need. We’ll also be adding content such as ‘how to video guides’ and case studies to further increase awareness of staff and students and improve the exposure of sustainability activity at Keele.

ESSG16Nov17 7.

4 15/11/2017

Sustainable catering

The Day Nursery and Chancellor’s Refectory are certified to the bronze standard of the soil Association Food for life standard. An assessment will be held in the New Year with the aim to achieve the Silver standard.

End

Attachments:

• Staff and Student sustainability Representative Network Outline (management doc).docx • Environmental Sustainability Policy 2017

ESSG16NOV17 11.

1

12921 13803

12415 12029 11264

1305512250

11456 10645 9994

0

2000

4000

6000

8000

10000

12000

14000

16000

Environment and Sustainability Steering Group (ESSG)

Energy & Carbon Management Update Report

November 2017

1. Introduction

This report serves to inform the Environment and Sustainability Steering Group of the utilities and carbon performance over the 2016/17 academic year.

2. 2016/17 Energy & Water Annual Performance

Carbon

Carbon Management Plan

The total carbon emissions for 2016/17 as calculated using the HEFCE methodology were 9,994tCO2e. The Carbon Management Plan (CMP) calculations excludes those emissions sources which are not directly controllable by the University including domestic residences and commercial tenants.

The trend against the 1990 baseline is shown in the graph below including a trace of a linear route to the 2020 target (34% against 1990). The current performance against the 1990 baseline is showing a 22.7% decrease and is around 100 tCO2e from the linear target for 16/17 (9,833t).

The entirety of the reductions are due to lower emissions resulting from electricity consumption (scope 2). This is due in part to a year on year consumption reduction of more than 150,000 kWh which has been achieved through the Energy Management work stream however the decarbonisation of the national electricity grid has also driven progress. The Carbon intensity of grid electricity has decreased by more than 15% in comparison to the previous year. Although this trend is expected to continue as the proportion of the energy generated from renewable energy systems at a national level increases, the downward trajectory is expected to slow in the coming years.

ESSG16NOV17 12.

2

Carbon Reduction Commitment

The Carbon Reduction Commitment (CRC) scheme requires the University to calculate the carbon emissions that result from gas and electricity use in buildings and by allowances for each tonne emitted. The outcome therefore is different from the CMP as it includes commercial tenants.

The latest report which covers the year from April 2016 to March 2017 was submitted in June and saw emissions drop to their lowest point since the scheme was introduced in 2011. The reported emissions of 11,530 tCO2e resulted in a total cost of £185,633.

The reduction is a result of lower levels of energy consumption, proactive management of assets which allowed additional exclusions under the scheme rules as well as lower grid emission factors. Actual credit costs have also decreased by £6k compared to the previous year despite an increase in credit costs from £15.60 to £16.10.

The CRC is due to end following the 2018/19 reporting year and although a replacement scheme has been suggested by the National Government no details have yet been provided.

12086 12690 12919 13411 12286 11530

£0.00

£50,000.00

£100,000.00

£150,000.00

£200,000.00

£250,000.00

0

5000

10000

15000

2011/12 2012/13 2013/14 2014/15 2015/16 2016/17

tCO

2e

CRC emissions reported

Reported Emissions Credit Cost

ESSG16NOV17 12.

3

0100000020000003000000400000050000006000000

kWh

Gas Consumption

Actual Previous year Normalised forecast

Energy

Gas

Consumption (kWh)

Previous Year Forecast Norm. Forecast Actual Variance to Norm. Forecast

31,812,584 33,896,952 30,765,365 32,554,221 +1,788,856

Total gas consumption for the 2016/17 year was down against the initial forecast however when weather is considered was 5.4% above the normalised forecast. The normalised forecast is considerably lower than the initial as it was a far warmer than average year, but other factors have factored into the below average performance including:

• The Horwood CHP is performing better than projected, increasing gas usage by 300,000 kWh but lowering grid electricity demand

• Increase in consumption from new developments including the Huxley and UGMS extensions.

Despite these points, there is considerable opportunity to improve performance and we are currently focusing on four particular issues:

• Turning heating systems off when not required and reacting to complaints more dynamically

• Investing in smarter building controls that can limit heating in unoccupied areas • Changing user behaviour to encourage energy saving attitudes • Enhanced asset level performance monitoring

ESSG16NOV17 12.

4

0200000400000600000800000

100000012000001400000

kWh

Electricity Consumption

actual Previous year Forecast

Electricity

Consumption (kWh)

Previous Year Forecast Actual Variance to Forecast

13,149,722 13,238,058 12,961,869 -276,189

Grid electricity consumption for the 2016/17 academic year was below forecast by 2.1%. Weather correction is not employed on electricity supplies as the link between consumption and external temperature is difficult to assess with an acceptable level of accuracy.

The positive performance in the last year can be attributed to:

• The Horwood CHP outperformed its forecast by more than 100,000 kWh as it is now generating electricity close to its designed capacity

• Energy efficiency works at various locations on campus (detailed in section 4)

• Natural gains through the replacement of old equipment with new energy efficient alternatives

• This comes despite the increase from buildings such as Huxley, UGMS and the new Barnes blocks.

ESSG16NOV17 12.

5

0

10000

20000

30000

40000

50000

60000

m3

Water Consumption

actual Previous year Forecast

Water

Consumption (m3)

Previous Year Forecast Actual Variance to Forecast

290,925 258,765 369,996 +111,231

Water consumption continues to be an issue on campus and several large leaks over the academic year caused the forecast to be exceeded by 30%. In January 2017, one leak in particular resulted in the loss of more than 35,000m3.

As a result a five-year programme has been established to increase the resilience of the network by replacing the majority of the original 1960’s cast iron pipework throughout campus. This represents a significant proportion of the University backlog maintenance expenditure. In addition, a formal strategy is being developed to ensure that the water supply network is managed effectively. This will include:

• Formal long term targets for water consumption

• Updating the approach to identifying and correcting water leaks to employ state-of-the-art detection technologies

• A formal resilience plan in the event of all or some water supplies being lost on campus

• A metering installation and monitoring programme to allow consumption to be monitored more appropriately at a granular level

• A development policy to ensure that all future campus developments are not detrimental to the wider network

ESSG16NOV17 12.

6

3. Energy Management Strategy EnPI’s

2016/17 Q1 (Aug-Oct)

Q2 (Nov – Jan)

Q3 (Feb – April)

Q4 (15/16)

Q4 (May – July)

Monitoring, Targeting & Control

EnPI01 Number of core sub meters which are reporting data automatically (AMR) 142 142 152 n/a 164

EnPI02 Percentage of core non-AMR meters which have been read at least twice a year 94% 94% 96% n/a 99%

Behaviour Change

EnPI03 Number of students/staff directly engaged in behavioural change programmes TBD 734 734 n/a 734

Energy Efficiency EnPI04 Number of feasible projects identified 58 93 101 n/a 111

EnPI05 Percentage of projects achieving or surpassing the expected savings 100% 100% 100% n/a 100%

EnPI06 Percentage of buildings formally audited within the last three years 48% 48% 40% n/a 52%

EnPI07 Percentage of Display Energy Certificates with Operational Ratings better than 100 92% 93% 94% n/a 94%

EnPI08 Total qualifying electricity consumption1 2,787,388 3,599,199 3,574,461 2,918,405 3,037,709 EnPI09 Total qualifying gas consumption 4,499,981 13,615,894 10,756,795 3,597,548 3,671,458 Energy Generation from Low-Zero carbon sources EnPI10 Percentage of total generation delivered on-site 9% 4.4% 5.3% 9.2% 9.7% EnPI11 kWh of electricity from CHP 224,342 273,546 268,391 202,408 245,665 EnPI12 kWh of heat from CHP 375,800 454,200 443,300 344,900 404,000 EnPI13 kWh of electricity from Solar PV 34,416 9,807 28,821 50,117 49,676 EnPI14 kWh of biomass 2,352 8,650 8,564 0 9,639 EnPI15 kWh of additional LZC sources employed on site 2,061 9,051 7,448 1,027 1,161

1 Including domestic housing and recharged tenants

ESSG16NOV17 12.

