The Futures Initiative Third Annual Report

Building Capacity for Long-term Change (2011 -2014)

Revision V: October 2014

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The Futures Initiative is supported by an annual renewable grant of around 75K. Half the money has been allocated to funded projects and associated staff development activities. The other half has been used to employ a small staff team (approximately 0.6 fractional equivalent), to run and develop the programme.

Key achievements to date include: • Funding around 50 projects from 2011 - 2014 • Running staff development sessions for staff and students • Disseminating research via conferences and journal articles • Helping to see that sustainability is represented within the existing University structures • Involving students by setting up a Student Green Office • Building a shared philosophy and approach to sustainability and environmental

responsibility which reflects the unique circumstances of the University.

This report has been written and produced by Futures Initiative (FI) staff. It was compiled and edited by Maz Hamilton, Sustainability and Futures Initiative Coordinator. Interviews with FI project leaders were conducted and transcribed case studies submitted by:

Stephen Scoffham, Visiting Reader in Sustainability and Education

Adriana Consorte-McCrea, Faculty of Social and Applied Sciences

Nicola Kemp, Faculty of Education

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Contents

Introduction…………………………………………………… 3

1. Futures Initiative Projects Case Studies…………………… 6

Faculty of Arts and Humanities……………………………….... 7

Faculty of Education………………………………………….. 17

Faculty of Health and Wellbeing………………………………... 28

Faculty of Social and Applied Sciences…………………………… 32

Cross Faculty and Inter-disciplinary Collaborations…………………. 45

Professional Services………………………………………….. 49

2. Staff Residential Events and Personal Profiles………………... 53

Making Connections at Bore Place……………………………… 54

Staff Profile: Jane Arnott………………………………………. 55

Staff Profile: Alan Pagden …………………………………….. 56

Staff Profile: Karen Shepherdson……………………………….. 58

Staff Profile: Bridget Somers …………………………………... 59

3. Research by CCCU Staff and Students……………………….

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Glossary of Terms and Abbreviations……………………………. 64

Futures Initiative Staff………………………………………… 65

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Introduction

The Futures Initiative seeks to develop sustainability perspectives in academic life at Canterbury Christ Church University. Launched in 2011, the initiative has worked closely with around 50 colleagues from all Faculties of the University and drawn over 100 more into wider debates and discussions. As well as promoting links between the University and external community groups, the Futures Initiative actively encourages the involvement and engagement of students in both the planning and the delivery of new courses. The long term aim is to build the capacity and critical mass needed to initiate long term institutional change.

PRINCIPLES AND UNDERSTANDINGS

The Futures Initiative is underpinned by a number of clearly articulated principles and understandings including:

Capacity building: a focus on staff development and capacity building.

Voluntary change: a commitment to organic, evolutionary and voluntary change.

Inclusive philosophy: an inclusive philosophy which encourages participation from both staff and students.

Community links: a pro-active approach to working both locally with community groups and internationally with partners overseas

Shallow hierarchies: an organisational structure which favours shallow rather than steep hierarchies.

Active learning: a bias towards interactive, holistic and creative approaches to learning.

Informal learning: a recognition that learning happens in unexpected ways, often beyond the constraints of the formal curriculum.

Emotional awareness: a recognition that learning involves an emotional and spiritual, as well as cognitive dimension.

Hidden barriers: an appreciation that sustainability is a complex notion and that there are many hidden barriers to learning.

Uncertainty: a willingness to take risks and tolerate uncertainty.

Futures: a focus on future needs and responsibilities framed by positive and creative thinking.

Ethical response: a principled approach to environmental and sustainability issues which honours the integrity of individuals, groups and cultures.

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These principles imply that the Futures Initiative is an exploratory process with no fixed agenda. Making ethical connections to oneself, to others and to the environment stand at its heart. Creative engagement and critical reflection are the tools which are central in its implementation.

PROJECT REPORTS

This report details 40 projects that have either been started or successfully completed. All the projects address sustainability and seek to promote sustainability perspectives in academic life. They have involved colleagues from every Faculty within the University and they demonstrate how sustainability can be approached in meaningful and relevant ways in widely different contexts. They also show considerable imagination and inventiveness.

