Course design, Online 2020

Task 1. Familiarise yourself with one of the two the materials below.

Reflect a) How your field of science or the professional field related to your teaching can respond to sustainability crisis, and  b) What knowledge, skills and attitudes your course can deliver to the students, for them to be able to promote a more sustainable society.  

• Education for Sustainable Development – A University’s Contribution. A video from the university of Bern https://www.youtube.com/watch?v=YQAGqCFz_o8 

• Lenton, T. M., Rockström, J., Gaffney, O., Rahmstorf, S., Richardson, K. Steffen, W. & Schellnhuber, H.J. (2019) Climate tipping points — too risky to bet against. Nature. https://www.nature.com/articles/d41586-019-03595-0 

Embedding sustainability in education through SDGs

Sustainable development goals (SDG) are a framework in both global and national politics through which sustainability is promoted. Aalto university has, in its current strategy, committed to offer solutions to grand societal challenges through research, education and societal impact. Aalto has also committed to promoting sustainability in all its activities by signing global university commitment, SDGAccord. Also in currently confirmed strategy for 2021 onwards Aalto sets sustainability as one major goal for all it’s actions, including education.

Why to embed sustainability in education through SDGs

• Embedding sustainability in education through using SDGs in education provides knowledge for students to tackle global societal challenges in the middle of sustainability crisis.

• SDGs are a framework used in various societal contexts. Supporting our students in learning about sustainability and SDGs helps them to develop the competencies needed in their future working life.
  

• SDGs provide a comprehensive and globally accepted definition of a responsible university and offer a framework for universities in demonstrating their impact.

Task 2: Familiarise yourself with the SDG:s What are the most relevant SDGs from the point of view of your field of science. Can you connect your own field to SDGs in all three levels showcased in the “Wedding cake model”?

Material for task 2:

• The Agenda 2030 Sustainable development goals and their targets and indicators https://sustainabledevelopment.un.org/sdgs

• https://www.stockholmresilience.org/research/research-news/2016-06-14-how-food-connects-all-the-sdgs.html

Additional reading

Planetary boundaries

Steffen, W. et. al. (2015). Planetary boundaries: Guiding human development on a changing planet. Science, Vol. 347 no. 6223.

Heinberg, H. (2010). Managing the 21st Century’s Sustainability Crises. Chapter: “What Is Sustainability?” Watershed Media, Healdsburg, CA

Pradhan, P., Costa, L., Rybski, D., Lucht, W., & Kropp, J. P. (2017). A Systematic Study of Sustainable Development Goal

(SDG) Interactions, Earth’s Future, 5, 1169–1179.

Weitz, N., Carlsen, H., Nilsson, M. et al.  (2018): Towards systemic and contextual priority setting for implementing the 2030 Agenda. Sustain Sci 13: 531.

SDSN Australia/Pacific (2017): Getting started with the SDGs in universities: A guide for universities, higher education institutions, and the academic sector. Australia, New Zealand and Pacific Edition. Sustainable Development Solutions Network – Australia/Pacific, Melbourne. http://ap-unsdsn.org/wp-content/uploads/University-SDG-Guide_web.pdf

Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203-218. doi:http://dx.doi.org.libproxy.helsinki.fi/10.1007/s11625-011-0132-6

Segalàs, J. et al. (2009). What has to be learnt for sustainability? A comparison of bachelor engineering education competences at three European universities. Sustainability Science, 4(1), 17.

UNESCO, (2017). Education for Sustainable Development Goals: Learning Objectives. Education 2030. UNESCO, Paris https://unesdoc.unesco.org/ark:/48223/pf0000247444