7

4. Energy/water Management Projects

Numerous significant energy/water conservation measures have been implemented since the last period including:

Building Measure Energy Saving p/a

CO2 Saving p/a

David Weatherall Fan drive replacement 109,745 kWh 53 tCO2e

David Weatherall Communal area LED lighting replacement 30,500 kWh 23 tCO2e

Claus Moser Intelligent heating controls - Phase 1 30,000 kWh 5.5 tCO2e

Various LED streetlighting replacements – Phase 1 75,000 kWh 31 tCO2e

Chancellors B Corridor lighting replacement 13,094 kWh 6.0 tCO2e

Chancellors A Presentation area lighting replacement 29,324 kWh 14 tCO2e

Sports Centre Gym lighting replacement 80,500 kWh 42 tCO2e

Innovation Centre 2

Communal Area & Office lighting refurbishment 54,317 kWh 27 tCO2e

Lennard Jones Water distillation equipment replacement 12,470 kWh 5.5 tCO2e

Library PC suite lighting replacement 68,847 kWh 34 tCO2e

Upcoming for 2017/18:

• Chancellors refectory lighting • Heat network replacements • Water main replacements • Crime scene house heating system replacement • Chancellors A foyer/atrium lighting • LED External lighting replacement – Phase 2 • Huxley laboratory lighting • Claus Moser intelligent heating controls – Phase 2 • Science & Learning Lighting • Library PC Suite Lighting • Chancellors C communal lighting • Chapel heating and lighting controls

ESSG16NOV17 12.

ESSG November 2017

Education for Sustainability Report

Keele is established as one of the national leaders for Education for Sustainability, and we are regularly invited to contribute in advisory roles to national organisations such as the EAUC and National Union of Students. Consistently we are awarded full marks for our Education for Sustainability work as part of the national audit of sustainability in universities through the People and Planet Green League (for which Keele as a whole was awarded a 1st class in 2016). (2017/18 results due 14/11/17).

2016/17 Developments/in progress

Outlined in the table below are some of the key projects and achievements completed or started and currently in progress during 2016/17.

Project/Activity Further description Status Further information Core Curriculum

Module Audit Audit across University of modules where sustainability is embedded

Audit completed. Aim to carry out programme level audit, and discuss with individual Schools (through SLTDs) for accuracy check and to discuss future developments

Summary of results in Appendix 1

Module Case Studies booklet

Detailed case studies of modules where sustainability is embedded

Awaiting final case study before completion. Viewed as a live document where new examples can be added

Draft of booklet in Appendix 2

Signed up for Dissertations for Good scheme with NUS

Marketing of DfG scheme, as opportunity for project topics. Two Keele students engaged in scheme (Masters level)

Ongoing. Marketing activities to be disseminated in January

TLHEP/ESD LPDC workshops

Sustainability a core session in TLHEP; EfS and Greed Keele workshops in LPDC programme

Ongoing annual programme

Student Sustainability Representatives

SSRs to be recruited as part of SVR recruitment for 2017/18 to consider how EfS is embedded into course curriculum, plus sustainability of L+T procedures. Sustainability to become a standing item for SSSVR agendas

Ongoing, in place for 2017/18 recruitment of SVRs

2 x training sessions delivered during Student Voice Conference on 21st October to approx. 50 students

EfS training event with Library staff

Providing guidance for Library staff to support academic teams and embed sustainability into operations

Delivered September 2017

ESSG16NOV17 13.

EfS in SHAR SLTC Providing guidance on embedding EfS into L & T

Scheduled December 2017

EfS Projects / Placements

Working with teams across Estates, Schools, Procurement and Library to provide opportunities for student projects and placements linking to EfS

Ongoing – creating log of opportunities which will be disseminated to Schools

Co-Curriculum Embedding sustainability into induction

‘Green stall’ in pre-arrival market place events (ie ForMat, International Students Welcome) and Welcome Festival, promoting co-curriculum activities to students as they arrive on campus

Around 600 students were engaged through induction events Sales of Keele Green Move Out items generated over £400

Embedding sustainability into SU Societies’ conference

Highlighting opportunities for societies to engage with sustainability

Training delivered at September 2017 Societies Conference

SPO working with SU to support society events and implement new alternative to ‘society stripe’ programme

Improving governance of Student Sustainability Bungalow

Working with accommodation and ‘house mates’ to ensure better sustainability outcomes for university

Ongoing

Green Christmas Lecture

Guest Speaker, Professor Carolyn Roberts, to talk on the environmental impacts of consumption. Co-sponsored by ILAS

Scheduled 11th December at Keele Hall. Aim to make Green Christmas lecture an annual event

Keele University Sustainability Research Network seminar series and networking event

Semester-long, interdisciplinary seminar series for staff and students

New series 2017/18 Writing retreat scheduled for Jan 2018 and Researcher Conversations event scheduled for Feb 2018

Inclusion of sustainability activities in central open day communications

Working with marketing Ongoing, to be in place for UG and PG open days and offer holder visit days from December 2017

Inclusion of sustainability themes in accommodation and campus tours

Working with Student Services and Student Ambassadors

Ongoing, to be in place for tours on UG and PG open days, offer holder visit days and other relevant events from December 2017

Green Student Ambassadors

Include ‘green stream’ for Student Ambassadors additional training, to be able to help at

Ongoing. 37 existing Student Ambassadors had shown an interest in this extra training

ESSG16NOV17 13.

sustainability events, sustainability outreach etc

at the end of July. Promoting at Student Ambassador training on 19/11/17. Full training to be delivered at separate event

Sustainability in Be More Events

Workshops: Be More Green – general sustainability awareness; Be More Womble – litter picking around Keele lakes and woods; Be More Sherlock – Sustainability Hub

Completed 2016/17; modify to create more attractive events for 2017/18 now additional staff resource is available to plan and execute

New 2017/18 events being discussed with careers – Be More Batty, Be More Pickled, Be More Upcycled, Be More Wild and Free, Be More Crafty

Green Week Week of Sustainability activities for staff and students scheduled for 12th-16th March 2018

Completed in March 2017; repeat in 2017/18 but more in line with Digital Festival/Researcher Summer School/Keele People format

Introduction of annual theme from 2017-18

HEFCE Catalyst EfS project funding

‘Unmaking Single Perspectives: A Listening Project’. Aim to enhance interdisciplinary learning around sustainability topics through one-to one conversation, PG student focus

November 2016-April 2018 Project website: https://www.keele.ac.uk/ listeningproject/

Root and Branch Newsletter

Monthly newsletter of sustainability developments (re-launch of Green:Keele newsletter)

1st newsletter launched with Root and Branch launch October 2017

Email items for inclusion to [email protected]

Work with ILAS to embed sustainability into programme of events

Several sustainability focussed Grand Challenge lectures and other linked activities

Ongoing

Working with Halls Life to promote wider sustainability themes

Events and activities have included a ‘destress space’ in the Bubble in the SU to promote mental health and wellbeing, and sharing recipes to reduce food waste

The ‘destress space’ is due to become a permanent feature after positive feedback from students

Future events and activities include biodiversity walks, crafts, and promoting community within halls

Halloween Bat Walk

Phil Playford (Keele Alumni) from Staffordshire Bat Group led a bat walk and talk for a group of 32 students and staff

Future opportunities to work with Phil for talks/events include ‘Be More Batty’

Pumpkin Collection

A pumpkin drop-off point was set up at the Library for waste pumpkins to be collected and added to

11 pumpkins were collected. Additional promotion in 2018 to re-run this scheme.

ESSG16NOV17 13.

https://www.keele.ac.uk/

their food waste for recycling.