Some of the projects have not developed as expected and ten of them (around 20% of the total) have failed to get started at all. There were a variety of problems. In many instances colleagues have had to fit their projects into crowded and demanding work timetables. Relying on residual energy has inevitably left them vulnerable. For example, the proposal to develop a programme on the health implications of climate change for Adult Nursing students has not been pursued due to teaching commitments. Other projects have taken time to gather momentum or proved too ambitious. One proposal was withdrawn due to health problems of the staff concerned.

Changing circumstances have outflanked quite a few of the bids. In one instance a colleague submitted a bid from a committee which was disbanded. In another the proposal was linked to an award which was subsequently restructured. Working collaboratively with local community groups has often proved more complicated than expected. Difficulties of timetabling, the ability of organisations to cope with groups of students, and questions to do with ownership and implementation all played a part.

The experience that we have gained from ventures which failed to develop complements what we have learnt from those that were successful. Time is a critical element and we recognise that projects often take much longer to implement than originally envisaged. This explains why a number of colleagues have asked for repeat funding to continue work that they have already started. We have also found that we need to find ways of bringing colleagues together and to provide spaces where they can discuss and develop their ideas. There is no simple or direct route to long term institutional change. By proceeding on a variety of fronts and by affirming underlying principles, values and understandings we believe we are continuing to make significant progress.

LOOKING AHEAD

Looking ahead there are clear signs that sustainability is an increasingly important part of the University’s agenda. We are extending the Futures Initiative by creating a student-led Green Office and by concentrating on areas of institutional strength such as outdoor education, wildlife and conservation and global learning. At the same time we are starting to disseminate new ideas and promote debate about sustainability through a newly established Forum. There are also moves to embed sustainability more securely in existing organisational structures and to devise a sustainability mapping tool for course directors and other colleagues. We see this as

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2005 2011 2011-2012 2012-2013 2013-2014

Formation of Education for Sustainable Development (ESD) committee

Strategic Plan commitment to ‘Promoting a Sustainable Future’

Participation in the HEA ‘Green Academy’ Futures Initiative developed & internally funded Funding programme launched resulting in 16 new curriculum projects Residential programme hosted by Commonwork, at Bore Place, Sevenoaks

Recruitment of Faculty Representatives & Administrator to form Futures Initiative core team Second round of project funding resulting in 16 new and 3 follow-on projects Second Futures Initiative residential hosted by Commonwork, at Bore Place, Sevenoaks

Third round of project funding resulting in 13 new & 2 follow-on projects

part of the process of developing a culture in which sustainability will flourish as a result of personal conviction rather than institutional compliance.

The Futures Initiative gives colleagues ‘permission’ to bring their creative talents to their professional activities. As a result colleagues in some parts of the University are now working together on joint ventures. These emerging groups represent ‘hot spots’ which have the potential to drive future developments. We also hope that the ideas presented here will be sufficiently compelling to engage others colleagues who are interested in being drawn into the process of curriculum development. Building capacity across the university sector is a crucial issue and essential in developing the skills of the next generation who are growing up in troubled and uncertain times.

THE FUTURES INITIATIVE IN CONTEXT The timeline below puts the formation of The Futures Initiative into context:

Dr Stephen Scoffham Director of the Futures Initiative 2012-2014 Canterbury Christ Church University, October 2014

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1. Futures Initiative Projects Case Studies

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FACULTY OF ARTS AND HUMANITIES

1 Eales, J. There is a Future in History 2 Fox, K. (and Paula Moore, Jumping Astronaut Ltd.) Mermology: Rebranding the sustainability story 3 Linehan, A and Balchin, K. English for a Global Future 4 Long, T. Carbon Footprint Awareness in the Digital Era 5 Seaman, A. Enhancing Sustainability Through Student Work-based Placements 6&7 Shepherdson, K. The Yurt: Pulling out the plug: Phases 1 and 2 8 Trillo, C. Intercultural Awareness Training and Associated Projects 9 Woodman, J. Engaging the Experts: Developing a media advisory panel

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1 There is a Future in History 20

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“Historians are often seen as trapped behind piles of dusty books. We wanted to work with our students to develop skills for their future careers.” Project Lead: Professor Jackie Eales School of Humanities

In a nutshell:

We were working towards the revalidation of our History and Archaeology programmes in 2013 and felt that this offered a unique opportunity to try to embed learning experiences outside of the University more strongly within the programmes to support student employability. In the past we have encouraged students to volunteer at Canterbury Cathedral, with English Heritage and with Canterbury Museums. Our archaeology programmes also carried the expectation that students would find archaeological digs to work on over the summer. However, we felt that relationships between students and community ‘stakeholders’ (schools, colleges, museums, libraries and community groups) could be further developed. Three staff and a group of ten students from the Department of History and Archaeology developed a Futures Initiative funded project to look at how the undergraduate programmes could be enriched. The first phase of the project involved a period of consultation.

