APPENDIX 18
Memorandum from the Environmental Association
for Universities and Colleges (EAUC)
The Environmental Association for Universities
and Colleges was launched in September 1996 with aim of raising
the profile of environmental management and facilitate improvement
of environmental performance in member institutions.
Initially this was achieved through:
Providing a forum for the sharing of experiences
and information between individuals from different colleges and
universities.
Disseminating good practice on environmental issues,
campus greening and curriculum greening.
The Association has developed its services over
time to support its members in increasingly pressured jobs. The
EAUC aims to ensure that its members have access to important
information relating to environmental legislation, technologies,
best practice and research to enable each university and college
to improve its environmental performance.
(a) The work of DfES and its agencies in
this area and its future plans;
It is important that the DfES becomes a significant
driver of Education for Sustainability. It's record so far is
quite limited with sustainable development although ostensibly
cutting across all policy areas and departments seems too firmly
rooted in DEFRA.
The DfES must recognise the important role it
has in educating generations NOW and in the future to ensure that
sustainable life choices are taken and implemented as individuals,
families, communities and businesses.
The DfES also has a significant responsibility
in terms of its estate (both directly and indirectly) influencing
the sustainability of schools, colleges and universities. This
has not been the case to date.
The National Panel on Sustainable Development
Education has done some interesting work but any progress particularly
in the formal education sectors needs the full backing of the
DfES but the department presently does not seem particularly interested
in this area.
A great deal of ignorance exists, internally,
at all levels. This ignorance is particularly apparent with the
Learning and Skills Council at both national and regional level.
Although the LSC has funded some modest projects in this area
they are extremely very short term and sustainability projects
can only be effectively evaluated on a much longer time scale.
Additionally, sustainability issues need to become a key and integral
element of the work of all bodies responsible for education and
consequently become a major aspect of the inspection process of
schools, colleges and universities.
Ofsted and ALI have a responsibility too which
presently is not being realised. A recent HEFCE report on the
regional responsibility of universities indicates positive action
is possible.
(b) The role of other government departments
in promoting education for sustainable development (ESD);
Sustainable development involves processes of
economic development, democratic renewal, community regeneration,
environmental protection and efficient energy production and consumption.
It should therefore be the theme that realises joined up government,
policy making and implementation.
DEFRA has been a catalyst for the work that
has been undertaken to date and should continue to be a leader.
Other departments, particularly DfES, Dept of Health, Ministry
of Defence, Dept of Transport and DTI MUST also be engaged in
this issue—both in their policy and their operations.
Only when government moves out of its specific
silos will progress towards sustainability begin.
(c) How far ESD has been integrated into
all key areas of learning including: formal education, the work
place and the community;
Integration is so far extremely patchy. ESD
is not mainstream. It needs to be. The pockets of good work need
to be supported and broadened. This should be compulsory—it
is not enough to expect providers to deliver it at will. It needs
a policy decision to ensure that schools, colleges, universities
and all other providers incorporate this in their portfolio.
There has been some good work in schools and
some extremely limited work in colleges. Some universities have
made limited progress in the UK, but it is clear that without
a clear message from the DfES that those with academic autonomy
are unlikely to make progress of value.
Education for Sustainability is too often exclusively
concerned with environmental issues and allows business and other
organisations including FE Colleges to dismiss sustainability
as of little concern to them and even as a cost on their operations.
(d) The effectiveness of Government campaigns
to raise awareness of sustainable development issues. We are particularly
seeking views on the following questions:
1. Is a lack of public
engagement and understanding a real obstacle to the Government's
progress on its sustainable development agenda? Have there been
any studies to show this? Please refer to practical examples where
possible.
There is a lack of public engagement and understanding,
but this stems from a lack of support and commitment from government
towards Sustainable Development.
For example, funding was withdrawn for "EcoCampus",
a major funded project for the FHE sector on sustainable development,
without which there is no designated EMS for the FHE sector.
However, there are positive ad hoc projects,
such as the current round of LSC Sustainable Development Education
Projects Phase II. However, whilst there is commitment to sustainable
development within LSC's national office, there has been little
engagement with the local LSC offices. There is a desperate need
to educate the LSC's officers in issues of sustainability.
There is a need for government to more clearly
articulate what sustainable development is by referencing issues
that effect people everyday—people get flooded in their
homes, (global warming); get stuck in traffic jams (quality of
life); are concerned over food safety (GM) and so on.
