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WORKING TOGETHER: CURRICULUM, CAMPUS

AND COMMUNITY

Prof. Brian ChalkleyDirector of Higher Education Academy Subject Centre for

Geography, Earth and Environmental Sciences (GEES)University of Plymouth

EAUC CONFERENCE, UNIVERSITY OF EXETER, 31 March – 2 April 2008 “Skills for Sustainability: Putting the Pieces Together”

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THE AIM

To explore some opportunities forHEI colleagues from different “silos” to work with each other, join things up and “put the pieces together” in the interests of ESD

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THE FOUR “C”s MODEL

Curriculum

CommunityCampus

Culture

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HEFCE’S PRIORITY:STUDENTS FIRST

“The greatest contribution higher education has to make to sustainable development is by enabling students to develop new skills and knowledge”

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HIGHER EDUCATION AND THE PLANET

“The destruction of the planet is not thework of ignorant people. Rather it is largely the result of work by people withBAs, BScs, LLBs, MBAs and PhDs.”

(David Orr)

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RECOGNITION OF PREVIOUS EDUCATIONAL FAILINGS

“The volume of education hasincreased, yet so have the dangersof ecological catastrophe. If stillmore education is to save us, it willhave to be education of a verydifferent kind” (Schumacher)

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ESD IS FOR EVERYONE“Because all people occupy eco-systems, consume resources and produce pollution, all students must understand the importanceof sustainability” (Cortese)

Sustainability can have wide appeal amongst students and staff because it has social, economic, scientific and technologicaldimensions.

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WHAT OPPORTUNITIES DOES THE CAMPUS OFFER FOR ESD?BuildingsEnergyWaterWasteLandscape Travel/transportProcurementCateringStudents and Staff

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LEARNING AND THE CAMPUS

• Social surveys• Env. audits• Guest Lectures• Group projects• Dissertations• Assessed exercises

Learning can be ABOUT, FOR or THROUGH the campus

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CAMPUS LEARNING AND THE INFORMAL CURRICULUM

• Student newspapers• Displays and posters• Special events• Exhibitions• Competitions• Campaigns• Volunteering• Signs, landscapes and trails

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WHAT OPPORTUNITIES DOES THE COMMUNITY OFFER FOR ESD?

• HEIs as catalysts for regional change• Our links to local government, private

sector, NGOs, schools etc.• Education through community engagement• Student placements, projects, knowledge

transfer, fieldwork etc. in the local community

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“PUTTING THE PIECES TOGETHER”THE BENEFITS

• Student motivation and interest• Real ‘live’ topics• Experiential learning• Empowering students to make a

difference• Capturing expertise of “support” staff• Joining things up within the institution

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“PUTTING THE PIECES TOGETHER”THE BARRIERS

• “Silos” and the lack of existing staff links• Insufficient time and staff resources• Student numbers• Time-scales and logistics• Confidentiality• Quality control

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HOW TO ADVANCE THE CAUSE• SD/Env and L & T policies• Lobby L & T leaders• Liaise with students• Annual L & T conference• Articles in staff magazine• Champions and trail-blazers • Work with Educational Development• Look for opportunities and easy wins

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Students learn to think globally and act locally

“Putting the Pieces Together”