Embedding sustainability in the chemistry curriculum
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This document discusses approaches to integrating sustainability into university curriculums. It presents a model for curriculum renewal that involves graduate attributes, placement within the curriculum, learning outcomes, content, assessment, design, implementation, and evaluation. The challenges of a standalone "sustainability module" are discussed. An example of evolving a sustainable chemistry module over 7 years with different student cohorts is provided. The need to decolonize curriculums and considerations like chemistry in social contexts are also mentioned.
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Embedding sustainability in the chemistry curriculum
- 1. Overt or covert: Getting sustainability into the curriculum Dr Katherine J. Haxton #STEMConf20 @kjhaxton
- 2. 0.0 20.0 40.0 60.0 80.0 100.0 2014 2015 2016 2017 2018 2019 %ofevaluationresponses Year Sustainability is relevant to my degree % (strongly) agree % neutral % (strongly) disagree
- 3. Graduate Attributes Place in curriculum Learning Outcomes and Skills Content and Assessment Design Implementation Evaluation and Reflection Adapted Deliberative and Dynamic Model for Curriculum Renewal Desha, C., Hargroves, K. and Smith, M. (2009). Addressing the time lag dilemma in curriculum renewal towards engineering education for sustainable development. International Journal of Sustainability in Higher Education, 10(2), pp.184-199.
- 4. Challenges of ‘the sustainability module’
- 5. Graduate Attributes Place in curriculum Learning Outcomes and Skills Content and Assessment Design Implementation Evaluation and Reflection Adapted Deliberative and Dynamic Model for MODULE Desha, C., Hargroves, K. and Smith, M. (2009). Addressing the time lag dilemma in curriculum renewal towards engineering education for sustainable development. International Journal of Sustainability in Higher Education, 10(2), pp.184-199.
- 6. Year Module Cohort composition 1 15-credits, semester 1 and 2 FHEQ level 5 2 15-credits, semester 2 FHEQ level 4/5 3-5 15-credits, semester 2 FHEQ level 4/5 Chemistry, level 5 Environmental Science 6-7 (the semester 2 content is common to all pathways) 30-credits, semester 1 and 2 FHEQ level 4 Chemistry 15-credits, semester 2 FHEQ level 4/5 Chemistry, level 5 Environmental Science; Module Evolution: Sustainable Chemistry
- 7. 0.0 20.0 40.0 60.0 80.0 100.0 2014 2015 2016 2017 2018 2019 %ofevaluationresponses Year This module helped me understand sustainability better % (strongly) agree % neutral % (strongly) disagree
- 8. Challenges of ‘the sustainability module’
- 9. Chemistry in Social Context Chemical Economic Political/Legal Societal
Editor's Notes
- Session 8.2a: Overt or covert: Getting sustainability into the curriculum Dr Katherine Haxton, Keele University Proposition 2 Oral presentation, Work Embedding sustainability into curricula can take two paths: overt, where a module is created with intended learning outcomes; or covert where sustainability underpins as many topics as possible. In most STEM degree programmes there is sufficient scope for both. At Keele University we have an 'environmental and sustainable chemistry' module as well as a strong drive to include sustainability wherever possible. This session will look at some of the ways we have achieved this, and allow scope for participants to reflect on their own teaching.
- Chemistry has a complex relationship with society: on one hand income generator and employer, on the other polluter and exploiter. Chemistry students must, through their undergraduate degrees, learn to place their core chemical concepts in the wider context of the societal, economic and political infrastructure. Teaching sustainability provides the ideal opportunity to do this by requiring students to consider the broader context of chemistry with reference to the UN Sustainable Development Goals, and other lenses. By refusing to accept chemistry as a 'neutral' subject, a position often taken when discussing science (that science is neither good nor bad, only the uses to which it is put), the contribution of chemistry can be critiqued and evaluated, and can be done so more broadly than through the 12 principles of Green Chemistry. Sustainable Chemistry provides an ideal opportunity to link skills, context, and real world applications. This talk will describe the evolution and evaluation of a Sustainable Chemistry module at Keele University over the past 6 years.
- In 1969 the Apollo 8 space mission circled earth, sending back videos from space. First time the public saw the earth in its entirety. Can consider the earth as isolated as an island in space. This effect was called the ‘overview’ effect. The photograph was taken about 5 hours and 6 minutes after launch of the Apollo 17 mission,[3] and about 1 hour 54 minutes after the spacecraft left its parking orbit around the Earth, to begin its trajectory to the Moon. The time of Apollo 17's launch, 12:33 a.m. EST, meant that Africa was in daylight during the early hours of the spacecraft's flight. With the December solstice approaching, Antarctica was also illuminated. (from Wikipedia on ‘The Blue Marble’ http://en.wikipedia.org/wiki/The_Blue_Marble accessed 30/09/13 Humanity is utterly reliant on earth’s natural processes for survival: - fresh water - suitable atmosphere - fertile ground to grow food - shelter Ecosystem services are the services provided by the earth’s systems that support humanity and society.