Sustainability needs to resonate with everyday
experience for it to be meaningful. This is not a problem of failure
to understand the language or the lack of precise surrounding
definitions. The same imprecision can be said to surround the
concepts of freedom and democracy. The government needs to show
commitment to its sustainable development agenda by ensuring that
sustainability has the same force in education, funding and inspection
as equal opportunities and health and safety. It needs to be a
topic for discussion as well as informing other curriculum areas
and practices.
2. Is there a need for a national strategy
for education for sustainable development? Would additional infrastructure
be required to deliver a coherent, national strategy?
There is certainly a need for a national ESD
strategy that complements the overarching sustainable development
policy. This should be encouraged in professional qualifications
as well as other forms of learning. Existing bodies can be used
to realise this strategy so long as they are themselves committed
to it, knowledgeable and properly funded—but standards and
a consistent interpretation are crucial.
Leadership can take place at many levels too
but without it at the top in certain key areas, particularly LSC,
RDAs and DfES, progress will be extremely limited. There needs
to be an appropriate provision of CPD in all these organisations
as well as in those organisations more directly engaged in education
and lifelong learning.
The strategy must progress beyond key stages
1-3. With the size of the FHE sector, a national strategy could
influence society on many levels.
The strategy would benefit from inclusive targets
that are equal to other factors in the sector such as participation
and so on. An example of this would be to make benchmarks mandatory
not just advisory such as,
— Benchmark 7.1 Sustainability at the
heart of HEI governance;
— Benchmark 7.2 Promoting sustainability
through the curriculum;
— Benchmark 7.3 Performance against
environmental management systems
(These are: 7.1-7.3 in HEFCE Report 02/23 Evaluating
the regional contribution of an HEI: A benchmarking approach (published
April 2002).)
Without changes of this nature sustainable development
will not be able to compete for the attention of Vice-Chancellors
and Principles as areas like Health and Safety can.
3. Are existing awareness raising Government
campaigns such as "Are you doing your bit" effective
and well targeted? Have past campaigns been evaluated? How could
they be improved in the future?
Government campaigns have been limited in their
effectiveness due to the wooly feel-good approach they have tended
to adopt. Hard hitting campaigns such as drink/drive and AIDS
have been far more effective. A more direct style would help—focusing
on issues such as climate change and the impacts of flooding,
pollution and the impacts of driving, wasting energy and landfill.
Biodiversity and human health are emotive issues that enable individuals
to relate to issues at a personal level.
Encams and "are you doing your bit"
are perceived as not being terribly effective and have not dramatically
changed people views. There is a need for an on-going programme
of support with long-term aims that support and tie in with wider
Sustainable Development issues.
4. Are there existing education programmes
relating to sustainable development which might be considered
good practice? These might include in-house training schemes for
ESD for employees and stakeholders within businesses, the civil
service, and other organisations. Are there elements of successful,
strategic communication programmes in other areas, which could
be applied to ESD? For example, from other Government awareness
campaigns such as those for drink driving, AIDS and smoking.
There are plenty of examples of good strategic
work in EfS. Commitment to sustainability is quite high in some
regions eg South West, East Midlands and Yorkshire and Humber.
The Yorkshire and Humber region already has
a Regional Sustainable Development Education Strategy for 2001-10
endorsed by the Government Office, Regional Assembly and Environment
Agency and has become part of the Regional Sustainable Development
Framework.
Yorkshire Forward is part funding the implementation
of this strategy over the next three years, which will involve
building on existing work in schools, colleges, universities,
regeneration partnerships and businesses.
As mentioned above the LSC has funded some modest
regional EfS projects, which have partnership as a major focus.
The Learning Skills and Development Agency and the Sector Skills
Development Agency are interested in the integration of sustainability
into post-16 education and skills training.
These initiatives need to be more extensively
developed and their results disseminated. More time, more money,
more support, more research and commitment from the top and appropriate
CPD within key regional centres are needed.
The DfES MUST take the lead and ensure that
the devolved agencies (LSC, HEFCE, SHEFC, etc) encourage, ensure
and implement sustainability policies, practice in the delivery
and operation of education in the UK.
