Curriculum Change for Sustainability, RMIT University Curriculum Change for Sustainability BEECON...

Curriculum Change forSustainability, RMIT University

Curriculum Change for Curriculum Change for SustainabilitySustainability

BEECON 2006BEECON 2006

Sarah HoldsworthSarah Holdsworth

Dr. Carolyn HaylesDr. Carolyn Hayles

RMIT University, AustraliaRMIT University, Australia


The Aims and Objectives of the BELPThe Aims and Objectives of the BELP Project Project

AimTo Introduce Sustainability Principles Into Existing

Curricula.

Objectives• Understand the drivers and barriers for/to curriculum

change; • Action research projects aimed at applying

organisational learning and cultural change processes for embedding sustainability into the curriculum of a university;

• To develop a flexible change framework; and• General recommendations about the types of models

and approaches that can influence organisational learning and change for sustainability.


School of Global Studies, Social Science and Planning

School of Management

School of Property Construction & Project Management

BELP: Cultural ChangeBELP: Cultural Change

Barriers

Three major barriers to change summarised as a lack of:

· A culture of value or priority given to sustainability;

· Organisational and resource support for staff; and

· Training for academic staff.Cowell, S.J., Hogson, S.B. and Clift, R. (1998). Teamwork for environmental excellence in a university context. Moxen, J. and Strachan, P. A. (1998). Managing Green Teams. Greenleaf Publishing, Broom Hall, pp131-144.


Project StructureProject Structure

2 Academic SupervisorsEnsured a wide level of engagement across the university

School of Global Studies, Social Science and Planning

Project Coordinator

Developed the project methodology, worked closely with all of the project team, supported the academic champions and developed

resources

2 Academic Champions

representing participating Academic Schools within RMIT

School of Property, Construction School of Management and Project Management


BELP: CulturalBELP: Cultural ChangeChange

Approach Taken

Change Management: Hinged on the appreciation of the context of each School, where the change process was to take place.

Sustainability was not defined by the project team, but was developed as a concept relevant to each profession/course/academic.


1. Sustainability Course Audits

2. Action Learning Workshops

3. Action Learning through Research

4. Curriculum Design and Development

BELP: ProjectBELP: Project MethodologyMethodology

Stakeholder Engagement

Creating ownership through understanding

and support.


What are some of the factors that have hindered incorporation of sustainability content into the courses?

• Lack of case studies

• Personal ignorance

• Time

• Crowded Curriculum

• Student Interest

• Resources (e.g. Funding)

• Nature of specialist content

• Identification of sustainability issues relevant to course subject matter.

• Terms are not clearly understood.

BELP Methodology: Audit Results PCPMBELP Methodology: Audit Results PCPM


How might the project team assist you to incorporate sustainability content into your

courses?

• Case studies• Role plays• Video clips• Co-teaching/joint supervision• Literature reviews• Access to guest speakers • Better quality research

BELP Methodology: Audit ResultsBELP Methodology: Audit Results cont.cont.


BELP Methodology: WorkshopsBELP Methodology: Workshops

Workshop Structure:

1. Head of School• Show commitment, support and encouragement for the project • Explain the need for graduate sustainability capabilities within

the School.

2. Internal Speaker• Reinforce the need for sustainability capabilities within

curriculum and the advantages for graduates and the School (in more detail)

3. External Speaker• Discuss the current and future role of sustainability within the

industry• Discuss the need and advantage for graduate capabilities in

sustainability• Provide best practice/inspirational examples


BELP: Course Design and ImplementationBELP: Course Design and Implementation

Content was structured so that all students at some point would understand some or all of the following:

• How their discipline area and professional practice functioned and affects the natural environment and its contribution to a sustainable economy;

• How their discipline area and professional practice builds social capacity;

• The basic values and core assumptions present in the content and methods of their academic discipline.

(Adapted from Clugston, R. & Clader, W. 1999)


Scientific Complexity

vs.

Reductionism

Student understanding that human actions have complex environmental

and normative consequences




Personalising the experience

• Problem-solving approaches: so that students understand the difference between current practice, resource efficient approaches and new systems thinking in their chosen professions.

• Case studies and guest lectures to demonstrate concepts and tools: teaching approaches to design and management decision-making as well as the tools and techniques for solving problems and finding solutions.



Teaching ApproachesPersonalising the experience

Move from traditional lecture style hands on approach

Incorporation of web-based educational tools eg. Ecological Footprint, Australian Greenhouse gas Calculator

Learning ExperienceStimulated interest, controversial discussion, self reflection.

Increased understanding and new/revised values and behaviours

School of Property Construction and Project ManagementFirst YearBUIL 1105 Construction Science (Existing)BUIL 1107 Design and Documentation (Existing) BUIL 1149 Property Economics (Existing)BUIL 1114 Residential Design and Measurement (Existing)

Second YearOMGT 1124 Urban Economics (Existing) BUSM 3130 Risk Management (Existing) BUIL 1128 Building Services (Existing)

Third YearBUIL 1216 Human Relations & Occupational Health & Safety (Existing)BUIL 1217 Research and Sustainability (New)

Electives/Alternative DeliveryBUIL 1161 Affordability and Sustainability Study Tour (New)

BUIL 1135 Environmental Management/Sustainable Construction Off Shore (New)


Research and Sustainability

Affordability and sustainability of housing

Environmental Management

PCPM New CoursesPCPM New Courses


“Building Capacity for a Sustainable Future” RMIT University

Partners:• Victorian Department of Sustainability and

Environment; • Commonwealth Department of the

Environment and Heritage; • Victorian Department of Education;• The Honery Institute.

Australian Research Council Linkage GrantAustralian Research Council Linkage Grant

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