Making a difference: Students were asked about how they perceived their skills as historians and archaeologists, and how these skills could be enriched within the undergraduate programme of study. The students were keen for placements to become part of some at least of their programmes. Although some of the students want to become teachers, others would like to work in the museums and archives sectors, and in tourism. The development of creative ‘knowledge partnerships’ was suggested as a way of fostering closer relationships with local stakeholders who have experience in these areas. For example, one of the curators from Maidstone Museum came to talk to the students about curating civil war artefacts. Students on the final year undergraduate programme ‘Sources for the English Civil Wars’ went on a fieldtrip to the West Gate Towers Museum in Canterbury just before it closed and discussed the issues surrounding the new traffic scheme around the Towers and its impact on local residents. There was also an interest in local history so ‘The History of Canterbury in 1640s’ is now incorporated into final year of undergraduate coursework. Project cost: £3,040

Moving forwards: As part of the revalidation process, placements will be developed with local partners for archeology students. The history of Canterbury will also be used more robustly as a case study in appropriate programmes. Opportunities to develop relationships with local stakeholders through talks, fieldtrips and workshops will continue to be sought.

Want to know more? Contact Project Lead: jackie.eales@canterbury.ac.uk

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2 Mermology: Rebranding the sustainability story “It’s an opportunity for people with a shared interest in sustainability and oceans and

water to come together and to share images through TumblR, blogs, through You Tube uploads videos, in order to tell that story about sustainability.”

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Project Lead: Paula Moore, Jumping Astronaut Ltd Academic Lead: Dr Ken Fox, School of Media, Art & Design

In a nutshell: Set up by ex-CCCU student and Media Consultant Paula Moore, Mermology is the first engagement tool of its kind working with multiple platforms across free social media to combine hard news and entertainment around water, oceans and marine life. The aim of this project was to develop students’ knowledge and understanding of sustainability issues in relation to water through interactions with Mermology.

The Futures Initiative funding has enabled Paula to work with students to develop these interactions in a number of different ways. As part of the optional third year ‘professional perspectives’ module, Film, Radio and Television students must respond to one of eight industry-set briefs. Keen to develop the side of the website around Instagram, Paula set a specific brief which seven students worked on “to develop Instagram around a central storyline of Mermology which has a fictional story attached to it.” More broadly, she was also able to mentor twelve students from across the university to develop high quality material for the Mermology site. As Ken explains “it was really about helping the students to collaborate in a variety of different ways.” Mermology has a link with Marks and Spencer’s Clean Beaches Campaign, and Paula took the students to Margate for the day to give them practical experience. Another part of the project involved working with the A Cappella group ‘Techtonics’ to record the Otis Reading classic ‘Dock of the Bay’ for the Mermology site. Recorded in the CCCU TV studio, all the production roles were filled by students.

Making a difference: The project enabled students to engage with sustainability notions in a highly creative way. Ken explains, “I would say that you could sit down with any of these students and have a discussion with them about the best way to advertise notions of sustainability through social media.” Their involvement with the Mermology website has also given these students an opportunity to showcase their talents to future employers “So you’re selling sustainability by giving the students a stronger edge in the workplace.”

Project cost: £3000

Moving forwards: The success and popularity of this project with students means that “mermology” or something like it, will continue to be a brief that we can offer to the students. And that’s self-sustaining in a way.” However, there is a bigger agenda which is emerging from this project which Ken has started to articulate here. “There’s something about rebranding the story of sustainability that is necessary for particular kinds of audience. So that you’re not selling a doom and gloom picture, but you’re selling a much more positive picture of what it is an individual can do on their own. And then, what is it that groups of individuals can do, particularly if they are connected through social media?” Want to know more? Website: www.mermology.com

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3 Carbon Footprint Awareness in the Digital Era “A Kindle owner would need to read 60 paperback books in 2 years to redeem the

energy expended and materials used in the Kindle’s production and distribution.”