February 2003
Annex 1
Response to EAUC with regard to the College's
position in relation to Sustainable Development
DERBY COLLEGE:
SUSTAINABLE DEVELOPMENT
Sustainable Development has been built into
the strategic plans for the college since formation on 1 January
2002. Reference to Sustainability in the vision, values and strategic
objectives for the college is supported by a commitment from the
Corporation and Senior Management Team. Awareness raising sessions
have been held with Governors and senior staff and continue as
policies are procedures are put in place.
A Sustainability Policy has now been approved
in principle and forms the central part of a raft of related policies
to be presented to the Corporation for approval in July 2003.These
extend to energy, waste, procurement and water management. A separate
Environmental Policy has been produced to reflect the needs of
ISO 14001, the preferred EMS, for commitment to the standard.
Staff training and awareness raising will now
be part of the in house professional development for ongoing support
to the college's commitment to Sustainable Development and will
feature as an integral part of Induction from September 2003.
The college undertook an Initial Sustainability
Review as part of the Phase 2 SD projects and is using this to
inform its development needs. Commitments to Education for Sustainable
Development will be central to the Curriculum plan and the college
will build on it's work on Citizenship throughout 2003-04 in anticipation
of a clear direction and framework for Education for Sustainable
Development during the early part of 2003-04. A lack of clear
expectation, funding and framework at a National level has hampered
more extensive development to date.
The college is working with Derbyshire LSC to
determine how the college can work locally and in the East Midlands
region on the SD agenda.
Annex 2
Environmental Audit of Stow College
INSTITUTIONAL GREENING
The college has had an environmental policy
since 1999. This needs to be realigned in the light of movement
in philosophy to sustainable development. I have suggested this
be done this year 2003-04.
We are currently undergoing an audit of our
energy use. The preliminary base line audit has been completed
and the consultant's report recommending various measures to be
implemented is being digested. An action plan will be put in place
with a view to implementation again in 2003-04. There will be
on going monitoring and a final report produced next year which
will be published as a BRE case study of best practice to inform
FE/HE practice. One of the recommendations is the development
of an energy policy which will sit within our new sustainability
policy.
I am currently in talks with SEPA about using
the college as a pilot for waste minimisation. I would hope this
might also produce a waste minimisation policy.
CURRICULUM GREENING
On the curriculum side of things we were a pilot
college for the embedding of sustainable Development into the
curriculum. It was this involvement that prompted the appointment
of a Sustainable Development Coordinator. Two courses were audited
and lessons developed which made the link to sustainability, These
were HNC Health Care and HNC Social Science. I developed a template
for use as a guide as to what should be incorporated into course
frameworks. I also adapted lesson plans so that lecturers were
made aware that the link should be made. Staff development took
place on a group and one-to-one basis to raise awareness about
what was meant by sustainable development.
Two new HN units were developed, validated by
SQA and delivered successfully. These were "Promoting Sustainability:
the role of the individual" and "Promoting Sustainability;
the role of organisations". These are single credit units
which are student centred and can be incorporated into any course
framework or can be delivered as stand alone units.
Our course framework for HND Business Administration
had previously had a unit added which was nominally an option
but which all students actually took. This was the HN unit Environmental
Issues in Business: explaining their impact and management.
In addition units in Energy efficiency have
been added to our Access to Engineering and HND Electrical and
Electronic Engineering and HND Mechanical Engineering.
In conjunction with the Scottish Energy Efficiency
Office we have developed an Advanced Diploma in Energy Auditing
with a fast track option for those already working in the field
of energy management or consultancy. We are in talks with the
Energy Institute to have the course endorsed once it is up and
running.
Within the teaching of communication units there
is a great deal of scope to direct student to research various
topics which are linked to sustainability. All course frameworks
in our college contain at least one communication unit and by
careful direction of topic choice I have succeeded in "greening"
the curriculum for which I have personal responsibility. I have
also persuaded some of my colleagues to do the same.
We have now secured funding to put the Energy
Efficiency units and the Sustainability units on-line.
Staff training has occurred both formally and
informally. Any member of staff can take part in the Promoting
Sustainability classes as part of staff development and two have
now been successful.
CONCLUSIONS
It has taken fully five years for the message
to get through that the college as an institution needs to be
more sustainable. We have finally committed to sustainable development
in our strategic documentation and so I hope things may move faster.
There are a number of projects on the go which will give momentum
to that commitment. As yet there are no plans to implement an
environmental management system.
Progress is still haphazard and there is no
clear action plan to systematically green the curriculum or train
staff.