NUS Sustainability Skills Survey 2017-18

Keele received 326 responses coming in 11th place. Full data will be made available to universities achieving over 100 responses

This meets the Responsible Futures criteria for surveying students on attitudes/awareness of sustainability

NUS Sustainability Conferences

The NUS Student Eats and Student Sustainability Summit took place on 7th and 8th November 2017.

4 students plus SPO and SU Officer attended Student Eats, 3 students plus SPO attended Sustainability Summit.

Skills and ideas from conference will feed into student projects and co-curricular activities to attract wider student community.

2017/18 Priorities

Below is a list of priority areas of work to explore and develop in addition to ongoing activities in the table above:

1) Reaccreditation to NUS Responsible Futures scheme. We were part of the original pilot scheme and easily achieved the accreditation threshold. The scheme emphasises partnership working between the University and Students’ Union. A small Steering Group incorporating three University representatives and two Students’ Union representatives has been established, with communication with other stakeholders done on a one-to-one basis.

2) SDG Teach-in. 3) Sustainability Minor. Building on discussions with DVC about establishing a ‘Sustainability’ pathway as

part of the PCD. Proposed that students achieving the required credits to graduate ‘with competence in sustainability’, in line with languages provision.

4) Launch of Root and Branch and related initiatives (ie staff and student sustainability network). Explore Sustainability teaching award.

5) EAUC Annual conference. 6) 2018 Sustainability report. 7) Establish and proactively promote with Schools, opportunities for sustainability-related projects on

the University campus. 8) Link Green Week with an Education for Sustainability festival. Celebrating case studies from around

the university. 9) Investigate education potential of SEND and HyDeploy to increase sustainability literacy. 10) Working with Schools on module audit results and developments, identifying programme level

engagement with EfS.

Actions needed/support/difficulties

1) Clarity from PCD about Sustainability Minor. 2) Support for teaching innovation support fund to incentivise developments in this area (Sustainability

budget too small to support meaningful projects). 3) Teaching award funds (and central university promotion).

ESSG16NOV17 13.

4) Inclusion of Education for Sustainability into ‘special enhancement themes’ part of CARD report template.

5) Significant educational potential with SEND and HyDeploy, but no funding has been allocated for this area of work.

Dr Zoe Robinson, Director of Education for Sustainability

Sarah Briggs, Sustainability Project Officer

13th November 2017

ESSG16NOV17 13.

1

Education for Sustainability Curriculum Review – 2016/17 Summary Embedded in Keele University’s strategic aim ‘to embed environmental sustainability in all that we do’ is the requirement to ‘Provide opportunities for all our students to learn about environmental sustainability and support University initiatives in this area’. Within the context of Education for Sustainability, ‘environmental sustainability’ inherently includes reference to wider issues of global citizenship, social justice, ethics and wellbeing, in line with the QAA’s (2014) guidance on Education for Sustainable Development. This report outlines progress in identifying the educational opportunities within the formal curriculum. A module audit, through a qualitative analysis of module content, assessments and intended learning outcomes, was carried out to determine the coverage of Education for Sustainability (EfS) in the formal curriculum across different Schools and Faculties, and to compare this with outcomes of audits over previous years. Education for Sustainability is embedded within core, optional and elective modules in all Faculties and Schools, and at all levels of study. Results from the 2016-17 audit show:

● 19% of modules provide the opportunity to engage with EfS through the curriculum ● 46 modules had strongly-embedded EfS ● 269 modules had an element of embedded EfS ● 477 modules had the potential to embed EfS ● 867 had no embedded, and no obvious potential EfS

Therefore:

● A total of 315 modules embedded EfS ● A total of 1344 modules did not include EfS

● The Faculty of Natural Sciences has the highest number of modules where EfS is strongly

embedded. ● The Faculty of Humanities and Social Sciences has the highest number of modules with an

element of embedded EfS. ● The School of Geography, Geology and the Environment has the highest number of

students experiencing ‘strong’ EfS. ● Modules with the potential to embed EfS could provide additional 17,165 learning

opportunities (modules x number of students) to expose students to EfS through the curriculum.

The different structure and use of modules in programmes in the Faculty of Medicine and Health Sciences makes it difficult to compare data directly. However, within the Schools of this Faculty there are significant efforts to incorporate sustainability themes into the curriculum.

Methodology The module audit was carried out on data provided by PAA on module titles, codes, Schools, route codes and student numbers. Module codes were used to search the online module catalogue to access descriptions of modules, and a qualitative analysis was carried out of module content,

ESSG16NOV17 13.

2

assessments and intended learning outcomes to identify where Education for Sustainability elements existed in modules. A broad understanding of Education for Sustainability was used throughout this audit in line with the QAA’s (2014) guidance on Education for Sustainable Development, covering global citizenship, environmental stewardship, and social justice, ethics and wellbeing. Such a qualitative analysis is inherently subjective, and also does not pick up sustainability elements ‘hidden’ from the module catalogue, in terms of details of lecture topics etc. This will be addressed in Phase 3 of this work, working directly with School Learning and Teaching Directors and programme leads to identify, areas of embedded sustainability which may have been missed by this audit, and working to address opportunities to embed further EfS. Modules are classified based on the degree to which they engage with Education for Sustainability:

• Strongly-embedded EfS – where this is the core focus of the module content • Element of EfS – where some themes in the module relate to sustainability • Potential to embed EfS - where sustainability themes are not explicit but could be included

as case studies or chosen by students as the focus of individual projects • No EfS – limited obvious opportunity to embed EfS

Numbers of students are available for each module, and some students may take several modules which incorporate elements of EfS. Each time a student on a module encounters sustainability on a module, this is identified as a EfS learning opportunity, therefore the number of EfS learning opportunities is the number of students multiplied by the number of modules with embedded EfS. The use of modules in the Faculty of Medicine and Health Sciences is different to the other two Faculties. In order to identify EfS learning opportunities in the Faculty of MHS, the EfS team are in consultation with School Learning and Teaching Directors. Phase 2 of this work is to identify the coverage of EfS at a Programme level. This work has been delayed as there has been a two month delay in receiving the required data from IT. Overall Embedding of EfS in the Curriculum This report shows the number of modules which give students the opportunity to encounter EfS through the curriculum. The curriculum audit also identifies the number of modules that have the potential to embed EfS (mostly comprising dissertation or individual project modules where students could choose to explore sustainability themes through assessments). Across the University, in the 2016-17 academic year, there were a total 1659 modules on which students were enrolled. Table 1 shows that 46 of these modules had strongly embedded EfS and 269 modules had an element of embedded EfS, giving a total 315 modules where students studied EfS themes through the curriculum. A further 477 modules had the potential to embed EfS, whilst 867 modules had no obvious or practical opportunities to embed EfS. In total, 1344 modules did not include EfS in 2016-17. Table 1: Number and percentage of modules across the University in 2016-17 which include strongly embedded Education for Sustainability (EfS), an element of EfS, the potential to embed EfS, or no obvious or practical potential to embed EfS.

Strong Element Potential None Total

46 2.77% 269 16.21% 477 28.75% 867 52.26% 1659

ESSG16NOV17 13.

