Class times are shown in the schedule of block mode sessions. Attendance at all sessions is compulsory.
Students can request consultations and 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
- Four all day class sessions which are run as a series of interactive workshops (9.30-4.30) 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
- One day online forum
- One day of fieldtrip
The class sessions provide instructional input and 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;
- Contributions 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: email@example.com
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, access the iLearn site for the unit and Zoom for the online forums.
There is ENVS8527 ilearn site for enrolled students. Additional reading lists, resources and associated presentations are provided in a more detailed guide for enrolled students.
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/