What is holding us back is the lack of clear
direction from the funding council that sustainable development
is something the college must take on board. Only external drivers
will force action, in the same way that legislation has acted
as a driver for business.
Annex 3
Chester College input into Environmental
Audit Committee of EAUC
The Environmental Task Force from Chester College
would like to submit the following input into the Environmental
Audit Committee's final report.
In 2001 Chester College set up an Environmental
Task Force (ETF) with a brief to green the college following an
Ecoaudit conducted by four Work Based Learning students and Cheshire
County Council. The Task Force is a group of 14 individuals from
across the two college campuses (Warrington and Chester) in all
aspects of college life, from academic teaching staff and researchers
to the Chaplain and the Head of Services. We meet at least bimonthly.
The ETF answers to the Board of Governors through the Health and
Safety committee. It published its first annual report in 2002.
In the same year, the College agreed its Environment Policy, which
states its commitment to the principles and practices of environmental
responsibility in 12 main areas (listed below). The ETF introduced
a strategy to translate these aims into practical procedures that
will forward the Greening of the College as an ongoing process.
This is to be published in August and will be available on the
web both internally and externally.
CHESTER COLLEGE
ENVIRONMENT POLICY
— Setting our own standards informed
by relevant codes of practice and guidelines.
— Ensuring an awareness of environmental
issues and responsibility by staff and students.
— Seeking to reduce our consumption
of materials, re-use where possible and promote recycling and
the use of recycled materials.
— Seeking to dispose of materials in
an environmentally sensitive manner.
— Promoting and managing energy efficiency
in all our operations and incorporating effective energy efficiency
in all new building and refurbishment projects.
— Promoting and managing efficient
water consumption in all our operations and incorporating effective
water use in all new building and refurbishment projects.
— Encouraging our major suppliers to
adopt green sustainable policies.
— Developing an environmentally responsible
transport policy in accord with the transport strategy of the
City and County.
— Working pro-actively with the local
authority, other universities and the community at large to progress
environmental initiatives and exchange best practice.
— Encouraging an understanding of sustainability
and its ongoing implication.
— Developing and encouraging educational
enhancement of people's perception of environmental issues.
— Implementing this policy through
a comprehensive plan with measurable targets and with monitoring
and analysis of performance against the plan.
ACHIEVEMENTS AND
ASPIRATIONS OF
THE ENVIRONMENTAL
TASK FORCE
2002-03—REPORT TO
ACADEMIC COUNCIL
FEB 2003
Main achievements
— Acceptance in February 2002 by the
Board of Governors of the Chester College of Higher Education
Environment Policy.
— Publication of First annual report—August
2002.
— Production of an Environment Strategy
2002 including establishment of long-term (perhaps continuous)
and short-term strategic objectives.
— Application submitted to join the
Environmental Association for Universities and Colleges (eauc).
— Establishment of limited recycling
facilities on campus (glass, shoes, books, aluminium cans, used
stamps).
— Embedment of environmental awareness
in 2nd year work related study (Learning Outcome 2).
— Increased awareness of environmental
responsibility and sustainable development within staff and student
body at all levels (eg Fresher's week).
— Partial Ecoaudit of Chester Campus
(eg transport not covered).
— Establishment of Chester College
as active member of Chester Environmental Forum, Cheshire Sustainability
Forum, North West Regional initiatives.
— Establishment of Web page on IBIS
(college intranet) for latest news and views.
— Establishment of a post of responsibility
for environmental "greening" of College.
— Establishment of an annual Environmental
Input Award for student.
— College move to energy saving measures
(eg from low to high voltage, long life light bulb).
— College move to water saving devices
(Gardeners using water barrels to collect rainwater).
— Awareness of environmental impact
in procurement policy for college.
— Inclusion of Warrington personnel
on the ETF.
— Raise awareness of work of ETF through
publicity (eg Academic Council!!).
SOME ASPIRATIONS
AS OF
FEB 2003
— Increased awareness of all staff
and students of environmental issues (water use, transport use
to name just two) and that sustainable development is a process
not an end product.
— To include training days on environmental
issues—Ecoaudit training day by Cheshire County Council
for interested students and staff annually.
— To establish links with Institutes
(IEMA) to provide educational needs for the Sustainability Practioners.
— To establish an environmental coordinator
at the highest level.
— To raise awareness within the North
West region of the work being undertaken by Chester College.
