RMIT Learning & Teaching for Sustainability Teaching Fellowships – a celebration, and tips for applicants

This week Thembi Mason, Senior Advisor, Learning and Teaching, in the College of Design and Social Context, and Dr. Jude Westrup,  Senior Advisor, Strategic Initiatives, Learning and Teaching from the Office of Dean, Learning and Teaching, at RMIT University, interview two academics on their “RMIT Learning & Teaching for Sustainability Teaching Fellowships” (Pilot) 2014 project.
 
Two RMIT Learning and Teaching for Sustainability (LTfS) Teaching Fellowships were awarded in 2014, one to Dr Yoko Akama (School of Media and Communications – DSC) and the other to Dr James Wong (School of Property Construction & Project Management – DSC). Yoko and James kindly agreed to share their experiences in winning the award, what their proposals were about, what they learned and what tips they would give to others considering applying for a Fellowship. In 2015 there will be funding available for three Learning & Teaching for Sustainability Teaching Fellowships – one for each Academic College. 
 
The primary focus of the LTfS Teaching Fellowships is on developing strategic, high-quality curriculum resources and learning activities, created in collaborative and innovative ways with industry-focuses. They not only advance LTfS in the curriculum across RMIT, within their specific discipline, but also within their industry or profession and across the global tertiary sector. In addition, they enhance the student learning experiences and outcomes in relation to sustainability and graduate employment outcomes.
Designing future designers: Pedagogy of building capacity in designing for complex social and environmental issues Implementing lessons learned from the development and delivery of a blended course on ‘Sustainability in the Built Environment’ at broader program level
 Yoko_smlDr Yoko Akama (top left) with Communication Design students) The TeamDr James Wong (right) with research assistant, Linnea Eriksson
What was your proposal?

My proposal built on a course we piloted with final year Communication Design students in 1st semester 2014. Developed in partnership with Oxfam’s Design for Change program, students designed communication strategies to engage Australian youth on climate change and food security. The teaching integrated my research expertise and introduced human-centred design methods to assist students’ learning of design’s role in addressing complex issues.Consolidating its fruitful outcome and Oxfam’s enthusiasm to continue the successful partnership, I evaluated the pilot program through feedback from students and Oxfam staff. This was then strengthened further with a literature review to integrate social and sustainable principles into the curricula. I undertook several workshops with various stakeholders to call upon a range of expertise in Oxfam, RMIT and beyond to ensure evaluation and critical input to deliver internationally relevant curricula.

How did you feel, when you found out that you’d won the fellowship?Very pleased and grateful – the timing was perfect! It also meant that the program we could develop with Oxfam would be stronger and they were really thrilled with the news as well.

What was your experience of the process for submitting for a sustainability fellowship?

The time when the call came through the e-mail to when the application was due was very short. I had to pull all stops, work evenings and weekends to get the application done, but it was worth it. I’m used to pressured deadlines ;-p

What would you recommend to others who might be considering applying?

I would recommend people to play to their strengths, build on their current research and teaching practice.

What did you learn through the fellowship project you proposed?

It was great to have consolidated time to thoroughly examine sustainability and social innovation in design from literature, case studies and experiences of those who are teaching it now. This was a great learning experience.

What would you do differently next time?

If I could do it differently next time, I would like to involve more people, through discursive and generative workshops. We only ran three workshop sessions in the end, and each one felt like there was more that could’ve been shared and iterated.

What does winning the fellowship means to you?

Winning the Fellowship meant that I could explore and deepen my approach and knowledge on how sustainability can be taught in design. It felt like a philosophical quest, actually, and very rewarding too.

Is there anything else you’d like to add?

I’d like to thank the Learning and Teaching for Sustainability project (Office of Dean, Learning & Teaching) and RMIT’s Sustainability Committee for this initiative, and I hope it continues from strength to strength into the future.

What was your proposal?

The aim of the project was to implement lessons learned from the development and delivering of the ‘Sustainability in the Built Environment’ course into the Master of Energy Efficient and Sustainable Building which will be offered in 2015 within the Construction Management Program. This course will be delivered in conjunction with the Master program.The project explored the viability of the delivery mode of the course in implementing it to other courses in the Masters program; exploring ways and methods in enhancing student learning for online course through implementing virtual collaborate problem-based workshop; and to explore possibilities in implementing online real-time case studies with building industries.

How did you feel, when you found out that you’d won the fellowship?I was really excited and encouraged by the fact that important issues for sustainability in teaching and learning have been acknowledged.

What was your experience of the process for submitting for a sustainability fellowship?It has been a challenging experience but the process has been a pleasant one with the encouragement, support and advises from the school.

What would you recommend to others who might be considering applying?Prepare early, consult relevant people in your school and excited about sustainability in tertiary education.

What did you learn through the fellowship project you proposed?

The project has helped to extend my knowledge and understanding in developing and delivering online courses in construction management programs.

What would you do differently next time?Prepare proposal with industry inputs/advise.

