Implementing Sustainability in the Curriculum of Universities: Approaches, Methods and Projects

Description

This book presents sustainable development themes across universities and introduces methodological approaches and projects to the teaching staff. It has been prepared against this background, to identify ways to better teach about sustainability issues in a university context. It contains a set of papers presented at a Symposium with the same title, held at Manchester Metropolitan University (UK) in March 2017. The event was attended by a number of institutions of higher education active in this field. It involved researchers in the field of sustainable development in the widest sense, from business and economics, to arts and fashion, administration, environment, languages and media studies. Sustainability is seldom systematically embedded in the curriculum at higher education institutions. Yet, proper provisions for curricular integration of sustainability issues as part of teaching programmes across universities are an important element towards curriculum greening. The aims of this book are: (i) to provide teaching staff at universities active and/or interested in teaching sustainable development themes with an opportunity to document and disseminate their works (i.e. curriculum innovation, empirical work, activities, case studies practical projects); (ii) to promote information, ideas and experiences acquired in the execution of teaching courses, especially successful initiatives and good practice; (iii) to introduce methodological approaches and projects which aim to offer a better understanding of how matters related to sustainable development can be tackled in university teaching. Last but not least, a further aim of this book, prepared by the Inter-University Sustainable Development Research Programme (IUSDRP) and the World Sustainable Development Research and Transfer Centre (WSD-RTC), is to catalyse a debate on the need to promote sustainable development teaching today. Front Matter ....Pages i-xi Transforming Collaborative Practices for Curriculum and Teaching Innovations with the Sustainability Forum (University of Bedfordshire) (Diana J. Pritchard, Tamara Ashley, Helen Connolly, Nicholas Worsfold)....Pages 1-16 Enabling Faith-Inspired Education on the Sustainable Development Goals Through e-Learning (Judith Gottschalk, Nicolai Winther-Nielsen)....Pages 17-30 Sustainable Architecture Theory in Education: How Architecture Students Engage and Process Knowledge of Sustainable Architecture (Elizabeth Donovan)....Pages 31-47 Education for Sustainability in Higher Education Housing Courses: Agents for Change or Technicians? Researching Outcomes for a Sustainability Curriculum (Alan Winter)....Pages 49-62 A University Wide Approach to Embedding the Sustainable Development Goals in the Curriculum—A Case Study from the Nottingham Trent University’s Green Academy (Jessica Willats, Lina Erlandsson, Petra Molthan-Hill, Aldilla Dharmasasmita, Eunice Simmons)....Pages 63-78 Sustainability Curriculum in UK University Sustainability Reports (Katerina Kosta)....Pages 79-97 Discomfort, Challenge and Brave Spaces in Higher Education (Lewis Winks)....Pages 99-111 The Teaching-Research-Practice Nexus as Framework for the Implementation of Sustainability in Curricula in Higher Education (Petra Schneider, Lukas Folkens, Michelle Busch)....Pages 113-136 Education for Sustainable Development: An Exploratory Survey of a Sample of Latin American Higher Education Institutions (Paula Marcela Hernandez, Valeria Vargas, Alberto Paucar-Cáceres)....Pages 137-154 Biorefinery Education as a Tool for Teaching Sustainable Development (Ari Jääskeläinen, Elias Hakalehto)....Pages 155-171 Reflections on Using Creativity in Teaching Sustainability and Responsible Enterprise: A First and Second Person Inquiry (Helena Kettleborough, Marcin Wozniak, David Leathlean)....Pages 173-192 A SDG Compliant Curriculum Framework for Social Work Education: Issues and Challenges (Umesh Chandra Pandey, Chhabi Kumar)....Pages 193-206 Research Informed Sustainable Development Through Art and Design Pedagogic Practices (Fabrizio Cocchiarella, Valeria Vargas, Sally Titterington, David Haley)....Pages 207-221 A Critical Evaluation of the Representation of the QAA and HEA Guidance on ESD in Public Web Environments of UK Higher Education Institutions (Evelien S. Fiselier, James W. S. Longhurst)....Pages 223-246 Curriculum Review of ESD at CCCU: A Case Study in Health and Wellbeing (Adriana Consorte-McCrea, Chloe Griggs, Nicola Kemp)....Pages 247-262 A Unifying, Boundary-Crossing Approach to Developing Climate Literacy (Ann Hindley, Tony Wall)....Pages 263-278 Monitoring Progress Towards Implementing Sustainability and Representing the UN Sustainable Development Goals (SDGs) in the Curriculum at UWE Bristol (Georgina Gough, James Longhurst)....Pages 279-289 Teaching Accounting Society and the Environment: Enlightenment as a Route to Accountability and Sustainability (Jack Christian)....Pages 291-305 Professional, Methodical and Didactical Facets of ESD in a Masters Course Curriculum—A Case Study from Germany (Markus Will, Claudia Neumann, Jana Brauweiler)....Pages 307-322 Incorporating Sustainable Development Issues in Teaching Practice (Walter Leal Filho, Lena-Maria Dahms)....Pages 323-330