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Project Lead: Dr Tim Long School of Media, Art & Design

In a nutshell: After discussing with colleagues how mobile devices are rapidly changing the speed and availability of digital media forms, Tim wished to test out tablet devices for use with carbon footprint awareness amongst students. Three students participated in the project.

Making a difference: The project Digital Media as a tool for communication and sustainability was about students’ approach to understanding and assessing their energy consumption. The aim of the project was to invest students, and staff, with insights that engage the sustainability agenda through the use of digital media by lending iPads to upload material about students’ energy usage, waste management, transport, etc., to a shared blog and Flikr image database account. The mantra ‘Reduce, Reuse, Recycle’ comprised the starting point for the student’s investigation. The project contributed towards an enhanced insight into the ways students currently understand how newer technologies can be used as a tool for promoting understanding and generating change in behaviour in relation to the sustainability agenda. Digital media is now used in all teaching practice and Tim believes that mobile technologies will in future take a more prominent role in people’s lives and this will impact on how educators operate. Mobile tablet technologies like the iPad facilitate rapid file sharing when users link to blogs and micro-blogs like twitter. The FI agenda can be taken forward through group participation on an inquiry into energy consumption and the sustainability agenda. The project provided an opportunity for the people involved to learn about how these relatively new tools can be used. Tim remains committed to experimenting with new technologies to take forward the sustainability agenda.

Project cost: £982.60 6 hours sessional staff £240 for technical instruction and work in progress sessions; 1 x Mac iPad with case £438.00; 1x Samsung Galaxy Note 10.1” with case £304.60

Moving forwards: The iPads purchased for the bid will continue to be used as an asset for teaching and learning. The hope is the legacy of the project will have lasting effects if it inculcates each participant with a sense of social responsibility in their approach to being consumers. The project has potential for expansion across the art and design areas of the department. It may also be of interest to other departments within the University. Want to know more? Contact Project Lead: tim.long@canterbury.ac.uk Website: www.thingdom.com

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4 English for a Global Future “I couldn’t have imagined when I was back in Malaysia that I’d have done all this work

for free!” (Quote from a Malaysia student reflecting on the voluntary work in general). 20

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Project Leads: Antonia Linehan and Kevin Balchin Centre for Language Studies & Applied Linguistics

In a nutshell: The impetus for the project came from two sources: a) Kevin’s interest in enriching the existing International Foundation Programme (IFP) curriculum and his view that sustainability could be a means of achieving this aim; b) Antonia’s long term interest in promoting the value of sustainability in the work environment. The department was awarded a Language Greeners Silver Standard 2012-13 for (environmental) innovation and setting up the opportunity for a number of international students to be trained as auditors for Green Impact. The aim of the IFP

is to improve the English language skills of international students whose first language is not English in the year before they start their subject-specific undergraduate programmes. The project seeks to develop a more forward-looking module, underpinned by the values of sustainability, to replace an existing IFP core module ‘Investigate British Life and Culture’. It is anticipated that when students engage with the module they will not only develop

language skills, learn about sustainability issues such as globalisation, human rights, intercultural understanding, but also develop critical thinking and problem solving skills. The project also aims to provide an opportunity to integrate international students into university life through extracurricular activities such as volunteering and the new version of the Green Impact scheme.

Making a difference: The impact on students will be evaluated through module evaluation and student involvement in volunteering projects. Module assessment will provide another mechanism for assessing student understanding of topical issues. It is anticipated that the impact on students could be extended or transferred to students’ own countries and communities. In terms of the project’s wider impact, it could provide a useful model for curriculum development in other programmes across the department. Although time pressure and work commitments have presented barriers for creative project development, the project leaders are motivated and committed to continue pursuing the project and are confident of its success. It is pleasing to note that the department already has a culture of involvement in university wide sustainability related activities by both staff and students and this has provided a strong foundation for engaging with ESF.

