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The Sustainable practitioner

The Sustainable practitioner. A workshop for STEM subjects on Sustainable Development The Higher Education Academy Session 6: Professional and Career Aspects. To explore the professional aspects of Sustainable Development

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The Sustainable practitioner

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  1. The Sustainable practitioner A workshop for STEM subjects on Sustainable Development The Higher Education Academy Session 6: Professional and Career Aspects

  2. To explore the professional aspects of Sustainable Development This has implications for both accreditation of courses as well as future career development of our students Plan for this session

  3. Why is it relevant? • In terms of employability, professional development and career planning • Government (indirectly via HEFCE) are encouraging this; • QAA benchmark statements usually refer to topics such as professional and ethical awareness – something that can be delivered in context through Sustainable Development • Professional requirements for accreditation and membership typically require legal, social, ethicaland professional knowledge • It can fit in to the profile of a graduate that many institutions are now pursuing

  4. What are the professional aspects of SD? • Initially write down your own ideas of what these may be; • Next compare with a neighbour; • Now combine with a nearby pair and decide on the main themes; • Report back the main professional theme(s) (if any).

  5. Some examples of professional Aspects • Requirements by many employers to behave ethically, especially w.r.t. S.D.; • Professional body requirements: can be specific or as a general interpretation of the need to act professionally.

  6. Embedding Sustainable Development within the curriculum • SD provides a focus for developing ethical issues; • It can provide a case studies and examples; • It can expand the context of discipline based; teaching – in particular opening up cross curricula and International aspects; • Many external bodies expect/require it; • It links with Personal Development Planning.

  7. Case study 1:Careers Development • These modules are offered to students across campus; • They consider the work environment and career choices and planning; • Taught mainly online; • Included explicit links to SD resources, and an optional exercise was added which involved students determining their carbon footprints.

  8. Case Study 2:Computer Science • A traditional core module for computer science; • Module in question covers IT and professional skills; • Embedding SD allowed the previously disparate ethics and IT to be integrated; • Considering Ethics and social impact of computing is a requirement of the accreditation of our degrees; • SD content embedded through some lectures and workshops.

  9. Hull Case Study 2:Computer Science • Examples of the way we included SD include • Considering the impact of hardware upgrades/disposal; • Power usage of systems and the growing dependence on them; • Opportunities for IT to improve other systems e.g. logistics as well as the role of IT in modelling (e.g. Earth models of climate change). • Activities to focus on this included • Workshop/lab activity – develop and adapt an Excel Spreadsheet to calculate carbon footprints; • Consider how amending the dependency and usage of systems (on vs standby vs off) can cut energy usage and costs.

  10. Back in your pairs, consider what topics you may use to include aspects of S.D. - in particular with reference to professional ones - within your own disciplines ; For example: in computing one aspect is challenge of Green Computing; Report back the main topics you would use. ESD in your subject

  11. Accreditation and professional issues • Many professional bodies are taking up the issues of SD or at least aspects that fall under SD; • For example, the British Computer Society is recognising the Green IT agenda and so now adopts a code of practice on data centres as well as being about to launch a Green IT qualification.

  12. Student’s View • The NUS has carried out surveys of students on behalf of the HEA • They have been looking at data on professional awareness and on Sustainable Development • The first survey took place in 2010-11 and the results are available online  • A similar survey took place in 2011-12 • Colleagues can get hold of the data for their institutions, which can be broken down by subjects where there are sufficient responses • A similar survey was done at Hull in 2009 for students in the two case studies referred to earlier, and the data from that is reported in the next slide

  13. Students’ views and perceptions of sustainable development Chart indicates number of each category who answered positively

  14. Initial Student views on SD Quite similar between the two modules considered. Some quotes from students: • “planting trees where ever they get cut down”; • “I’m not sure”; • “A way of having and maintaining a continuous supply of energy”; • “development which leaves the environment unharmed”.

  15. Views following the learning of SD material in situ • Students seem positive about SD; • Some felt that undergraduates, especially those that have gone on to university straight from school are less aware and less concerned; • They felt that mature students had more life experience – and are more aware of the impact that humanity is having on the environment etc.; • felt SD to be important and should be included • A lack of awareness that SD had been taught.

  16. SD and it’s relevance to career development and professional practice • Employers are beginning to take account of SD; • Public bodies in particular – such as the civil service and education; • Individual students are influenced in their choice of industry sector and individual employers; • The last point can also link SD with Personal Development Plans as students consider their long term plans.

  17. Sustainable Development is on the agenda of many of our stake holders: the government, HEFCE, the HEA as well as industry and students themselves; For some students SD may be a good way to engage with them – and also play a part in encouraging them to consider SD; Given the professional dimension, embedding it within our teaching can provide a way to engage with employability and professional development aspects for students across disciplines Students are beginning to expect SD – and some prospective students are using this (green and environmental policies etc) as part of their selection process for choosing their future university This can help meet accreditation requirements Session Summary

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