— Establishment of environment literature
resource in learning resources.
— Ecoaudit of Warrington campus by
Work Based Learning students.
— Establishment of increased recycling
facilities on campus (eg paper).
— Establish an ETF (Environment Task
Force) logo.
— Complete audit of IT equipment and
offer salvageable equipment to staff and students.
— Embedment of an environmental statement
within the Learning and Teaching Strategy.
— Inclusion of statement on recognition
of Environmental Impact and Responsibility to be included within
annual operating statements forwarded to HEFCE.
ASPIRATIONS COMPLETED
AND FUTURE
COMMITMENTS AS
OF 30 JUNE
2003
— Ecoaudit training course run by Cheshire
County Council on 28 March 2003 open to all staff and students.
This is to be repeated in October 2003.
— Adoption of logo for Environmental
Task Force.
— Audit of modules offered in college
which contain sustainable development training.
— Establishment of environment literature
resource in learning resources.
— Ecoaudit of Warrington campus by
Work Based Learning student completed.
— Dissertation student to undertake
research on environmental awareness of Chester College students.
TEACHING OF
SUSTAINABLE DEVELOPMENT
WITHIN MODULES
AT CHESTER
COLLEGE
The Chester College of Higher Education—Learning
and Teaching Strategy 2002-05 now has embedded within it under
Section 4 Strategic Objectives Appendix 1.
4.1 The following additional Strategic Objectives
have been identified:
To support the College's environmental policy by
incorporating, where appropriate, content and approaches to learning
that foster environmental awareness.
The Mathematics department Action Plan for 2003-04
now includes under point 7 the above strategic objective 4.1.
This department has achieved to date research
projects that use mathematical and numerical modeling to reduce
the need for environmentally intrusive experiments and/or ethically
sensitive experiments on animals and human subjects and on a more
practical note purchased a high speed laser printer that can print
four pages to a single sheet of paper, reducing paper use for
handouts.
They have planned to communicate ideas about
environmental and ethical impact of mathematical modeling explicitly
to students. This is what a department can achieve once awareness
has been raised and acted upon. It is a small beginning but will
grow.
However, the greatest impact on the curriculum
will be the inclusion of an environmental statement within the
Work Based Learning module (WB 2002) taken by the majority of
2nd year students (550 in 2003). It is part of Learning Outcome
2 "Examine ways in which economic and environmental factors
influence the operation of your organization". Students are
given an environmental audit proforma to complete during their
placement to help them with this exercise. Chester College leads
the way in this field and we hope that by asking questions of
their employers the students may raise the overall profile of
sustainable development across the community.
However, the following selection of modules
also addresses the idea of sustainable development in some way.
They are taken from across the college from several different
departments.
Module
Number
| Title of module
| Module
Leader
| Comments |
BI 3017
| Conservation & Environmental Management
| CB
| Dealt with in detail in geodiversity & biodiversity
|
BI 3028
| Environmentalism
| JC
| Deals with philosophy of sustainable development
|
BI 3032
| Understanding food interactions
| MC
| Deals with packaging
|
BI 3042
| Environmental Impact Assessment
| JP
| |
BI 3043
| Animal behaviour & conservation
| LH
| |
CO 1024
| IT issues in Business & Society
| HT
| Disposal of IT systems
|
COM 003
| IS & Organizational strategy
| HT
| Disposal of IT systems from a strategic viewpoint
|
GE 1202
| People & Earth
| DF/MD
| As citizens of Earth we have a vital relationship with our planet. This module provides an introduction to this interaction; especially, in scientific perspectives on the opportunities (resources) and constraints (hazards) it presents for successful habitation by human societies. Global and regional inequalities in resource distribution and use, and in hazard vulnerability, are used to introduce contemporary people and environmental themes such as sustainability and hydropolitics
|
GE 2198
| Sustainable community
| MH
| An alternative to WB 2002. Residential fieldwork exploring different approaches to sustainable communities & development in the Highland and Islands of Scotland
|
GE 2201
| Environment & Development
| MD
| Growing appreciation that global environmental issues are intrinsically linked to international development issues can be traced back to 1970s to 1980s. This course explores the development of this understanding from the 1960s to date, and presents a holistic analysis of a number of contemporary environment and development issues. This is at a range of scales (from global to local) and in a range of contexts (First World, Third World, urban, rural)
