sustainability:learning review of progress towards goal of “Every graduate may think and act as a sustainable practitioner...
 
<ul><li>Jensen and Schnack </li></ul>Our point of departure is that relevant answers to environmental problems are not onl...
 
 
 
<ul><li>The skills and values of Otago Polytechnic graduates contribute to every sector of society.  Our curriculum, teach...
<ul><li>The skills and values of Otago Polytechnic graduates contribute to every sector of society.  Our curriculum, teach...
<ul><li>every graduate </li></ul><ul><li>hidden curriculum </li></ul><ul><li>top down and bottom up </li></ul>
 
 
 
 
 
definition <ul><li>“ as a destination, sustainability is like truth and justice — concepts not readily captured in concise...
 
Design
Role of designer reimagined
Role of designer reimagined
Integration
 
Modelling best practice
 
Occupational Therapy
core belief that humans need to be involved in meaningful activity and that we gain connection to the world we live in via...
Embedded
Adaptive Living Occupation
Social and sustainability
Foundation
<ul><li>Sustainable learning </li></ul><ul><li>Social sustainability </li></ul>
Revision Certificate FS
Theme for learning
Cromwell <ul><li>And natural resources </li></ul>
Challenges in all three areas
Certificate in Sustainable Practice
 
Community links
Midwifery
Midwifery is sustainable practice
Integrated, starting with BMSD107
Delivery
Sports and Adventure
Local focus, minimalist approach
Core paper restructure 2009
Environmental Science and Education
OISA “Towards a better future”
Business
Crucial role in sustainable society with embedded business practice, yet challenge of profit motive is large
Developing collaborative degree
Much to offer
 
Nursing
Health of communities
 
 
Clinical practice
Social Services
Models best practice in transformation of discipline understanding of social justice. Key is social justice and sustainabl...
Integrated throughout
Law, Treaty, workplace practice, working with others…
Information Technology
Computing’s footprint is large, but its potential for wider impact is huge
Integrated and structured according to threads
Immersed in best practice and applied projects
 
Architecture, Building, Engineering
IPENZ code of ethics rule 4   Sustainable Management and Care of the Environment: Members shall recognise and respect the ...
Dublin Accord and ABET embedded
Applied projects and community engagement
Educational Development
Sustainability in approach to learning
Permaculture course
Vet nursing
Best practice standards
Revision of Diploma for 2009
Sustainability actions, increasingly articulated
Regional hospital
Hospitality
Systems view of  manufacturing and service
Sustainability will be integrated into the delivery of the programmes and will be modelled directly for students by the be...
Immersed in best practice
Opportunity (and need) to educate customers
Art
Drawing attention to sustainability whilst mitigating own practices
Graduates will have an understanding of the principles of sustainability. They will be able to evaluate the relative value...
Huge range of evidence
 
<ul><li>Cross discipline initiatives </li></ul><ul><ul><li>Living Campus </li></ul></ul><ul><ul><li>Sustainable habitat ch...
 
short story <ul><li>The  LivingCampus   celebrates a sustainable model of urban agriculture for the ownership and benefit ...
 
 
 
 
 
 
 
 
 
 
 
Sustainability to front of house <ul><li>The  LivingCampus  is an exciting place where sustainability comes alive.  We wan...
 
 
Let’s do it anyway <ul><li>Permaculture design course </li></ul><ul><li>Environment team garden </li></ul><ul><li>What’s B...
So where to from here…? <ul><li>Progressing design </li></ul><ul><li>Design teams…thematic areas </li></ul><ul><ul><li>pro...
 
 
 
 
 
 
 
 
 
 
 
 
 
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Progress towards Sustainable Practitioners

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May 2008 review of Otago Polytechnic's commitment to "Every graduate may think and act as a sustainable practitioner".