3

Of the modules where EfS was strongly embedded, 3 modules were level 3; 10 modules were level 4; 9 modules were level 5; 10 modules were level 6; and 14 modules were level 7. Of the modules where EfS is embedded as an element, 18 were level 3; 61 were level 4; 51 were level 5; 75 were level 6; and 45 were level 7. 19 modules were offered by the Language School and could be studied at levels 4-6. Embedded EfS by Faculty The number of modules with each level of embedded EfS can be broken down by Faculty. Table 2 shows that the Faculty of Natural Sciences has the highest number of modules where EfS is strongly embedded, at 27. The Faculty of Humanities and Social Sciences has 18 modules which strongly embed EfS, but with a total of 819 modules, this figure equates to 2% of the Faculty’s modules, compared to 6 % of the Faculty of Natural Science’s modules. The Faculty of Medicine and Health Sciences has no modules which strongly embed EfS. One Foundation Year Centre module strongly embeds sustainability, whilst the International Student Centre and Study Abroad modules (grouped as ‘Other’) have no modules which strongly embed sustainability. The Faculty of Humanities and Social Sciences has the highest number of modules which have an element of embedded EfS, with 164 modules accounting for 20.02% of their modules. The Faculty of Natural Sciences has 78 modules with an element of EfS, accounting for 17% of modules, whilst the Faculty of Medicine and Health Sciences embed sustainability into 7 modules which equates to 3% of modules during 2016-17. Eleven Foundation Year Centre modules embed an element of EfS, accounting for 17% of their modules, whilst 9 ‘Other’ modules do so, at 20%. All Faculties have the potential to embed EfS into more modules than is currently practised. The Faculty of Humanities and Social Sciences have the greatest number of modules which could potentially embed EfS, at 291 and could see up to an additional 36% of the Faculty’s modules embedding EfS. The Faculty of Natural Sciences has 81 potential modules which accounts for 17% of their modules. The Faculty of Medicine and Health Sciences could embed sustainability into 34% of their modules to increase their EfS total, however it is important to note that modules within this Faculty are not set up and delivered in the same manner as other Faculties. The Foundation Year Centre has 5 modules with the potential to embed EfS, whilst ‘Other’ modules could provide another 9 opportunities to expose students to EfS through the curriculum. Of the modules where opportunities to embed EfS are not practical or obvious, The Faculty of Medicine and Health Sciences has the highest percentage of modules at 63%. The Faculty of Humanities and Social Sciences has the lowest percentage of modules within this category, at 42%, but the highest number of modules at 346. The Faculty of Natural Sciences has 281 modules in this category, accounting for 60% of the modules it delivers. Table 2: Number and percentage of modules delivered in 2016-17 for each Education for Sustainability category broken down by Faculty. ‘Other’ includes study abroad modules and modules offered by the International Student Centre.

Faculty Strong Element Potential None Total

Natural Sciences

27 5.78% 78 16.70% 81 17.34% 281 60.17% 467

ESSG16NOV17 13.

4

Humanities and Social Sciences

18 2.20% 164 20.02% 291 35.53% 346 42.25% 819

Medicine and Health Sciences

0 0.00% 7 2.64% 91 34.34% 167 63.02% 265

Foundation Year Centre

1 1.56% 11 17.19% 5 7.81% 47 73.44% 64

Other 0 0.00% 9 20.45% 9 20.45% 26 59.09% 44

Embedded EfS by School Figures 1-4 show the variation in the embedding of EfS across individual schools. The School of Geography, Geology and the Environment and School of Politics, Philosophy, International Relations and the Environment have the highest numbers of modules which strongly embed EfS (Figure 1). The School of Geography, Geology and the Environment, School of Humanities, and the Foundation Year Centre have increased the number of modules they offer where EfS is strongly embedded since 2014. Many Schools have maintained the number of modules available with strong EfS since 2014, although only 10 of the 17 Schools have modules within this category.

Figure 1: Number of modules from each school between 2014-15 and 2016-17 which have strong embedded Education for Sustainability (EfS). Figure 2 shows that although a wider range of Schools embed an element of EfS into their modules, the number of modules varies considerably between Schools. In many cases, Schools have a higher number of modules that embed an element of EfS in 2016-17 than in 2014-15 or 2015-16.

ESSG16NOV17 13.

5

Figure 2: Number of modules from each school between 2014-15 and 2016-17 which have an element of embedded Education for Sustainability (EfS). Figure 3 shows the 477 modules with the potential to embed EfS broken down by School. The graph shows that all schools have the potential to embed EfS into more modules, with the School of Humanities having the highest number of modules with this potential, and eight Schools having at least 25 modules which could increase their EfS offering.

Figure 3: Number of modules from each school in 2016-17 which have the potential to embed Education for Sustainability (EfS). Figure 4 shows the 867 modules that currently have no obvious or practical potential to embed EfS broken down by School. The School of Humanities has the highest number of modules with no EfS potential, whilst seven schools have 50 or more modules which have no embedded of potential EfS at present.

ESSG16NOV17 13.

6

Figure 4: Number of modules from each school in 2016-17 which have no obvious potential to embed Education for Sustainability (EfS). Figures 5-7 shows the breakdown of modules in each EfS category for each School over the past three years.

Figure 5: Percentage of modules from each school in 2016-17 which had strong embedding of Education for Sustainability (EfS), an element of EfS, the potential to embed EfS, or where the potential to embed EfS was not obvious/practical.

ESSG16NOV17 13.

7



ESSG16NOV17 13.

8

Student Numbers and EfS Figure 8 shows the number of students who studied each School’s modules, and the resulting level of EfS learning opportunities engaged with. The School of Geography, Geology and the Environment has the highest number students experiencing ‘strong’ EfS through their modules at 577, whilst Keele Management School has the highest number of students experiencing an element of EfS at 2104. Modules with the potential to embed EfS could have reached 3255 students in Keele Management School in 2016-17, 2469 students in the Law School, and over 1200 students in each of the School of Health and Rehabilitation, School of Politics, Philosophy, International Relations and the Environment, and School of Humanities. These figures support the need for further work to embed EfS in the curriculum where opportunities are available.

Figure 8: Total number of students (cumulative) studying modules in each school with each level of embedded Education for Sustainability (EfS) - strong EfS, an element of EfS, the potential to embed EfS, or no obvious or practical potential for embedding EfS in academic year 2016-17. The source data includes all modules students were enrolled on in 2016-17, therefore individual students appear multiple times within the dataset. Conclusion and next steps Across the University there are modules that include strongly embedded sustainability themes and engage students with EfS. There are a larger number of modules across all Faculties that incorporate an element of EfS, offering students the opportunity to explore sustainability themes through the curriculum. These modules are available at all levels, and include electives as well as compulsory modules and option modules. There is considerable scope however to increase the number of modules that have an element of embedded EfS, as the pool of identified ‘potential’ modules shows. Furthermore, the modules where the potential to embed EfS is not obvious or

ESSG16NOV17 13.

9

practical should continue to be reviewed to ensure opportunities to reduce the number of modules in this category are not missed. The overall aim in the Education for Sustainability strategy is for all programmes to embed EfS ensuring that students engage with sustainability throughout their curriculum. Therefore, it is by no means desirable for all modules to embed EfS, but all programmes should. Phase 2 of this work is therefore to use this data and module diets for each programme to identify the degree of EfS engagement at programme level. Phase 3 of this work will be to discuss these reports through School Learning and Teaching Committees to identify areas of EfS practice that have been missed, and to work to identify opportunities to enhance EfS learning opportunities in programmes. The modelling of credits embedding EfS within programmes will also feed-in to work to establish a ‘sustainability pathway’ available to all students through the Portfolio Curriculum and Development project. Sarah Briggs, Sustainability Project Officer Dr Zoe Robinson, Director of Education for Sustainability September 2017

ESSG16NOV17 13.

Keele University, Keele, Staffordshire ST5 5BG, England T: +44 (0)1782 732000 www.keele.ac.uk

Education for Sustainability Module Case Studies Compiled by Sarah Briggs, Sustainability Project Officer and Dr Zoe Robinson, Director of

Education for Sustainability

ESSG16NOV17 13.


