SED 4 ESD

1
SED 4 ESD

• Staff Educational Development for
• Education for Sustainable Development
• a community-based approach

• Sustainabilty the Curriculum Progress
  Potential
• Higher Education Academy
• University of Bradford, July 10-11, 2007
• Peter Hughes
• Teaching Quality Enhancement Group
• University of Bradford

2
Overview

• introduction
• mapping SED 4 ESD initiatives against
• Prebble et. als framework
• community based SED as a potential model
• plenary discussion

3
Introduction

• ESD represents a major change initiative within
  HE
• the broad staff and educational development
  community will play a key role in that change
• how is that role developing?

4
Prebble et. al (2004) 5 main areas of SED work

• short training courses
• in situ training
• consulting, peer assessing and mentoring
• student assessment of teaching
• intensive staff development

5
ACTIVITY mapping existing activities

• In 2s 3s, discuss existing SED 4 ESD activities
  that you are aware of
• decide which of Prebbles categories these best
  fit into
• put individual examples (as many as you like) on
  post-it notes stick these on relevant posters

6
SED 4 ESD Developing an approach

• When developing SED for ESD, might we align our
  approach with the aims, principles, processes of
  SD
• by implication, this would privilege decentred,
  participatory locally owned approaches
• which are (e.g.) only a subset of Ray Lands 12
  orientations to academic development practice

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SED 4 ESD a potential community-based model

• a synthesis of ideas practices around
• communities of practice (CoP) (Lave Wenger,
  1991 Wenger 1998)
• community development
• sustainable development
• Thesis if HEIs are made of CoPs, might we not
  look to community development practice to look
  at how development might be practiced with
  these communities?

8
Van Note Chism et al. (2002)

• The CoP modelsituates faculty development in a
  communal context. The tasks of faculty
  development, then, turn from an emphasis on
  individual change to promoting experimentation,
  inquiry and reflection in a collegial fashion.
  pp38-39
• When the work of teaching change is situated in
  CoP, the effect is intensified, more likely to
  last, and more likely to be transformative of
  whole groups of faculty who works in
  interdependent fashion. p41

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Some examples of practice/ideas from community
development

• ladder of participation
• participatory appraisal
• community profiling
• Sarvodaya Shramadana Movement (SSM)
• neighborhood centres

10
A tentative model

• SED has role of external change agent
• focus on needs priorities of the communities
  being worked with
• likely to involve communities exploring their own
  characteristics then a process of capacity
  building before engaging in activity

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Identifying Communities
External Input - facilitation - expertise -
resources
Internal Input ( ongoing reflection)
Needs Analysis/ Community Profiling/ Targeted
Capacity Building
Community Led Activity
Self-evaluation
Ongoing Capacity Building
Ongoing Structure/Agency Tensions
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Some awkward questions

• can we overcome any inbuilt cultural resistance
  to learning/change in academic communities of
  practice without external/top-down control?
• are developers working for institutions, for
  individual academics, for students, for academic
  communities(or for all at the same time)?
• do ends justify means?
• or should means be consistent with ends?

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References

• Land, R (2001) Agency, context and change in
  academic development, International Journal of
  Academic Development, 6 (1), 4-20.
• Lave, J. and Wenger, E. (1991) Situated Learning
  Legitimate Peripheral Participation, Cambridge
  Cambridge University Press.
• Prebble, T. et. al (2004) Impact of Student
  Support Services and Academic Development
  Programmes on Student Outcomes in Undergraduate
  Tertiary Study A Synthesis of the Research,
  report to the Ministry of Education, Massey
  University College of Education, New Zealand.
• Van Note Chism, N. et al. (2002) Faculty
  development for teaching innovation, Liberal
  Education, 38 (3) 34-41.
• Wenger, E. (1998) Communities of Practice
  Learning, Meaning and Identity, Cambridge
  Cambridge University Press.

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Contact

• Peter Hughes
• Senior Lecturer in Learning Development
• Teaching Quality Enhancement Group
• JB Priestley Building
• University of Bradford
• Richmond Road
• Bradford
• BD7 1DP
• 01274 235136
• p.hughes3_at_bradford.ac.uk