What does winning the fellowship means to you?It has encouraged me to plan for submitting proposals to relevant external research funding.

If you are interested in applying for a Learning and Teaching for Sustainability (LTfS) Teaching Fellowship details will be made available in January 2015. For more information email the L&T Sustainability Group

However, here are some planning points you may like to consider:

Does the project proposal:
  Address at least one priority area derived from the RMIT Strategic Plan and Sustainability Action Plan?
  Show that there is support by the school or college?
  Have a budget compliant with accounting standards and which uses current salary scales?
  Show evidence of consultation with relevant stakeholders including the ODLT including LTfS Project Manager where relevant?
You will need to demonstrate:
a. Demonstration of clear potential to improve student learning experiences, outcomes and employment opportunities in relation to LTfS
b. Evidence of a clear return on investment, by demonstrating the potential for application in areas of the university beyond their immediate context
c. Demonstration of the ability to deliver project outcomes within approved timeframes and with requested resources (table format)
d. Demonstration of the need for the project, including reference to previous relevant projects, published literature and LTfS context
e. Demonstration of sound project design and methodology
f. Demonstration of how the impact of the project will be evaluated (e.g. by improved data in PARS or by improved CES or other LTfS metrics or indicators)
g. Demonstration of how knowledge and best practice from the LTfS Fellowship project will be shared and disseminated

These Teaching Fellowships are an integral component of a LTfS project that is reinvigorating and creating new curriculum resources, professional development (PD) and interactive LTfS experiential learning resources in alignment with RMIT’s Sustainability Policy and action items from the RMIT Sustainability Action Plan (to 2020)  and our Graduate Attributes

 


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Sustainability: Enabling Graduates

Dr Jude Westrup, Senior Advisor, Strategic Initiatives, Office of Dean, Learning and Teaching updates us on Sustainability at RMIT University, and invites you to a professional learning session on sustainability on the 21st of October.

Sustainability is a major contemporary issue and therefore fundamental to good business practice for education institutions. Australia’s National Action Plan for Education for Sustainability – Living Sustainably , the Rio+20 Treaty on Higher Education  and the United Nations Decade of Education for Sustainable Development  over-arch and inform RMIT’s strategic, global implementation of sustainability in learning & teaching, research and industry engagement. Initiatives such as Sustainable Urban Precincts Project  and the global management of international programs and partnerships  contribute to RMIT’s “reorientation…to a focus on achieving a culture of sustainability in … teaching and learning for sustainability… and continuous improvement in the sustainability of campus management” . TT post

As part of the ongoing process of embedding sustainability within the curriculum, research and partnerships across RMIT, the Sustainability Committee via the Office of Dean, Learning & Teaching has undertaken extensive curriculum, professional development (PD) and project work within the Learning & Teaching for Sustainability (LTfS) project during 2013-14.

RMIT’s Sustainability Policy and Action Plan to 2020 defines and directs projects and programs that embed sustainability principles and practices throughout learning & teaching, research and operational activities.

The plan states:

Tertiary education will:

  • Engage students at all levels in learning about relevant sustainability concepts (knowledge, skills and values/attitudes), identifying issues of importance and taking actions in order to empower them as future leaders in industry and society in their chosen fields
  • Embed sustainability capabilities/competencies within disciplinary and professional contexts, including where relevant challenges from beyond narrow or chosen discipline(s)
  • Support academic and teaching staff to develop high levels of discipline relevant sustainability literacy so that they are able (competent and confident) to facilitate sustainability learning

Sustainability: Enabling Graduates – professional development

This interactive, introductory professional learning session will introduce you to Learning & Teaching for Sustainability at RMIT and beyond.

Details are:

Tuesday 21st October in SAB – PD-Room (80.03.001)
From 12noon – 2pm. Details can be found on the DevelopME website:
Sustainability: Enabling Graduates is designed for all academic and teaching staff to:

  • interactively, explore through dialogue and design exercises curriculum refinement or development, with the aim of increasing relevant graduate learning outcomes in Sustainability or embedding sustainability further into the curriculum
  • trial and experiment with a multidisciplinary, e-assessment task design, and
  • examine and explore introductory concepts, praxis and principles ofLearning & Teaching for Sustainability within disciplines and professional contexts – local, regional, and international, that can then be applied to other course and program development or refinement.

Registrations are open until 20th October and inquiries are welcome to Dr Jude Westrup (9925 8377) or jude.westrup@rmit.edu.au

TTpost2There are extensive learning & teaching for sustainability resources on our sustainability pages.  You may like to access these for your pre-workshop reference or for further ideas and inspiration.

So if you are interested in sustainability and education and think you might be:

  • Ready for some new ideas and refreshment?
  • Ready to rekindle your joy of learning after a productive, and long, semester?
  • Then take the opportunity to join academic and teaching staff at the new, experiential, multidisciplinary, multi-modal professional development workshop

then you might want to go along!

