Conference 27th April 2011

10.00am-3.15pm  Dalhousie Building Lecture Theatre 2  - More Here
To book a place email

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Our Approach

The Education for Sustainable Development in the Professional Curriculum project explores the ways in which interdisciplinary awareness of sustainable issues is encouraged or prevented by professional requirements and is, or might be provided within professionally accredited curricula.

This project utilises the wide range of professionally accredited undergraduate degrees within the University of Dundee to explore the ways in which interdisciplinary awareness of sustainability issues is encouraged or prevented by professional requirements and is, or might be, provided within professionally accredited curricula.

What We Do

Interdisciplinary is central to a proper understanding of sustainable development but poses particular challenges in the context of professionally accredited degrees. At the same time the potential to develop sustainability literacy within professional modules may be too little recognised or exploited.

This project engages with academic staff and their professional networks across a range of disciplines to establish current practice in introducing sustainable issues to examine the potential for enhancement.  An internal symposium  on the project was held at the University on 28th January 2011 and a podcast is available from the student presenter at the Symposium, Euan McTurk.

Our Goals

Provide coverage of sustainability issues, whether as separate modules, distinct topics or embedded within "core" teaching.

The project will collate the formal criteria for professional accreditation across the wide range of affected disciplines at Dundee and examine the place of sustainability issues in recent accreditation exercises.

Future

A one-day Higher Education Academy sponsored conference will be held on 27th April 2011 in Dundee to report on the findings of the Education for Sustainable Development in the Professional Curriculum project. This will enable wider discussion of the issues raised.

By working across disciplines but within the one institution we can guarantee access to comparable documentation as required by the institutional framework for programme and module approval and specification and for external accreditation. The accreditation standards examined are of nationwide application and lessons drawn will be relevant elsewhere.