|
GE3107
| Environments & Resources—the Canadian experience
| KH
| |
GE 3029
| Development in practice
| MD/EW
| Emphasis on examining the place of development practice in the New World Order. It provides students with grounding in theoretical and practical components of grassroots (community-based) development work undertaken by agents of development including public, private & civil society groups and organisations
|
HC 1007
| Introduction to Public & Environmental Health
| PW
| Considers sustainability of intensive agriculture /organic agriculture
|
HC 3008
| Nutrition & Health
| DE
| Examines world food supply in context of population & Sustainability issues
|
HI 1001
| History in the Environment: First to Sixteenth Centuries
| J P
| |
HI 1002
| History in the Environment: Seventeenth to Twentieth Centuries
| J P
| |
MA (History)
| Landscape, Heritage and Society
| PG
| |
PS 3032
| Comparative Psychology
| CS
| External speaker covers topic
|
PS3001
| Research Project
| DS
| Varies with individual project
|
PS 2099
| Applied Research Experience (WBL equivalent)
| DS
| Varies with area of study
|
PS 1004
| Comparative & Contemporary issues
| SD
| Mentioned in relation to ethics with animal subjects
|
TH 1024
| Christianity & the Environment
| CDD
| Includes political and
social aspects
|
TH 2001
| Contemporary Theological Issues
| AD
| One lecture on ecology and theology, brings in some discussion of sustainability and its importance as part of good stewardship
|
TH 3007/THM 007
|
Ecotheology and Environmental Ethics
| CDD
| |
TM 1001
| Tourism in context
| AL
| Basic understanding of sustainable tourism development
|
TM 2002
| Tourism development & Planning
| AL
| Sustainable Tourism planning
|
TM 3006
| Tourism impact management
| AL
| Critique of sustainable tourism development
|
TM 3008
| Ethical issues in tourism
| EW
| Ethical tourism development
|
WB 2097
| Global perspectives
| PC
| An Experiential Learning module that raises awareness of global issues (eg poverty, development, justice, peace, the environment), and to build commitment to tackling them. GP has Christian roots, but is committed to a genuinely inclusive approach, involving individual participants and partner organisations irrespective of creed, gender, and colour. To date overseas placements have involved small groups (12 students), and have been to Kenya, Peru, Bangladesh, Costa Rica and Honduras, and to the World Bank in Washington DC
|
CONCLUSION
As can be seen from the above environmental audit of modules,
sustainable development is taught across the college in various
departments ie Biology, Computing, Geography, Health and community
studies, History, Psychology, Theology, Tourism management in
the Business school and Work related studies. While some departments
do not teach it explicitly eg Mathematics at present, if is often
included implicitly within the curriculum. For example Performing
arts allows the students to choose to do a project on an environmental
issue if they wish. These students are still likely to come across
the idea in Work based learning though.
We feel that we have made significant advances during the
last year along the road to "greening" the college curriculum.
The Magna Carta of European Universities stated that "Universities
must give future generations education and training that will
teach them and through them others, to respect the great harmonies
of their natural environment and of life itself" (Filho,
2000).
This is a laudable objective, which we must achieve for everyone's
sake.
REFERENCES
Environmental Task Force, 2002, Annual Report, Chester College
Filho, W.L. 1999, Spotlight: International Journal of Sustainability
in Higher Education, Declaration 3, (2) 1
Lawson K, 2002, Improving Environmental performance in Higher
Education: Chester College—A case study, Unpublished B.
Sc. Dissertation, Chester College
THE HEALTH OF OUR ENVIRONMENT IS OUR RESPONSIBILITY
Cynthia Burek Chair ETF
Annex 4
Memorandum from Oxford Brookes University
There is a long term plan for Brookes to implement an EMS,
hopefully in conjunction with Ecocampus, I guess you know a bit
more than me about the possibility of this at the moment?
Staff awareness raising continues, this is through the environmental
section of the Brookes website, environmental information included
in welcome packs for new staff, presence of the environmental
co-ordinator at new staff induction days and regular environmental
articles in the staff magazine.
Curriculum greening: an environmental sustainability module
taught by the School of the Built Environment is to be made into
an online course to increase its accessibility. University modules
are currently being redesigned so have the potential to have sustainable
thinking included. A university wide half degree programme on
scientific literacy focusing heavily on sustainability and environmental
issues is planned for the future.
| 
