All assignments must be submitted electronically on the iLearn site.

Each assignment has a separate upload site. The assignment site will usually be a ‘Turnitin’, where your work is reviewed for similarity to websites, articles or other students’ work. If you have not given credit for ideas used to the author or source you will be penalised (failure of the assignment and reporting to a disciplinary committee to determine whether you have breached the University’s Academic Integrity Policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/academic-integrity). See information on academic honesty on the iLearn site and techniques on how to avoid common plagiarism errors (https://www.students.mq.edu.au/public/download.jsp?id=201272).

 You do not need an assignment cover sheet for electronic submission to ENVS8527, it is understood that you are signing a declaration of honesty. Be sure to add your name, title of work and unit to your work.

Class sessions 

Class times are shown in the schedule of block mode sessions. Attendance at all sessions is compulsory. 

Students can request extra meetings to discuss the unit content or assessment tasks individually or in groups as required. 

This is a block mode unit. There are seven full days in semester 1 made up of 

• Six all day class sessions which are run as a series of interactive workshops (9.30-5.00) including the final session for students to apply what they have learned and demonstrate that learning by designing and facilitating an education workshop. The participants in the education workshop are the other students.
• One day participating in Earth Day

The class sessions provide both some theoretical and instructional input, plus experiential learning by way of a facilitated learning process. This is intended to model practice in engagement / education and to contribute to the student’s understanding of the education for sustainable development process. The sessions include: 

• Short presentations to orient the student to concepts and activities;
• Practical activities in small groups in which students are asked to complete a task by sharing knowledge and reflecting on their thinking;
• Presentations of student activities and engagement in peer feedback;
• Contribute to discussion and feedback on the group activities;

Students attend approximately 42 hours of class work (which is compulsory) and are expected to undertake 110 hours of personal study, reading and reflection to present the assessment tasks.  Students are responsible for managing their time for learning and the tasks for group work. 

Students are invited to make an appointment/s for a tutorial, to gain feedback or to clarify issues from the convenor: peter.davies@mq.edu.au

Technology used and required 

Students are expected to use a computer for academic research and for producing assessment tasks; to have access to the internet, make use of the Macquarie University library, student email and access the ilearn site for the unit.

Information about iLearn or other resources for this unit.

There is a ENVS8527 ilearn site for enrolled students Additional reading lists, resources and associated presentations are provided in a more detailed guide for enrolled students. 

Reading to start you off

MUST READ

• Tilbury, D. and Wortman, D. (2004) Engaging People in Sustainability, IUCN Commission on Education and Communication, Gland and Cambridge Available at: http://data.iucn.org/dbtw-wpd/edocs/2004-055.pdf
• UNESCO  Shaping the Future We Want UN Decade of Education for Sustainable Development Final Report  https://sustainabledevelopment.un.org/content/documents/1682Shaping%20the%20future%20we%20want.pdf
• What is education for sustainability? http://aries.mq.edu.au/publications/aries/efs_brochure/

Background on international drivers for EfSD chronologically are

• Hopkins, C & McKeown, R (2000). Chapter 2, Education for sustainable development: an international perspective in Tilbury, D., Fien, J., Stevenson, R.B., and Schreuder, D. (2000). Education and Sustainability: Responding to the Global Challenge. Gland: IUCN Commission on Education and Communication Available athttp://data.iucn.org/dbtw-wpd/edocs/2002-002.pdf
• Wals, A. 2012 “Shaping the Education of Tomorrow” 2012 Report on the UN Decade of Education for Sustainable Development, Abridged version by Kathy Nolan Paris: UNESCO  http://unesdoc.unesco.org/images/0021/002166/216606e.pdf
• Aichi-Nagoya Declaration on Education for Sustainable Development (2014)  ​http://unesdoc.unesco.org/images/0023/002310/231074e.pdf
• UNESCO Roadmap for implementing the global action plan for education for sustainable development http://unesdoc.unesco.org/images/0023/002305/230514e.pdf
• UN Sustainable Development Goals https://www.un.org/sustainabledevelopment/sustainable-development-goals/ https://www.un.org/sustainabledevelopment/sustainable-development-goals/