1. Sustainable Development Programme University of St Andrews Rehema White Department of Geography & Sustainable Development

2. Contents Principles of the SD Programme Past and present structure of the SD Programme Threats to interdisciplinary HE teaching Conclusions

3. PRINCIPLES

4. Planetary boundaries Rockstrom et al. (2009) Why Sustainable Development? The fear/crisis message

5. Why Sustainable Development? The alternative futures (hope) message

6. Rationale for Sustainable Development Social justice Meet needs of future generations Environmental integrity

7. What is Sustainable Development? ‘ Sustainable Development is development that meets the needs of present generations without compromising the ability of future generations to meet their own needs’ (Brundtland Report, 1987). Key features: Social justice within environmental limits; A process Multiple pathways towards alternative futures Recognition of a diversity of perspectives Recognition of new models of knowledge production and exchange.

8. Aim of SD Programme Enable students to critically interrogate the principles, practice and plurality of sustainable development and contribute to the evolution of innovative, interdisciplinary thinking and action necessary to move towards more sustainable futures

9. 1.Critical interrogation of SD 2.Interdisciplinarity 3.Transformative vs. Transmissive learning 4.Academia as if the world matters 5.Local focus and global perspective Principles of SD degree

10. 1. Critical interrogation “We can’t solve problems by using the same kind of thinking we used when we created them” Albert Einstein “Let him that would move the world first move himself” Socrates

11. 2. Interdisciplinarity Strong vs weak sustainability

12. External experts Biological Sciences International Relations Film Studies, Philosophy and Social Anthropology Chemistry Divinity Mathematics and Statistics Management Estates History Economics and Finance Interdisciplinarity: Schools contributing to teaching Medicine Department of Geography & Sustainable Development (coordinator)

13. 3. Pedagogy - Transformative learning & multiple skills Essays Independent research Group work Popular articles Exams Presentations Reports External linkages Careers support Dissertation Visiting speakers Fieldtrips Reflective assignments Debate Marketing Time management Educational display Design

14. UN’s five priority areas: Water and sanitation Energy Health Agriculture Biodiversity Cross cutting themes: Research and education Policy, decision making and governance Markets and institutions Changing behaviour Values, philosophies and ethics Gender and equity 4. Curriculum: Academia as if the world matters: Contemporary issues framework

15. Topics: Poverty Health and wellbeing Water and sanitation Climate change and energy Prosperity and responsible consumption and production Sustainable communities and cities Biodiversity and ecosystems Cross cutting themes: Knowledge for research, learning and practice Policy, decision making and governance Partnership and diversity Sustainable behaviours Values, philosophies and ethics Equity and Gender Contemporary sustainability issues matrix 2016

16. 5. Local focus-global perspective Think global-act locally.. Global National Local Regional Global National Examples: HIV Aids in Ethiopia European Water Framework Directive UK Sustainable Development Indicators Scotland’s Sustainable Development Commission Fife Council Waste Management University of St Andrews

17. SD PROGRAMME - PAST

18. How is the SD Programme taught? At every level students combine core SD modules with modules from other disciplines (both MA and BSc) e.g. geography, biology, management, modern history, social anthropology, economics, philosophy, chemistry. SD Interdisciplinary core modules + specialism modules Students tailor individual SD Pathways with partner disciplines to at match their skills, interests and career goals

19. SD Pathways Climate change International development Environmental management Sustainable technologies Social justice Knowledge and education for sustainability Business and corporate social responsibility Policy for sustainable development

20. Structure First YearSecond YearThird Year Junior Honours Fourth Year Senior Honours Semester 1 SD1001 Sustainable Development: Priorities and Pathways SD2001 SD: Ecological & Environmental Aspects 2-3 Honours options from other programmes & from those taught by SD staff SD4001 Experience of SD SD4002 Dissertation in SD + Two other subjects + 1 Other subject + 1 other option Semester 2 SD1003 Sustainable Development: Towards alternative futures SD2002 SD: Social & Economic Aspects SD Research methods + Two other subjects + 1 Other subject + additional SD research methods or subject options

21. Approach: - Breadth topics - Interdisciplinary - Themes - Holistic SD1001 Sustainable development: Priorities and pathways Themes: History and frameworks of sustainable development; Biodiversity conservation; International development and culture; Institutional SD strategies. SD1003: Sustainable development: towards alternative futures Themes: Climate change and responses; Sound science, knowledge and learning for SD; Water and sanitation; Governance for SD; 1 st Year