Other useful references

TEQSA and the Australian Qualifications Framework promote the importance of being able to measure and evidence graduates’ learning outcomes resulting from their program of study. TEQSA’s approach to Quality Assessments 

The RMIT graduate attribute (GA3) that most explicitly relates to Learning & Teaching for Sustainability is, ‘Environmentally aware and responsive’. This attribute articulates our aim that ‘Graduates of RMIT University will have engaged in processes to develop their abilities to recognise environmental and social impacts and to provide leadership on sustainable approaches to complex problems’

Don’t forget to register (DevelopME website) if you want to attend!

Share your thoughts and questions on sustainability in learning and teaching  in the comments section!
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Learning & teaching for sustainability– naturally

Guest Post: Dr Jude Westrup, Senior Advisor, Strategic Initiatives, RMIT University.

Click the image to view The Learning and Teaching for Sustainability toolkit [PDF, 812 KB, 27 pages]

Click the image to view The Learning and Teaching for Sustainability toolkit [PDF, 812 KB, 27 pages]

Following Margaret Blackburn’s post in early 2013, I responded in a comment that it was ‘…great to see sustainability and environmental responsibility made explicit in our graduate attributes…’ What this means is that whatever the program of study, graduates of RMIT University will have engaged in processes to develop their abilities to recognise environmental and social impacts and to provide leadership on sustainable approaches to complex problems. The page on the graduate attribute Environmentally aware and responsible (#3 of 6) gives some suggestions of how this might look in a program. Appropriate to their level of study, students will:
•                Recognise the interrelationship between environmental, social and economic sustainability
•                Appraise and critique context-appropriate sustainability measures
•                Take responsibility for critical decision-making in ensuring sustainable outcomes
•                Appropriately apply their environmental and sustainability literacy in a highly diverse range of contexts.
For interested teachers and academics (especially those involved in course and program reviews, amendments or developments) the Learning and Teaching for Sustainability (LTfS) project can help you map this attribute and there are many excellent curriculum development and refreshment resources already available on the LTfS website  and includes the recently produced LTfS Toolkit for curriculum development, consisting of templates and workshop activity sheets.
Sustainability is undergoing a renaissance within the international and national tertiary sector as it relates to professional, industry and community priorities. Several LTfS components of RMIT’s Sustainability Action Plan are being reinvigorated while others are being developed for the first time. Through the Office of the Dean – Learning & Teaching (Academic Portfolio) a university-wide, year-long LTfS project is flourishing, with curriculum development, professional development (PD) and LTfS opportunities for staff being the main foci.
In terms of PD, staff will be able to access resources for LTfS curriculum development and evaluation via the LTfS website, a Google Site for informal (within RMIT) sharing of ideas, the Sustainability Subject Guide (RMIT Library) and other resources collated within RMIT’s Learning Repository.

Gallery of RMIT Graphs

LTfS sits within a broader suite of sustainability projects at RMIT.

RMIT Vietnam already has sustainability resources, such as an Environmental Policy in place.

We have contributed to the International Sustainability Literacy Index (currently in development), the United Nations Higher Education for Sustainable Development portal and the National Education for Sustainability (Office of Learning & Teaching) website. RMIT is a key contributor to these sites and initiatives.The national Education for Sustainability Tertiary Forum was held at LaTrobe University in February which linked staff at Universities in NSW, Victoria and Tasmania. Detailed outcomes and actions are available on the Education for Sustainability website.

We have ongoing national participation with groups such as ACTS (Australasian Campuses Toward Sustainability) and AAEE (Australian Association for Environmental Education). Both of these groups have conferences in Hobart in November which staff are encouraged to explore, attend and contribute to.
A range of RMIT resources exist for teachers, lecturers and academic developers.

A range of RMIT resources exist for teachers, lecturers and academic developers. Click on the image to see more.

All Colleges in Melbourne and the Sustainability Group in Vietnam are involved in linking LTfS curriculum development with the Global Learning by Design (2014-2016) major project and other strategic Program and Course development and delivery initiatives (such as the AQF Program and Course Guide alignments and Undergraduate and Postgraduate Program reviews). A workshop, Introduction to Learning & Teaching for Sustainability will be available to all staff from Semester 2 in the DevelopMe PD program and online, modular resources are under development. Social media, digital learning and blog communications channels are also being explored and developed.During the RMIT Learning & Teaching Expo in September 2014 students, alumni and staff from across RMIT will present an interactive Q&A style LTfS colloquium. This session will explore key issues in sustainability of relevance to staff and students across our campuses.

The creation of a dedicated RMIT Teaching Award (P9: Graduate Learning Outcomes), for curriculum developments or initiatives that enhance one of RMIT’s graduate attributes, will further raise the profile of LTfS and enhance learning and teaching practices across RMIT.

To close on the topic of awards, the 2014 Green Gown Awards Australasia is now open and the deadline for all submissions is 4pm Tuesday 5 August 2014. A team in Landscape Architecture were finalists last year with their project looking at green roof projects.
Are there teams out there ready to have a shot at the 2014 awards?
Share your thoughts and questions about sustainability on campus in the comments section!
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