Contents

Foreword Dr Zoe Robinson, Director of Education for Sustainability……………………..1

Case Studies

SOC-10013 - Modernity and its Darkside…………………………………............2

LSC-10033 - Ecology and Environment…………………………………………...3

ENL-10043 - Intercultural Communication……………………………………….4

ESC-10043 - Greening Business: Employability and Sustainability……………5

CHE-20032 - Sustainable Chemistry……………………………………………….6

SOC-20036 - Cultures of Consumption…………………………………………...7

MDS-20023 - Creating Awareness Campaigns……………………………..……8

CRI-30051 - Environmental Crimes………………………………………..………9

PSY-30096 - Happiness and Wellbeing: Social Scientific Approaches………..10

EDU-30082 - Educating for Global Citizenship…………………………………11

ENG-30072 - Writingscapes……………………………………………………….12

LSC-30017 - Trees in their Environment…………………………………………13

MAN-30049 - Consuming Cultures………………………………………………14

MDS-40018 – Globalization, Media and Culture……………………………….15

SWK-40015 – Power and Discrimination……………………………………..…16

ESSG16NOV17 13.


Foreword

I am delighted to present the first edition of our Education for Sustainability module case studies booklet. I thought I knew most of the sustainability education activities that are carried out at Keele University, but reading through these case studies, I have found many new areas that I didn’t know about, and I am further reminded of the great commitment to sustainability education that is shown by so many of our staff. The case studies in this booklet cover all levels of education and all Faculties, and show the great breadth of sustainability-related expertise at Keele, and highlights the relevance and importance of sustainability to all discipline areas. I hope that this booklet provides inspiration for further teaching staff to think of ways to integrate their own sustainability interests and passions into their teaching.

This booklet of module case studies in no way reflects all of the Education for Sustainability activity at Keele, and there are many other examples that could have been included in this booklet. We hope over time to add more case studies, and to be able to disseminate and celebrate the great sustainability education which is being practised by so many of our staff at Keele. For staff interested in contributing future case studies, or for any discussions and support relating to embedding sustainability in teaching contact me at: [email protected]. Keep up the good work! Dr Zoe Robinson Director of Education for Sustainability

ESSG16NOV17 13.

mailto:[email protected]


ESSG16NOV17 13.


SCHOOL OF SOCIAL SCIENCE AND PUBLIC POLICY

Modernity and its Darkside (FHEQ Level 4) Module Coordinator: Dr Jane Parish, Senior Lecturer in Sociology

Description: The idea of the modern individual and society is tied to wider social and political understandings about the world that we live in. As our understandings of the world change, so do ideas of who we are and what our place in the world is as global citizens. In this module we examine some of the key concepts associated with the ‘dark’ side of the 'modern' and the wider context within which some beliefs are labelled as rational and others delusional. Key themes include a study of the enlightenment period, evil, the rise of individualism and economic society, and modern society’s attempt to control the pathological desires of its members while embracing the ideas of freedom, equality and justice.

Assessment: 50% 1,500 Word Essay 50% Creative Brief

Students are asked to write their own account of the module highlighting key themes, readings and ideas outlined on the course. With guidance from their tutorial leader, students are asked to think about the significant ideas of the module, how they have understood them, and how they apply to current events, thinking and social issues. What makes this module distinctive? It looks at some of the darkest periods of modernity including the early European witch hunts, the Holocaust and 9/11 to examine the notion of evil in order to throw moral light on what it implies to be a modern, equal and free citizen and what we mean when we talk about progress and rationality in a modern setting. Student feedback Is excellent – students’ comments include “really made me think about the world”; “the Holocaust should never be forgotten”; “I never thought about what I wanted from the world until now”.

Did you face any challenges setting up this module, if so, how did you overcome these? The module deals with some very difficult themes about how it is necessary to think about darkness in order to fully explore what it means to politically embrace an ethical and moral way of living in a complex world Tips for other teaching staff: Difficult issues and actions, often dismissed as evil and outside of the realms of what it means to be modern, can be used to make students think about their own society and challenge taken for granted assumptions about progress and what we accept as the norm.

ESSG16NOV17 13.


SCHOOL OF LIFE SCIENCES

Ecology and Environment (FHEQ Level 4) Module Coordinator: Dr William Kirk, Senior Lecturer in Ecology and Entomology

Description: The module covers key aspects of ecology, environmental issues and conservation. The module opens with an ecology section concentrating on functioning of ecosystems and population dynamics to give students an understanding of the interactions that determine the distribution and abundance of organisms.

Environmental issues such as biodiversity, sustainability, and habitat degradation are discussed to demonstrate human-influenced threats to individual species and whole ecosystems. The role of conservation in protecting natural environments is introduced with special reference to climate change. Case studies bring all the threads of the module together. Practical sessions include the study of nearby habitats.

Assessment: 25% Multiple Choice Exam 25% Individual Report 50% Unseen Exam

What makes this module distinctive? The module is taught to students from three programmes: ‘Biology’, ‘Environmental Science’ and ‘Environment and Sustainability’. This means the student background is mixed, but it also means that the student contributions are more diverse. The fieldwork covers a range of different studies on the same habitat within the Keele campus. This takes advantage of Keele’s extensive estate, which includes woodland, grassland and lakes. Student Feedback Feedback has been very positive. The students on the environmental programmes have been particularly committed to the module and several have asked whether they can volunteer for

ecological work in the vacation. Students have commented on how they enjoyed the opportunity to explore the field and lab data further when they produced their reports. They also welcomed the chance to go over feedback at a revision tutorial.

Did you face any challenges setting up this module, if so, how did you overcome these? The module starts in mid-January when there is often snow or ice on the ground and fieldwork is impossible. One year we planned a delayed start to the practicals, but that year the snow came later. We now have a virtual tour of the field sites in reserve in case of weather that makes fieldwork impossible or dangerous. Tips for other teaching staff: Do not try to run fieldwork in the middle of winter. The weather is unpredictable, so try to have a flexible programme of fieldwork and have indoor alternatives available where possible.

ESSG16NOV17 13.


LANGUAGE CENTRE

Intercultural Communication (FHEQ Level 4) Module Coordinator: Ella Tennant, Senior Fellow

Description: The focus of this module is the concept of culture and how it impacts upon students’ ability to understand and function in a new and unfamiliar environment. This module concentrates on the skills, attitudes and behaviours that all students, regardless of their specific destination, will find useful. The overall aim is to develop the framework necessary to analyse and understand an overseas experience. By the end of the semester, students should be better equipped to function effectively in a different culture.

Assessment: 40% Group Presentation 60% Portfolio

What makes this module distinctive? The module is for students about to go on a study abroad exchange, or for those with an interest in understanding communication and behaviour across cultures. As the module is open to all Keele students, those who enrol on this module are from a wide range of schools and disciplines – in seminars students work together to apply theories of culture to examples and experiences in an interdisciplinary context. The ability to work with and develop friendships with fellow students from different academic schools and from different cultural backgrounds was appreciated by all. Facilitation of group work/discussion-based seminars plays an important role in this. A lecture on the theme of “Student Life and Sustainability”, for example, provides information on and develops awareness of the environmental footprint, left not only by travel, but by daily habits, choices and routines. More importantly, it allows students to think about what they themselves can do to support a sustainable world. A follow-up seminar enables students to work in small groups to create a profile of a student on a study abroad exchange, map their carbon footprint and finds ways to reduce this. Each group then presents their “profile” to the other groups who provide feedback

on who is the most sustainable. Student Feedback Student feedback has been very positive, with reference to support networks, feedback and information provision. One student writes: “This is the class I will always remember.” Did you face any challenges setting up this module, if so, how did you overcome these? It is challenging to provide up-to-date information for students that is not patronising. Providing students with the tools to source information for themselves, then using this to formulate solutions, permits a more engaging and memorable learning experience. Tips for other teaching staff: Experiment with taking students out of their usual learning environments to facilitate learning, active participation in completing tasks, and collaborating with others to find solutions to problems.

ESSG16NOV17 13.


SCHOOL OF GEOGRAPHY, GEOLOGY AND THE ENVIRONMENT

Greening Business: Employability and Sustainability (FHEQ Level 4) Module Coordinator: Dr Zoe Robinson, Reader in Geography and Sustainability; Director of

Education for Sustainability

Description: The 'Greening Business' module explores the environmental and social responsibilities of organisations and aims to develop students’ skills and understanding in driving sustainability improvements in organisations.

