Starting with the staff: how swapshops can develop ESD and

empower practitioners

Carolyn Roberts, Jane Roberts and Arran Stibbe

Centre for Active LearningUniversity of Gloucestershire

U.K.

Sustainability and the Curriculum: Progress and Potential, Univ. of Bradford, July 2007

‘Greener by Degrees’

• Context and history• Mechanics of the process – 12 weeks

total– The Swapshop– Producing the book

• Evaluating the impacts: Does it work?– Broad (survey data)– Individual

Context and history

• University and its predecessors have been active on these issues since 1970s

• Very strong central drive, led by the VC• ISO14001 achieved in July 2005• But vision is wider than ‘environment’

Sustainability ‘underpins each of the University’s strategic priorities and informs all elements of University life. The University promotes sustainable development, locally and globally, through teaching, research, knowledge transfer and the general conduct of its business.’

Curriculum Policy

‘This is a constituent part of the Sustainable Development policy and is consistent with the University Teaching, Learning and Assessment Policy. It commits the University to Education for Sustainable Development, an area where the University aspires to be an exemplar of good practice. It will provide appropriate curricular opportunities for students to develop knowledge and skills relevant to sustainable development, and to explore values and attitudes, both their own and those of others.’

Mechanics• Previous swapshop on ‘Active Learning’,

2004 in run up to CETL bid by School of Environment

• 27 case studies developed into short case study chapters

• Published as Healey M. and Roberts J. (2004) Engaging Students in Active Learning

• Well received by academic staff, both experienced and new

• Decision to use the same time-constrained model

Assumed benefits?‘Swapshop’

– Individual reflection– Dissemination of good ideas– Affirmation

Book production– Induction into pedagogic

writing/publication for some– Broader dissemination– Deeper reflection by authors?– Incentive to read more widely

Starting with the staff

• UoG ISO14001 requires continuous improvement in formal curriculum delivery of SD

• Staff development part of this since 1992 (actually for ALL staff)

• ESD is a required part of all UoG curricula, intermittently since 1992

• Cross-Faculty swapshop convened January 2007

The ‘Swapshop’ format

• Short notice• Case study in short template format was

“entry ticket”• 23 attendees, plus other colleagues

promised case studies• Two strands to day:

– Sharing and discussion of case studies– Work on “defining” ESD

The Swapshop ‘end of day’ definition of ESD

‘…..is to develop in students an understanding of the nature of society and its relationship with the environment, together with the capabilities and potential to promote justice in the distribution of economic, social and environmental assets, now and for the future.’

Producing the book

• All those who had contributed case studies or expressed an interest were asked (?!) to develop the template into a short chapter

• Some students also invited to write commentary on their experiences of ESD

• Roberts & Roberts offered advice, edited for style, consistency etc.

• Result: 37 chapter book “Greener by Degrees” published March 2007, with 44 UoG authors including QA and QE staff

Translating ‘sustainable development’ into meaningful

concepts for teaching• Our experience so far suggests that a multi-

or trans-disciplinary approach to ESD is effective

• There is no single agreed ‘definition’ but it doesn’t matter; the concept can (must) be explored and interpreted appropriately into your own discipline(s)

• The book examples are characterised universally by active styles of learning, which seem innately related to the development of sustainability skills

UK Sustainable Development Commission, 2006

Skills for sustainability

‘Sustainability literacy is about learning how human actions affect the immediate and long-term future of the economy and ecology of our communities. It is concerned with how we can learn to live and work on a planet whose resources are finite.’

 Dawe et al. 2005

‘Sustain-abilities’• Engagement and leadership• Proactivity and action• Cross-linking ideas• Long-term thinking• Communication and networking• Compassion and ethical values• Lifelong learning for everyone• Ability and capability for innovation• Globalisation and internationalisation• …• …

‘Sustainability literacy cannot be taught

didactically’ (UN, 2006)

‘Many of the characteristics of ESD are also components of active learning. Citizenship; links between theory and reality; reflection leading to transformation; involvement of outside partners in HE curricula; inclusivity: these are key themes for ESD and for active learning.’

Roberts and Roberts, 2007

Evaluating the impacts of Swapshop and book

• Questionnaire circulated

• 33% response (late semester work pressures)

• (15+3 non-teachers)

• Sought to establish impact of swapshop/writing on conceptions and practice of ESD

Prior conceptions of ESD

• Most responded that they understood the concept of SD ‘moderately well’ before the swapshop

• But breadth/depth/ambiguities acknowledged

• But 5 claimed social justice aspects were new to them. Swapshop and writing allowed them to see new relevance of SD in their disciplines

Changed conceptions of ESD

• A significant minority claimed social justice aspects were new to them

• Swapshop and writing allowed some to see new relevance for SD in their disciplines

• New appreciation of breadth of approaches and the potential of holistic application

A swapshop participant and author said:

‘My understanding before was very narrow and after I was able to see the breadth of ways that SD is entwined within all aspects of the university, from estates to student experience and from members of staff to the impact of our graduates on communities. It became clear that it was not just about delivering one academic module that focussed on green issues within a programme.’

Change due to Swapshop or chapter writing?

• Small sample and unclear but both seem to be beneficial

• Some valued swapshop more as interaction with a large group of new faces

• Others valued reflection and literature review, editorial feedback needed for writing process

Changes in practice

Will change teaching immediately

4

Will change teaching sometime in the future

5

Have already included all relevant approaches

4

Will not change teaching as would be inappropriate

0

Another quote (author, not swapshop participant)

‘<I am> now determined to put into practice ideas I’ve developed so that students see we don’t just talk the talk …….’

‘Sustain-abilities’• Engagement and leadership• Proactivity and action• Cross-linking ideas• Long-term thinking• Communication and networking• Compassion and ethical values• Lifelong learning for everyone• Ability and capability for innovation• Globalisation and internationalisation• …• …