Project cost: £1,000

Moving forwards: The bulk of the development and validation work took place in early 2013. The next stage is to pilot the project in 2013/14 with full implementation in 2014/15. Want to know more? Contact Project Leads: kevin.balchin@canterbury.ac.uk and antonia.linehan@canterbury.ac.uk

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5 Enhancing Sustainability Through Student Work-based Placements

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3 “…our research must be sustainable.” Project Lead: Dr Andy Seaman School of Humanities

In a nutshell: Archaeological excavation has a ‘dual nature’; it is simultaneously a destructive and a creative process. Whilst it brings the past to life in illuminating ways, archaeologists cannot hope to create such narratives without damaging the sites that they work on. Research needs to be carried out responsibly in ways which ensure minimal disturbance, whilst maximising the amount of data recovered and it must be sustainable. After collecting data, analysing it, and interpreting it, archaeologists must then curate this information, for use by and benefit of future generations. Over recent decades professional archaeological organizations have developed strategies to ensure that excavations are undertaken in such ways to ‘preserve by record’ for future generations the deposits which are destroyed as part of the excavation process. Regulating bodies: the Institute for Archaeologists, Council for British Archaeology, English Heritage, Cadw (Welsh Government’s historic environment service) and Historic Scotland have been established to curate archaeological resources, maintain standards, and prevent unnecessary damage occurring through unregulated ‘treasure hunting’. Archaeology has developed as a sustainable profession and academic discipline, and the greatest threats posed to the archaeological heritage of Britain come from unregulated building projects and climate change - not from archaeologists.

Making a difference: Students need to gain an appreciation and understanding of the ‘dual nature’ of the archaeological process and learn the skills used by the professional archaeologist - an important but challenging prospect which requires them to engage with organisations from outside of academia. We sought a dual approach to the problem; firstly by embedding the concept of curation within the existing curriculum, and building upon and enhancing existing links with Maidstone Museum, Canterbury Cathedral Library and Archives, Canterbury Museums and other similar local institutions. Secondly, we decided to move outside of the lecture theatre and validated two new 20 credit modules in Archaeology which will take the form of work-based placements in which students undertake month-long placements within a range of host institutions working within the historic environment sector.

Project cost: £1500

Moving forwards: Bringing in external speakers and setting-up work-based placement proved a complex and time consuming process and most of the funding helped create set of systems and protocols for the organization, administration and monitoring of placements. These modules have since been validated, and the first cohort of students due to undertake placements in 2013-2014. Want to know more? Contact Project Lead: andy.seaman@canterbury.ac.uk

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6 The Yurt: Pulling out the plug

“The School of Media, Art and Design offer a number of means of engaging with traditional image making methods and endorse the belief in teaching and learning being informed by sustainability. We aim to illustrate how innovative and creative technologies have been successfully utilised by image makers long before the arrival of the digital screen or electrical power supplies.”

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Project Lead: Dr Karen Shepherdson School of Media, Art & Design

In a nutshell: The Department of Media, Art and Design was awarded funding in 2011-12 to purchase a purpose built yurt which can be transformed into a mobile camera obscura and photographic darkroom. A camera obscura (literally “dark room”) makes use of an optical phenomenon in which light rays reverse themselves when they pass through a small aperture. A team of four staff designed and built the camera obscura lens and students gave time as part of their on-going professional practice development. “Even the coolest of undergraduates become transfixed by the actuality re-presented within the darkened space. Light and image made strange by its abstraction and illumination. With the yurt we shall, for the first time, be able to take the ‘obscura’ off campus.” (Karen Shepherdson). Making a difference: The yurt has enabled the department to engage students with traditional methods of light and image capture and to demonstrate that they can be as potent as the latest digital single lens reflex camera. As a mobile resource, the yurt has also enabled staff and students to engage with the local community. During the Margate Photo Festival, the camera was set up on Margate Main Sands and members of the public were invited to act as models and see their portrait processed and exhibited. Involvement in such outward facing projects has helped the students involved to develop their technical and professional skills. Project cost: £3,000

Moving forwards: In the coming year(s), the yurt will be used to host mobile workshops and the team is in negotiations with the Turner Contemporary Gallery in Margate. It is possible that students could act as advisors for other Departments regarding the pitching and usage of the camera which would be highly beneficial to their professional development. Want to know more? To see a short film about the yurt project go to: http://vimeo.com/50170163 For specific examples of exhibitions and events go to: http://vimeo.com/user9882050/videos

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7 The Yurt: Pulling out the Plug Phase 2

“We’re always working with the community. By taking the yurt out we’re also saying this is what the University does. This is what a programme within the University does…that through physics, through lenses, through coming together we can work a bit of magic and have a bit of fun!”