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  • Progress towards Sustainable Practitioners

    1. 1. sustainability:learning review of progress towards goal of “Every graduate may think and act as a sustainable practitioner” Otago Polytechnic May 2008 c
    2. 3. <ul><li>Jensen and Schnack </li></ul>Our point of departure is that relevant answers to environmental problems are not only a matter of quantitative changes (less consumption of resources, less transport by car, less electricity consumption, etc.), but also (and maybe more so) of qualitative changes. Therefore, the aim of environmental education is to make students capable of envisioning alternative ways of development and to be able to participate in acting according to these objectives… A school does not become ‘green’ by conserving energy, collecting batteries or sorting waste alone . The crucial factor must be what the students learn from participating in such activities, or from deciding something else… Education for democracy, or political liberal education, is, in itself, a fundamental educational task. We do not believe in educational efforts in relation to the environment, health and peace which are divorced from this fundamental perspective… democracy is participation. In a democracy, the members are not spectators, but participants; not equally active participants in everything all the time, naturally, but always potential participants who decide for themselves in what and when they will be involved.
    3. 7. <ul><li>The skills and values of Otago Polytechnic graduates contribute to every sector of society. Our curriculum, teaching and learning therefore is pervasive and influential with global impact. The Otago Polytechnic sustainability vision is that our graduates, our practitioners and our academics understand the concepts of social, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate. Our goal is that every graduate may think and act as a “sustainable practitioner”. </li></ul><ul><li>Moreover, educators must take a lead in sustainability so that our graduates can be encouraged and supported to promote sustainable practices in their chosen career. This can primarily be achieved by fostering education for sustainability in all our qualifications and by re-visioning and changing our approach to teaching and learning to model a transformative context for all learners. </li></ul><ul><li>As a consequence sustainable practice becomes a context and a process for learning and recognised as a core capability within each discipline. </li></ul><ul><li>Creating a philosophy of Education for Sustainability will be enhanced if undertaken within a context of institutional operational practice. We will then be seen to be modelling good practice. </li></ul>
    4. 8. <ul><li>The skills and values of Otago Polytechnic graduates contribute to every sector of society. Our curriculum, teaching and learning therefore is pervasive and influential with global impact. The Otago Polytechnic sustainability vision is that our graduates, our practitioners and our academics understand the concepts of s ocial, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate. Our goal is that every graduate may think and act as a “sustainable practitioner”. </li></ul><ul><li>Moreover, educators must take a lead in sustainability so that our graduates can be encouraged and supported to promote sustainable practices in their chosen career. This can primarily be achieved by fostering education for sustainability in all our qualifications and by re-visioning and changing our approach to teaching and learning to model a transformative context for all learners. </li></ul><ul><li>As a consequence sustainable practice becomes a context and a process for learning and recognised as a core capability within each discipline. </li></ul><ul><li>Creating a philosophy of Education for Sustainability will be enhanced if undertaken within a context of institutional operational practice. We will then be seen to be modelling good practice . </li></ul>
    5. 9. <ul><li>every graduate </li></ul><ul><li>hidden curriculum </li></ul><ul><li>top down and bottom up </li></ul>
    6. 15. definition <ul><li>“ as a destination, sustainability is like truth and justice — concepts not readily captured in concise definitions” </li></ul>
    7. 17. Design
    8. 18. Role of designer reimagined
    9. 19. Role of designer reimagined
    10. 20. Integration
    11. 22. Modelling best practice
    12. 24. Occupational Therapy
    13. 25. core belief that humans need to be involved in meaningful activity and that we gain connection to the world we live in via activity
    14. 26. Embedded
    15. 27. Adaptive Living Occupation
    16. 28. Social and sustainability
    17. 29. Foundation
    18. 30. <ul><li>Sustainable learning </li></ul><ul><li>Social sustainability </li></ul>
    19. 31. Revision Certificate FS
    20. 32. Theme for learning
    21. 33. Cromwell <ul><li>And natural resources </li></ul>
    22. 34. Challenges in all three areas
    23. 35. Certificate in Sustainable Practice
    24. 37. Community links
    25. 38. Midwifery
    26. 39. Midwifery is sustainable practice
    27. 40. Integrated, starting with BMSD107
    28. 41. Delivery
    29. 42. Sports and Adventure
    30. 43. Local focus, minimalist approach
    31. 44. Core paper restructure 2009
    32. 45. Environmental Science and Education
    33. 46. OISA “Towards a better future”
    34. 47. Business
    35. 48. Crucial role in sustainable society with embedded business practice, yet challenge of profit motive is large
    36. 49. Developing collaborative degree
    37. 50. Much to offer
    38. 52. Nursing
    39. 53. Health of communities