This module is for all students who want to make a difference to the world and their place of work. It provides both a framework within which to consider employers' environmental and social responsibilities, and the practical skills and knowledge to direct enhanced sustainability performance in the workplace.

Assessment: 70% Group Project (Video) 30% Workbook and Reflections What makes this module distinctive? This module aims to highlight the relevance of sustainability to any student, no matter what discipline or future profession, by highlighting the importance of sustainability to businesses in any area. It aims to give students the confidence to drive sustainability improvements in their future workplaces. The content is delivered through slides and podcasts that students access before classes. Projects are set-up and supported by the University’s Environmental Manager and Director of Education for Sustainability, giving students the opportunity to genuinely input into the sustainability practices of the organisation.

Student Feedback “Greening Business made us as students feel empowered”; “ Greening Business inspires students to think outside the box and…prepares you to put these ideas into action and gives you the belief that it is possible."

Did you face any challenges setting up this module, if so, how did you overcome these? Setting up this module was supported by a grant from the former Geography, Earth and Environmental Sciences subject centre of the Higher Education Academy, which made sure that it happened! The emphasis on the link between sustainability and employability, two priorities of the curriculum at Keele, ensured strong support within the institution when setting up the module. It was further supported by a National Teaching Fellowship project grant from the HEA to explore delivering problem-based learning to large cohorts. It was difficult to get the large number we would have liked, as staff in other Faculties are hesitant to encourage students to do free standing electives outside of their own Faculty or programme area. Cost centres remain a problem for genuinely setting up university-wide modules. Tips for other teaching staff: If you want to do something, do it! I was inspired to develop this module because of a desire for all students to be able to see the relevance of sustainability to them and their future lives. Having external funding helped make it happen, and the module also provided the catalyst for further major projects in the University, including Project Green, which put over 180 un- or under-employed graduates into sustainability-related placements.

ESSG16NOV17 13.


SCHOOL OF CHEMICAL AND PHYSICAL SCIENCES

Sustainable Chemistry (FHEQ Level 5) Module Coordinator: Dr Katherine Haxton, Senior Lecturer

Description: This module puts sustainable chemistry within a global context, looking at processes and technology that influence everyday life. The use of chemistry in human processes and the associated environmental implications are analysed. Issues surrounding the sustainability of chemical processes form key aspects of the course content with students developing problem solving, information retrieval, team working, and communication skills. Assessment: 65% Group Project Each group member contributes one short and one long article and receives an individual mark for them (50% of module). The group collectively formats them into a magazine, and creates any other pieces that are appropriate for the final 15% of the module mark. 35% Online tasks Students complete a variety of online tasks through group blogs designed to encourage them to research specific areas of sustainable chemistry, and engage in discussion. What makes this module distinctive? This module places chemistry firmly in context within society and a sustainable future. Students are encouraged to draw from their own experiences as well as a broad range of political, social, environmental and economic considerations to evaluate the role of chemistry in sustainability. The assessment of this module allows students to develop their written communication skills for a variety of audiences and step away from the more traditional and formal styles usually required by chemistry. This module is a case study is included in the National Union of Students’ Guide to Sustainability in different disciplines, ‘From Art to Zoo Management’.

Student feedback After completing the module, 96% of students felt they understood sustainability better [2013/14, 2nd year chemistry students only] “very interesting and relevant to modern chemistry” - 2nd year Chemistry Student, 2013/14 Did you face any challenges setting up this module, if so, how did you overcome these? Deciding to step away from the conventional style of chemistry modules (exam, lab classes, lectures) was the hardest decision, but once made, the module started to make sense with 2 hour workshops each week and ongoing tasks via group blogs. The biggest ongoing challenge is convincing chemistry students that it is ‘proper chemistry’ because the topics are very different from the core modules.


ESSG16NOV17 13.


Cultures of Consumption (FHEQ Level 5) Module Coordinator: Dr Rebecca Leach, Senior Lecturer in Sociology

Description: What does it mean to be a 'consumer' in the 21st century? We are used to the notion of shopping to meet our needs but the idea of a 'consumer culture' stretches much wider than this. Are we PRIMARILY consumers in the sense that consumption dominates all or almost all of our cultural, social and civic beliefs and practice? In other words, have we allowed consuming to become the most important social practice and identity? Can we still think of ourselves as 'workers', 'families', 'citizen' In this module we explore how consumption and consumer culture can be analysed sociologically. We begin to imagine the 'consumer' at the heart of the process, placing this in the context of historical and theoretical shifts in the relevance of consumer society. We will explore some of the connected socio-political and ethical questions that frame our understanding of what people do when they consume, as well as offering up some critique of consumption as an ethical problem. Assessment: 50% 2,500 word essay 50% 2 hour unseen exam

What makes this module distinctive? This module offers sociology students – and those interested in taking a distinctly sociological approach to broader issues of sustainability and consumption – a way of thinking about CONTEXT. We need to understand the social conditions, cultural discourses and collective attachments to, and the social history of a high consuming society before we can begin to shift our global citizens to act on this. A critical overview of the social context of how the consumer society came to be so dominant is essential for students to be able to explore alternative discourses, practices and models of social change.

Student feedback Student feedback is consistently very high. Although the whole module does not focus on sustainability issues, students are encouraged to develop strong engagement with these topics in 3-4 areas on the syllabus, and are encouraged to engage in independent learning in these areas, which they value. We have no direct feedback on the response to sustainability issues, but this is something I hope to introduce.

Did you face any challenges setting up this module, if so, how did you overcome these? No! Only the need for a broader range of teaching materials in the library.

Tips for other teaching staff: It is important to start students ‘where they are’ as in all dealings with issues of sustainability. If they feel ‘hectored’ they disengage. This module works well to introduce a socio-historical overview of their own experiences, with a critically informed edge. Many students – though not all – have not engaged with critical analysis of their (consumer) experiences. So I have found it useful to explore the environmental and sustainability issues towards the middle/end of the module, once they’ve got to grips with the notion that consumer society is a modern, historical, social phenomenon and not just ‘how it is’.

SCHOOL OF HUMANITIES

ESSG16NOV17 13.


Creating Awareness Campaigns (FHEQ Level 5) Module Coordinator: Ms Mandy McAteer, Media Communications & Culture

Description: This module will give students experience of solving communications problems by producing documents and artefacts. Students will be required to work in production groups and will address tutor negotiated communications goals by making documents, which may include desk top published materials, photography and video.

Students examine contemporary media issues which may include advertising, journalism, press coverage, design and the impact of the world wide web. They work with various modes of practice including industry standard software such as Adobe Photoshop, Quark Xpress and Final Cut Pro. The outcome of this module is one finished practical project per production group and an individual student workbook. Previous projects have been based on issues such as Domestic Violence, Binge Drinking, Student Protest and Student Debt.

Assessment: 50% Group Project Visual Project Creating an Awareness Advertising Campaign 50% Workbook Individual student notebook What makes this module distinctive? This module is a good example of theory informing practice; students have to blend good practical skills with a knowledge of contextual studies, target audience and subject specific research. The employability skills embedded in this module include professional team working and the dynamics of a working environment. Student feedback Overall student feedback is very good. Many students comment on how they enjoy being able to produce an awareness campaign they as a group felt strongly about, they also think that the mixture of

materials for assessment is very appropriate allowing for both group work and individual development and comment.

Did you face any challenges setting up this module, if so, how did you overcome these? One of the initial problems because of the dual honours system was the ability of the groups to meet up outside of timetabled slots this was overcome by allowing group development and discussion to have a specific timetabled slot over and above the timetabled lecture. This also enabled staff to make on-going assessment of group dynamics etc. A few students found the idea of working in groups difficult this was overcome by introducing a session on Group Working which has been well received by students.

