1 / 16

Integrating Campus Management in Education for Sustainability

Integrating Campus Management in Education for Sustainability. Dr Robert Dyball Human Ecology Program, Fenner School. Overview. Education for Sustainability (EfS) at ANU Linking theory to practice Everyday life as a focus of EfS Benefits of linking campus to curriculum

tadeo
Télécharger la présentation

Integrating Campus Management in Education for Sustainability

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Integrating Campus Management in Education for Sustainability Dr Robert Dyball Human Ecology Program, Fenner School

  2. Overview • Education for Sustainability (EfS) at ANU • Linking theory to practice • Everyday life as a focus of EfS • Benefits of linking campus to curriculum • International partnerships

  3. ANU and Education for Sustainability Human Ecology Program founded in 1973 to study “the interactions between groups of humans and their environments, the processes that occur in the course of that interaction, and the consequences” taking a holistic and inter-disciplinary approach “We use the word “comprehensive” to describe work which has this objective” (Boyden et al, 1981) Boyden et al, 1981 c 1980 Hong Kong Project team c 1980

  4. Some key learning outcomes • To help students understand complex human-environment systems and their problems (“wicked problems”) • To make learning personally meaningful to students in their everyday lives and to focus on solutions to problems • To empower students to understand not just the problems concerning us today but those problems that they will confront in the future • To encourage critical reflection on the role of values and choices, including the possibility of alternate ways of living • Throughout, to do this by through research led learning

  5. Going Outside: Experiencing the Australian High Country

  6. As “problem situations”

  7. Bringing the Outside In - Everyday Wicked Problems

  8. Environment is not something ‘out there’ – we are always embedded in ecosystems Ecosystems don’t have problems – we do The ‘real world’ is not where you go after you finish study Solving problems is not something ‘they’ should do – rather reflect on own “normal” behaviour and values Everyday lifeworld is a worthy case study of wicked problems and their solutions We can do better – student active engagement is key

  9. The Sapporo Declaration (2008) 8. The university campus as an experimental model. Universities can provide venues in which to test new sustainability-relevant knowledge in a social context. By serving as test models for society at large, universities help foster in their students the attitudes and skills necessary to achieve a sustainable society in the future. Thus the sustainable campus can serve as both an experiment in progress and an ideal tool for educating future generations. http://g8u-summit.jp/english/index.html

  10. ANUgreen Facilities and Services-run integrated campus sustainability program designed to achieve environmental goals through behavioural and institutional changes.

  11. Student Projects - eg • Creating an organic campus garden • Feasibility study of composting organic waste in halls and colleges • Marketing plans for green campus initiatives • Promoting active transport, • Research on sustainability education • Promoting energy efficiency and recycling in residence halls

  12. Projects adopted and implemented

  13. Benefits of Linking Campus to Curriculum For Students • Offers practical experience for future careers • Builds problem solving and critical thinking skills • Creates context for learning • Knowledge of local issues provides framework for appreciation of global issues • Empowers students to effect change For the University • Increases student engagement in education and campus community • Offers innovative approach to teaching and learning • Fosters interdisciplinary connections • Provides valuable research into operational improvements and saves consultancy dollars

  14. Key achievements • Academic Partnership Program • Partnerships with residential halls • Bachelor of Interdisciplinary Studies (Sustainability) • PhD Funding through commercial contracts for site services • Bio diversity surveys (community based) • Collaborations on teaching and research projects (eg. Human Ecology projects, CBE Campus Sustainability course; PhD research into microbial communities developing in campus compost infrastructure) • Student Sustainable Learning Community • Internships (ANU and international students) • Green Precinct Award - $ m+ Education for Future development

  15. IARU Collaboration • An alliance of ten research universities - ANU, ETH Zurich, Singapore, Peking, Berkeley, Cambridge, Copenhagen, Oxford, Tokyo and Yale • Foster research collaboration on key issues of global importance • Members are commitment to work towards international best practice in campus sustainability, promote ecological literacy, and work together to exchange information and establish common sustainability metrics • Exchange students work on campus sustainability initiatives. Students live on campus and work with facilities staff in the host university’s sustainability office. Stipends and paid travel expenses.  • Now exploring joint/dual degree arrangements

  16. Thank You • See Dyball, R “Human Ecology as Open Transdisciplinary Inquiry” in Tackling Wicked Problems, 2010 ed Brown, Harris and Russell: Earthscan

More Related