    40. 56. Clinical practice
    41. 57. Social Services
    42. 58. Models best practice in transformation of discipline understanding of social justice. Key is social justice and sustainable relationships within contexts .
    43. 59. Integrated throughout
    44. 60. Law, Treaty, workplace practice, working with others…
    45. 61. Information Technology
    46. 62. Computing’s footprint is large, but its potential for wider impact is huge
    47. 63. Integrated and structured according to threads
    48. 64. Immersed in best practice and applied projects
    49. 66. Architecture, Building, Engineering
    50. 67. IPENZ code of ethics rule 4 Sustainable Management and Care of the Environment: Members shall recognise and respect the need for sustainable management of the planet's resources and endeavour to minimise adverse environmental impacts of their engineering activities for both present and future generations. Under this clause you should have due regard to: 4.1 Using resources efficiently. 4.2 Endeavouring to minimise the generation of waste and encouraging environmentally sound reuse, recycling and disposal. 4.3 Recognising adverse impacts of your engineering activities on the environment and seeking to avoid or mitigate them. 4.4 Recognising the long-term imperative of sustainable management throughout your engineering activities. (Sustainable Management is often defined as meeting the needs of the present without compromising the ability of future generations to meet their own needs). IPENZ: Professional society
    51. 68. Dublin Accord and ABET embedded
    52. 69. Applied projects and community engagement
    53. 70. Educational Development
    54. 71. Sustainability in approach to learning
    55. 72. Permaculture course
    56. 73. Vet nursing
    57. 74. Best practice standards
    58. 75. Revision of Diploma for 2009
    59. 76. Sustainability actions, increasingly articulated
    60. 77. Regional hospital
    61. 78. Hospitality
    62. 79. Systems view of manufacturing and service
    63. 80. Sustainability will be integrated into the delivery of the programmes and will be modelled directly for students by the behaviour and attitude of teaching staff. Thus teaching staff must use resources responsibly in the classroom and in their personal work. • Demonstrating a continuing commitment to best practice through stressing those hospitality methodologies that have been found to be most efficient and productive for example reducing power outputs, using seasonal products, composting waste and reducing washable linen usage. • Using local products where available and coffee that is roasted in New Zealand. • Demonstrating a commitment to and encouraging students to consider the advantages of recycling and using environmentally friendly products. • Maintaining intellectual currency in the discipline. • Encouraging the construction of professional networks and support structures. • Encouraging ownership and responsibility. Students need to realise that social sustainability is the result of everyone’s actions, and each of us must consider the impact we are having. Students will at times be making choices and decisions on their own (rather than simply taking instruction from staff), and will see the outcomes of these decisions, both good and bad. They can experience this in a safe and controlled academic environment. When they are then faced with similar decisions in the “real world”, they will better understand the causal relationship between their behaviour and the state of their communities. . Graduates will have an awareness of sustainability issues in the hospitality industry and will be able to apply principles in practice
    64. 81. Immersed in best practice
    65. 82. Opportunity (and need) to educate customers
    66. 83. Art
    67. 84. Drawing attention to sustainability whilst mitigating own practices
    68. 85. Graduates will have an understanding of the principles of sustainability. They will be able to evaluate the relative value of their work in relation to its socio-economic contexts and the ways in which it supports the social fabric and will recognise strategies for mitigating environmental and social harm in the conceptualisation and creation of their artworks and their practice as a whole. The graduate profile includes an understanding of the role artists play in sustaining the cultural and spiritual life of the community and its cultures, and the pragmatic elements of the philosophy of sustainability in issues of care and conservation of resources and health and safety.
    69. 86. Huge range of evidence
    70. 88. <ul><li>Cross discipline initiatives </li></ul><ul><ul><li>Living Campus </li></ul></ul><ul><ul><li>Sustainable habitat challenge </li></ul></ul><ul><ul><li>What’s Best? </li></ul></ul>
    71. 90. short story <ul><li>The LivingCampus celebrates a sustainable model of urban agriculture for the ownership and benefit of the Dunedin community. </li></ul>
    72. 102. Sustainability to front of house <ul><li>The LivingCampus is an exciting place where sustainability comes alive. We want to inspire curiosity and encourage the integration of sustainability into normal life and business practices. </li></ul>
    73. 105. Let’s do it anyway <ul><li>Permaculture design course </li></ul><ul><li>Environment team garden </li></ul><ul><li>What’s Best </li></ul>
    74. 106. So where to from here…? <ul><li>Progressing design </li></ul><ul><li>Design teams…thematic areas </li></ul><ul><ul><li>production garden design </li></ul></ul><ul><ul><li>integration into teaching and storytelling </li></ul></ul><ul><ul><li>vibrant campus </li></ul></ul>

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