ESSG16NOV17 13.



Environmental Crimes (FHEQ Level 6) Module Coordinator: Dr Mwenda Kailemia, Lecturer in Criminology

Description: This module is aimed at anyone with an interest in the intersection of the global and the local in criminal justice; the specific focus here is on crimes which can be committed, organised or coordinated across national borders, involving groups or networks of individuals working in more than one country but which are injurious to the environment.

To give a few examples, we explore criminological theory in relation to a variety of criminal behaviour, from human smuggling, piracy in international waters, smuggling drugs, weapons, pollution in oil fields in the Niger Delta, oil leaks in the Gulf of Mexico, illegal logging in the amazon or illegal poaching and trade in endangered species. Students also look at both recent developments in trying to police these crimes and the challenges and controversies involved such as how global structures like the UN system, for example, can curtail trade in endangered species.

The module aims to introduce students to the rationales, debates, actors and institutions involved in transnational organised crimes and transnational policing arrangements and institutions, especially in relation to environmental crimes. Assessment: 50% Reflective Analysis 50% Unseen Exam What makes this module distinctive? This is the first module taught at Keele which approaches environmental issues, not just from the perspective of conservation, but from a wider view of how environmental harms are usually interlinked with crime. By exploring the issues

from a transnational angle, we seek to show how local environmental problems can become global and vice versa. What really makes the module distinctive is the fact that assessment is based on blog ‘case studies’: Students are assigned a particular problem and encouraged to discuss it with their peers through a group blog exercise. Did you face any challenges setting up this module, if so, how did you overcome these? The main challenge was getting students to think beyond the standard view of environmental issues as merely conservation issues. There was also the challenge of students’ very limited knowledge of global issues. My task is to balance how I introduce both the issues/incidences, but also how I expose them to global issues related to the issues- for example conflicts, economic growth, inequality and so on- and the geographical places they happen. Tips for other teaching staff: Keep the subject matter simple and interesting, so that you can develop student interest first before goading them into deeper issues. A map (of the world) will do no harm.

ESSG16NOV17 13.


SCHOOL OF PSYCHOLOGY

Happiness and Wellbeing: Social Scientific Approaches (FHEQ Level 6) Module Coordinator: Dr Alexandra Lamont, Senior Lecturer in Music Psychology

Description: Does money make you happy? Is music the cure to a bad mood? Can laughing reduce stress? Is it better to help other people, or to undertake thrill-inducing activities like jumping out of aeroplanes, to alleviate the boredom of work? Or can work itself be a pleasurable activity? This module looks at ways to increase your understanding of your own happiness and wellbeing, and understand more about how others could do the same. As a new interdisciplinary social science module it introduces you to the theories and philosophical foundations of happiness and wellbeing from across the social sciences. You will encounter cutting-edge research in areas including volunteering and community engagement, and wellbeing in the workplace. The module consists of weekly seminars, with an ongoing blog where you put ideas into practice, and reflect on how these change the way you think. You will also design, conduct, analyse and write up your own independent exercise to study a specific aspect of your own wellbeing, relating this to some of the theoretical approaches. This module is suited to anyone from a broad social science background and particularly appeals to students from psychology, sociology, education, business and economics. Other students are welcome as full support is given on social scientific theories and methods. Assessment: Weekly blog entry on prescribed topics 100% 3,000 Word Report What makes this module distinctive? Students work on their own to develop their own understanding of their own levels of happiness and wellbeing, undertaking an extended project to explore one aspect of wellbeing in greater depth. It is a truly interdisciplinary module which is accessible across

the social sciences, and it requires students to place their own understanding in a wider societal context.

Student feedback: Students respond very positively to the opportunities presented in this module, noting that it challenges them in ways that much of their other programmes do not. The detailed focus on self-reflection is an opportunity that many relish, and the ability to engage in critical independent thinking that challenges existing beliefs is another feature which is well received. Did you face any challenges setting up this module, if so, how did you overcome these? Persuading colleagues that there was sufficient theoretical and methodological rigour in the topic area was the first challenge. Designing a module which clearly relates to key theories and concepts in psychology and the social sciences has convinced them that it contributes value to the programme. It is now a central feature of our single honours programme. Our external examiner commended the module for its high levels of theoretical and methodological rigour.

Tips for other teaching staff: Don’t be afraid to be innovative. We often get tied up in disciplinary limitations but thinking about a topic area rather than a discipline really helped in developing this module. Giving students autonomy to develop their own areas of interest and apply them to real life may also seem daunting, but really pays dividends. This works particularly well at level 6 when students already have a certain level of skills to apply.

ESSG16NOV17 13.



Educating for Global Citizenship (FHEQ Level 6) Module Coordinator: Dr Sally Findlow, Senior Lecturer

Description: What role does education have in creating good citizens? What does it mean to be a citizen today? Both of these questions have long informed educational policy and practice in different ways across the world. Education has been seen as key to creating a nation’s loyal subjects, skilled workers, intelligentsia, political activists. In short, in helping to shape people’s sense of their place and values in their country and community. As the nature of the world has changed, the citizenship role of education has begun to be contested. In particular, it is argued, the nation-state is no longer so central. So education today has the function of creating ‘global citizens’, in which ideas such as multi-cultural identity, sustainable development, values and the common good are important. Through lectures, seminars, workshops and group presentations, this module explores how ideas of citizenship have been reflected in educational policy and practice over the past century and in different countries today. Assessment: 20% Document Analysis Critical analysis of curriculum documents and policy papers 80% Essay Critical essay from a selection provided What makes this module distinctive? It promotes an idea of citizenship and its links with education that prioritises belonging, radical thought and action in an integrative way. This module emphasises and explores social, political and environmental participation, against a framework that spans global and local experiences and concerns.

Student feedback: The feedback from students on this module have ranged from ‘excellent and enlightening’ to ‘confusing’!

ESSG16NOV17 13.


SCHOOL OF HUMANITIES

Writingscapes (FHEQ Level 6) Module Coordinator: Dr Ceri Morgan, Lecturer

Description: How do you see the world around you? Imaginary geographies play an important role in understanding the spaces and places we encounter in our lives. During this module, you will read a range of critical material on the relationships between humans and their natural and social environments. You will draw on this to produce your own creative writing (prose and/or poems and/or travel writing) throughout. You will also learn how to give and take constructive critique on your work from your peers, which will help you shape your writing through revision. Assessment: 70% 3000-3500 word portfolio comprising of poetry and/or prose and/or travel writing 30% 1000-1200 word essay What makes this module distinctive? The module is distinctive in that (i) it is part spatial theory, part creative writing; and (ii) it includes a mix of theory from a range of disciplines, including literary studies, cultural studies, geography and sociology. We look at texts relating to walking studies, geopoetics, geocriticism, ecocriticism, mobility and the urban. We reflect on the ways in which good creative writing can be theoretically informed. We look at a variety of genres of published creative texts, including creative non-fiction such as travel writing, memoir and nature writing; fiction and poetry.

Student feedback Students enjoy the variety of theories and texts on the module as well as the structure. The module is organised around several themes, with a critical week being followed by a creative week. Students

produce a draft creative piece every two weeks and receive peer feedback in class. They report that by the end of the module, they have a greater awareness of issues to do with landscape and can think about ways of using these to inform their creative work. They like the mix of assessments.

ESSG16NOV17 13.


SCHOOL OF LIFE SCIENCES

Trees in their Environment (FHEQ Level 6) Module Coordinator: Dr Peter Thomas, Reader in Plant Ecology

Description: Trees are the world's biggest and longest-lived organisms, weighing up to several thousand tonnes and, in some cases, living for at least 5,000 years. They provide us with innumerable crops (from fruits to wood) and are an integral part of the British landscape, contributing to the conservation value and aesthetic appeal of the country. Much is known about how trees work and interact with their environment but many myths abound, often leading to mismanagement. In this module, we use what is known about the ecology of trees to investigate how they function and survive in often harsh environments. Subjects include the environmental problems of supplying up to half a million leaves with water, how environmental and mechanical factors dictate the shape of trees, and how they cope with wind and other extreme events. This is used as a base to explore how groups of trees (forests and woodlands) interact with their environment, including the role that forests play in climate change scenarios, and how this affects their role in the landscape including forestry.

