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S U R V E Y F O R H O W T O S T A R T T E A C H I N G S U S T A I N A B L E D E V E L O P M E N T ( S D )
W H E R E A R E W E N O W ?
W O R K O F T H E T A S K F O R C E ,P R E S E N T E D B Y
K R I S T I N E K I L S ÅS W E D I S H U N I V E R S I T Y
O F A G R I C U L T U R A L S C I E N C E S
Workpackage 5
Purpose of the survey
Not a quantitative survey
Gathering of ideas and inspiration of how to start invoking sustainable development in one’s teaching Teaching IN sustainable development?
Teaching ABOUT sustainable development?
Teaching FOR sustainable development?
Outcome: A user-friendly, fairly short but full of examples, easy-to-read and inspirationalbooklet of guidelines for how one may start doing this
Background information
• Survey with 14 questions, of which 5 with free text answers
• ISLE partners asked to distribute the electronic survey (link) at their university/collegeo Only people who already teach sustainable development
were asked to answer
• Survey active Dec 4, 2012 - Jan 7, 2013
• 111 answered (257 took a look)
Which questions were asked?
Experience as teacher
Experience teaching SD
Educational level (of the students)
Subject area (same as used in previous survey)
Class size
Course activities
Proportion of SD in the course
Introduction of SD to students
Main topics
Change of teaching methods
Single best advice
Teaching material
Usage of the term SD
Email address
Demographics
• 8 countries were represented (based on the 66 who provided their email address)o In decreasing order: Sweden, Norway, Poland, Bulgaria,
Portugal, Turkey, UK, Denmark
• Mainly experienced teachers o 3% have been teaching < 1 year; 50% for > 20 years
• 51% teach in bio- and environmental related courses, 15% in economy, social and law sciences
Which class were you thinking of?
• Respondents were asked to relate their answers to one specific course
• Majority of the courses (72%) were at the master level, followed by bachelor level (50%), then PhD level (14%)
• All types of teaching methods are used
#
Change of teaching methods over the years?
79% of respondents have changed their teaching methods over the years.
The most common way of changing the course is related to more active, learner-based methods:
more discussions
more student self-analysis
more case studies
Who teaches SD?
• Not really a whole lot of correlation between anything
o i.e. it is more an individual choice to invoke SD, rather than based on experience, class size, level or subject.
• Many different topics are taught in relation to or with a perspective of SD
Main topics covered are:
General perspective, definition
Agriculture
Water management
Energy
Biodiversity
Economic development
Landscape and urbanism
Do you use the term SD? YES!
• Of those who specifically mention SD, there is slightly more SD at the master level and in courses with < 60 students
• Of those who uses the term occasionally, more are teachers with < 5 years experience.
o But they have more SD at the bachelor level and in larger classes 0
10
20
30
40
50
60
70
80
Uses Occ. Not
Bachelor
Master
PhD
%
How large part of the course is devoted to SD? Very little Some parts Ca half Quite a lot Almost entire
Class size – more SD in small or medium+ sized classes
Level – least SD at the bachelor level
Experience – more SD with lesser experienceas teachers
0
5
10
15
20
25
30
< 10 11-30 31-60 > 61
0
5
10
15
20
25
30
Bachelor Master PhD
0
5
10
15
20
25
30
< 1 1-5 5-10 10-20 > 20
Students Years
#
Which advice did we get to introduce SD?
Use the Brundtland definition, but discussthe meaning behind
In the best cases, deal with values, theories, definitions, principles, assessment methods, and historic perspectives.
Relate to global and/or specific problem
Student activity important
Which advice did we get to get started?
General practical approach
Holistic approach
Specific approach to a given field
Specific teaching tool/method
Analyze materials & research
Provide historical/conceptual context
Know the level of prior student knowledge
Theoretical approach
Social awareness
Which material do you use?
Text books
Documentaries
Visual tools
Internet resources
Study and field trips
Seminars
Scientific papers
Case studies
External lecturers
International reports
Several replies stated the importance of updating material and reading lists available for students every year.
Writing of guidelines in the workshop!
Kjartan Bollason will head the WP5-II workshop on Thursday morning!
"Provide the definition of SD, its
transdisciplinaryapproach and
application in the specific course"
"Sustainability is about to handle
multiperspectives in decision making and farm management"
"To look outside the university and study the
world around you!"
"Think of processes and
subjects in a holistic manner, crossing and
intertwining disciplines rather than segregating
information."
Writing of guidelines in the workshop
For whom? Existing and new teachers at Bachelor and Master level
Teachers who have never taught SD before
In what form: Pdf-handbook, using text and pictures + videos?
Pdf rather than a printed handbook is easier for reaching to as many as possible + easier to update?
Supported by the ISLE website?
With the aims – this is our focus for the workshop: Written in a straight forward and easy to understand and use
Write in the form of powerpoints – easy to convey to teachers
Examples from the field of Life Sciences (broadly defined)
Writing of guidelines in the workshop
Sources and inspiration: ISLE Short survey about how to start teaching sustainable
development with the Life Sciences (SD) – part of WP5
Focus on teaching tool, and tangible examples.
ISLE – Best practice compendium – part of WP3
ISLE – Report: “Sustainable development: an employers’ perspective” 2013.
ISLE experiences from field visits after each meeting – text, pictures, videos
Existing guidelines
How will ours be different?
Good examples of both layout and practical approaches