2.  “Sustainable development – meeting the needs of present without compromising the ability of future generations to meet their own needs” (DIUS, 2007)  What is it about?  transformative development/education to create global citizens who are stewards of sustainability (Sterling, 2001)  skills, attitudes, values

3.  74 Centres of Excellence in Teaching and Learning  Centre for Sustainable Futures http://csf.plymouth.ac.uk http://csf.plymouth.ac.uk  “to put Sustainability at the centre of the thinking and doing of the University and also the wider national and international community”

4.  New faculty dev plan – sustainable from human side – to ensure that faculty development is embraced  Horticulture – how does sustainability affect curricula?  TRU – full-time position on sustainability to address sustainability goals – e.g. reduce paper usage

5.  Short course on integrating sustainability into projects and courses  Global citizenship  Small-scale SoTL projects; need to address sustainability concepts as part of these projects  Reaching out to remote communities using technology – online facilitation – consider their worldview – building CoPs

6.  Becoming more aware of context student is working in  Current processes are not sustainability- friendly, e.g. funding  International global transfer credit ‘thing’  From print to online tradition for e.g. submission of assignments  Addressing the whole picture

7.  Paperless campus  Modelling resources, e.g. innovative use of whiteboards

8.  LTHE is for new lecturers  Plan for new Post Graduate Certificate in Academic Practice for new and existing staff  Equivalent to 3 Masters level courses with a core course plus electives  Pedagogic research project  Negotiated study module  GTA is for graduate students  Learning community framework  Considering individual applications of ESD for different disciplines and teaching situations

9.  The usual: video conferencing, materials on VLE  eSubmission and eMarking of work  Online communities/discussion  Modelling technology enhanced learning  Guest speakers and resources from CSF, e.g. ‘sowing seeds’ document  Using examples related to sustainability, e.g. ‘designing sustainable buildings’

10.  Work together and consider your options for integrating ESD into your practice.  Work individually: pick one item and write an action plan  Share with the group

11.  Sustainability in the curriculum: requires buy-in and resources at an institutional level  Action-oriented way of teaching: leave feeling of empowerment  Assemble your own curriculum  ‘rich soup/compost’  ‘power of the crowd’  More sharing and transparency

12.  Centre for Sustainable Futures http://csf.plymouth.ac.uk/  Department for Innovation, Universities and Skills. (2007) World Class Skills –Implementing the Leitch Review of Skills in England, Department for Innovation, Universities and Skills, London.  HEA ESD Project http://www.heacademy.ac. uk/ourwork/teachingandlearning/sustainability  Jones, P., Trier, C. and Richards, J. 2008. “Embedding Education for Sustainable Development in Higher Education: A case study examining common challenges and opportunities for undergraduate Programmes.” International Journal of Education Research, 47 (6), 341-350. Sterling, S. (2001) Sustainable Education: Re-visioning Learning and Change, Totnes: Green Books.

13.  Sterling, S. et al (2008) Sowing Seeds, Plymouth: Centre for Sustainable Development, University of Plymouth  Stibble, A. (Ed) (2009) The Handbook of Sustainability Literacy: Skills for a changing world, Totnes: Green Books  University of Plymouth (2008) Sustainability Policy, Plymouth: University of Plymouth.