Assessment: 30% Report An Individual in-course report of up to 2,500 words based on a small-group project 70% 2 hour Unseen Exam What makes this module distinctive? This module includes lectures and a mix of indoor and outdoor tutorials where campus trees and woodland are used to demonstrate and develop issues discussed in lectures. We thus consider local issues through to global problems of climate change and the realistic role that trees and forests (and our actions) can play in this.

Student feedback

Examples: “The tutor obviously not only lives and breathes his subject but also manages to stir great interest in others”

“Tutorials were a good resource to see physical examples of what was taught in class”

“The outdoor tutorials were enjoyable and informative”

Did you face any challenges setting up this module, if so, how did you overcome these?

Students were initially adverse to the idea of outdoor tutorials. To overcome this, we started with just one, and on the back of positive student feedback, progressively increased this to four. Now the students would like even more.

Tips for other teaching staff: Don’t be put off by initial negative student reaction to trying something different. Anchoring the academic material into the real world by taking students outside has a huge impact in making material more relevant and memorable.

ESSG16NOV17 13.


KEELE MANAGEMENT SCHOOL

Consuming Cultures (FHEQ Level 6) Module Coordinator: Dr Nia Hughes, Senior Lecturer

Description: This module is situated against the background of the development towards an interdisciplinary approach in marketing, and it complements existing courses in the management area. The rationale of the course is to provide a critical introduction to theories and ideas about contemporary consumer society emanating from fields other than (as well as) management and mainstream marketing.

The study of marketing and consumer behaviour has traditionally been rooted in the logic and practices of economic psychology and has over-emphasised the notion of the consumer as an individual whose attitudes and intentions can be identified and measured using large-scale survey methods and whose behaviour can thus be predicted, controlled and exploited through marketing interventions. More recently, the academic discipline of marketing has become more receptive to ideas about consumption from other disciplines, most notably sociology, anthropology and philosophy, all of which emphasise the social, cultural and symbolic foundations of consumption. Attempts have therefore been made to analyse consumption in a more rounded way, emphasising the interdependencies between consumers themselves, also between producers, co-creators and consumers, and focusing closely on cultural and social influences. Assessment: 50% Literature Review 50% Poster Presentation What makes this module distinctive? This module places the consumer at the heart of the module whilst recognising that the individual consumer is very much a product of the social and cultural space that he or she occupies. We explore how a consumerist society comes about; how we find out more about consumers and society, emotional and symbolic consumption, gendered consumption, identity creation through consumption, and finally, consumption spaces and places.

Student Feedback Student feedback has been positive, finding it useful and interesting academically and personally. One student writes ‘One of the best modules I’ve ever taken!’ Did you face any challenges setting up this module, if so, how did you overcome these? I need to promote confidence in a student that they can handle high–level academic reading and discuss a topic in class without fear of “failing” in some way. Ensuring that student feels able to contribute, is very important and depends on effective management of in-class dynamics and encouraging effort as well as pure academic achievement. Students need a very detailed briefing on the poster presentation assessment, explaining clearly what the process will be, and stressing the need for academic underpinning. This is usually a new form of assessment for them, and they find that unsettling at first. Tips for other teaching staff: Students choose their own topic for the literature review but must get approval for the topic they have chosen. A degree of free choice throws up some very interesting topics that are of great interest to the student, and this helps to motivate them to work hard and to read widely in support of their topic. Some students need to be guided away from topics that are too managerial or too mainstream to fit the learning outcomes of this module.

ESSG16NOV17 13.


SCHOOL OF HUMANITITES

Globalization, Media, Culture (FHEQ Level 7) Module Coordinator: Dr Eva Giraud, Media Communications & Culture

Description: This module integrates different methodological approaches to the study of globalization, looking at its economic, historical and geopolitical bases, how these contribute to our understanding of culture and media production in the late 20th and early 21st centuries, but also the important representations, critiques or negotiations media can generate in response to globalization.

Central to this module is the understanding that modes of cultural and media production are connected to global systems of finance and power. It identifies the significance of media output in terms of dominant economic paradigms, such as neoliberal capitalism, analysing how culture and media can both propagate such paradigms or challenge them.

The module in turn fosters a critical sense of the ways that media production is integrated with global economic systems and industries that (in the case, say, of contemporary capitalism, its associations with ‘risk’, and its connections with modes of neo-imperialism) are critiqued for being both economically and environmentally unsustainable.

Analysis of alternative and critical modes of production encourages students to take more responsible and aware positions with regard to their own consumption and/or production of media, as well as gain deeper knowledge of the ways contemporary media presents both oppositional practices and representations.

Assessment: 30% Poster Presentation 70% Essay

What makes this module distinctive? The module offers students an important framework for the understanding of contemporary media production, its political

significance, and its relevance to some of the most important issues shaping our modern world.

Did you face any challenges setting up this module, if so, how did you overcome these? The module draws on research interests and expertise from a variety of disciplines (sociology, media studies, film studies), combining political and economic theory with cultural and media analysis. Finding a way to make the wealth of theoretical material approachable to students, and for them to see the relevance to specific modes of production, is more challenging: the approach here has been to adopt a set of case studies, in order to elucidate how globalization is embedded into culture and media, and has implications for representation. The approach is a comparative one across the module as a whole, which enables students to see the theory emerging across contexts and examples. Tips for other teaching staff: Students on this course are often coming quite ‘cold’ to the concepts under discussion, identifying the right type of concrete and accessible examples is key to the successful teaching of the module.

ESSG16NOV17 13.



Power and Discrimination (FHEQ Level 7) Module Coordinator: Karen Taylor, Teaching Fellow, Social Work

Description: This module aims to prepare students for social work practice in a socially diverse and unjust society. Specifically, it aims to help students to identify different forms of discrimination and disadvantage and to develop a critical awareness of how discriminatory processes affect social work practice.

Within this module students are encouraged to critically reflect on their personal and professional values and how these impact their practice with people who experience discrimination and oppression. The module provides students with an opportunity to reflect upon attitudes towards service user involvement by exploring ethical issues and dilemmas in the context of meaningful participatory relationships. Concepts of participation, advocacy and empowerment are considered in relation to the role of the social worker, other professionals and how this impacts groups and individuals’ lives. Assessment: 100% 3,000 word Written Assignment

What makes this module distinctive? This module is taught at the beginning of the Masters in Social Work programme and enables students to challenge their own preconceptions about vulnerable and disadvantaged people in society in a supportive teaching environment. It helps the students to understand the complex structural forces which can oppress and discriminate people at a local, national and global level and to start to think about how they could challenge discrimination and oppression.

Student Feedback Example: ‘The session reiterated that the area of power and discrimination on society, and its impact, is more complex than what people often realise and it is a form of social injustice which is often unseen and unmanaged.’ Did you face any challenges setting up this module, if so, how did you overcome these? One of the challenges in this module is to ensure that students feel comfortable about critical reflection. This can be achieved through building up a positive rapport with the students quickly in order to foster a trusting and constructive environment. This module was taught at the beginning of the semester so I ensured that I spent time with the group in induction week in order to get to know them prior to the module. The second challenge is about getting summative feedback to the students on a daily basis; this was challenging with a small cohort so would be more of a challenge with a larger cohort.

Tips for other teaching staff: Ensure that students are clear about different reflective models and encourage students to use a model that they want to use. Be innovative and responsive to critical reflections.

ESSG16NOV17 13.


ESSG16NOV17 13.

university environment and sustainability steering … · elliot jones (ej) energy manager, estates...

Documents