22. SD2001: SD: Ecological & Environmental Aspects Themes: Ecosystem functions & services Anthropogenic effects on ecosystem functions & services Technology & the environment Environmental monitoring & assessment Conservation & protection strategies SD2002: SD Social and Economic Aspects Themes: Values, philosophy and history of SD Policy, decision making and governance Markets and institutions Development, cultures and social justice 2 nd Year Approach: - Separate and more in-depth focus on environmental and social aspects - Maintains interdisciplinarity & holism Presentations Social audit Field trips Statistics workshops Essays Posters Displays

23. Research Methods Training 30, 40 or 60 Credits from the following: 10 credits compulsoryUNIT 1: Interdisciplinary Research Methodology/Design 10 creditsUNIT 2: Qualitative Methods for Social Science 10 creditsUNIT 3: Quantitative Methods for Social Science 10+10 creditsUNIT 4: Physical Science Methods 20 credits compulsoryUNIT 5: Field Course – group research exercise/future scenarios planning 3 rd Year

24. Independent research dissertations Example titles: A Framework Analysis of the European Union Emission Trading Scheme Limitations Facing Behavioural Change in Light of Global Climate Change How the media's portrayal of climate change influences public opinion and political response The future of commercial fishing in Scotland Post Deep-water Horizon: BP's reputation management in relation to its corporate social responsibility Assessing the economic, environmental and social effectiveness of a microloans project for women and sustainable agriculture in rural Zambia Sustainable Building Design: Reconciling New and Traditional Methods with Sustainability Drivers and benefits of the recent urban farm movement in Chicago An analysis of commercial wind farm contributions to community benefit schemes in Scotland The implications of bee decline in Fife How can Sustainable Development be considered by NGOs in post-natural disaster redevelopment? Rocky Road to Recovery: The role of NGOs in Paving Kenya's Path to Sustainable Development in the Aftermath of the 2007 Election Crisis People & Power: A case study of health & health care in an Indian Tea Garden Barriers and opportunities for domestic microrenewables to contribute to reduction in carbon emissions Acting like it matters: Using the Dramatic Arts for Sustainability Education in Scottish Primary Schools 4 th Year

25. Doing interdisciplinarity well… Reconciling epistemological incompatibilities! Linking teaching staff (harder than-) Explicitly discussing it with students Synthesis lectures Framework for modules, assignments, programme… Themes and case studies Assignments: learning by doing, critical reflection, discussion and dialogical pedagogy Making it real – linking to practical initiatives

26. Reconciling our epistemological incompatibilities How do we reconcile our epistemological incompatibilities as individuals or collectively? Do our methodologies align with our epistemological position?

27. Carbon emission reduction SD1003 Calculate personal carbon emissions for semester 1 Make a plan to reduce carbon by 20% for semester 2 Record carbon emissions semester 2 Write a reflective essay explaining whether target was met and if not why, critically analysing results in relation to literature on climate change mitigation and behaviour change

28. Sustainable Development Programme ‘ Willow weaving’ material based practice in SD2002

29. 4 th Year Fieldtrip Findhorn ecovillage Findhorn

30. Students Estates Governance Research Community Teaching Towards a sustainable university? University of St Andrews White 2013; White and Harder 2013; White 2014

31. Students Estates Governance Research Wider Community Teaching White 2013; White and Harder 2013; White 2014 Transition UStA Towards a sustainable university? University of St Andrews

32. Successes……. Universities that Count recognition for teaching and research in SD Green Gown Award 2009 Best UK Sustainability Course Scotland’s flagship Higher Education case study for the UN Decade for Education in Sustainable Development Times Higher Education Award for Outstanding Contribution to Sustainable Development 2006 First class status for People and Planet Green League Environmental Performance 2007 and 2008 (top Scottish University) BREEAM Excellent 2009 for new medical building Green Tourism Award

34. SD PROGRAMME - PRESENT

35. CHALLENGES FOR INTERDISCIPLINARY PROGRAMMES

36. Challenges Need senior and local buy in Need to be formally embedded in wider University structures Need sufficient resourcing – interdisciplinarity takes time, trust, relationships, commitment Need to permit innovation Recognise stages – pioneer, growth, stable, erosion….. ?

37. Conclusions Interdisciplinarity in sustainability programmes is necessary and exhilarating, but requires resource, time and commitment It can occur within modules or across modules and will look very different depending on your institutional interest Essential to consider curriculum and pedagogy Develop a theoretical underpinning Engage with practice within and beyond the institution Beware of the challenges even when established!