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Project Lead: Dr Karen Shepherdson School of Media, Art & Design

In a nutshell: In 2012 Futures Initiative funding allowed the Department of Media, Art and Design to purchase a bespoke Yurt which is now used as a mobile darkroom and camera obscura. It has proved an excellent resource allowing exciting workshops and demonstrations to take place in the community. However, “although it worked pretty well, it wasn’t that bright. So within the darkness we could bring the outside in and that was thrilling, but it was a fairly dim image. ”This second phase of the funding allowed purchase of a bespoke lens to specifically enhance the camera obscura’s functionality. A bespoke lens turret was commissioned and made by a local craftsman and delivered in May 2013.

Making a difference: The turret arrived in May and it was used initially for a workshop with first year photography students as part of their photographic curriculum. Then at the end of June it went to the Turner Contemporary in Margate where 220 children experienced the camera obscura. It was also set up at the CCCU Spring Fair in partnership with events management students. As Karen explains, “the new lens has intensified the experience. I think it has also given the small team who work with the yurt a confidence that even on a dull day they’re going to get a nice image.

Particularly when you’re working with young children, holding their attention is no mean feat” Perhaps most impressively, a group of four undergraduates have been working with the yurt and have developed the skills to set up and deliver the camera obscura performance. The demand for the Yurt is growing and provides an exciting way to promote the sustainable creative practice being undertaken at the University.

Project cost: £1400

Moving forwards: Yurtworks (as it is now referred to) will sit under the umbrella of South East Archive of Seaside Photography (SEAS) as a rationalisation of the activity of the photography team’s activity. The focus will be to increase access to the Yurtworks resource through participation at future events/exhibitions. The relationship with the Turner Contemporary and other external partners will continue to be fostered as will links with other departments and faculties within the University. It is also an ambition to “actively create a team of undergraduates” to deliver Yurtworks. Want to know more? Website: www.seasphotography.org.uk

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8 Intercultural Awareness Training and Associated Projects “The University attracts students from many diverse backgrounds - intercultural awareness really matters.”

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4 Project Lead: Chris Trillo Academic English Service LTEU (Learning & Teaching Enhancement Unit)

In a nutshell: The focus of this project was to enable and empower students from multicultural settings to develop links with each other and find out about practical activities they could undertake. These would then offer them the opportunity to participate in the Christ Church Extra Award. By offering training on related intercultural issues, the project aimed to contribute to a better understanding of global and local issues relating to cultural literacy, thereby acting as a catalyst for positive change. Student engagement was a key aspect and there were a range of anticipated outcomes, such as making a film, organising an event or undertaking an investigation. Making a difference: Five highly motivated students completed the course and four opted to involve themselves in a joint project. They decided to set up an Intercultural Society for students. The idea was to have a recruitment event and use the Futures Initiative funds to organise it. In the event exams prevented the students from implementing their plan and it is now proposed to have a series of welcome events and student-led inductions at the beginning of the next academic year.

Project cost: £250 Moving forwards: The project has already started to raise the profile of intercultural issues and to empower students. One participant commented, “This is so important. Everybody should know this.” The challenge of working within academic time frames and the long lead time involved in setting up new initiatives account for the slow progress being made.

Want to know more? Contact Project Lead: christopher.trillo@canterbury.ac.uk

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9 Engaging the Experts: Developing a media advisory panel

“We wanted to ensure that our BA students receive a higher education that is informed by concepts of both employability and sustainability. A key part of this is to improve our connections with industry so students can work to live briefs and engage with the real issues facing our society, environment and economy.”

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Project Lead: Dr Joanne Woodman School of Media, Art & Design

In a nutshell:

In 2011, the Department of Media, Art and Design had two undergraduate programmes which were due to be revalidated. They submitted a bid for Futures Initiative funding in collaboration with the Employability and Careers Service to explore ways of developing employability and sustainability into the revalidated taught programme. They also wanted to expand on work already begun to set up an industry advisory panel consisting of media industry experts and voluntary organisations. The project also provided funds for four members of staff to attend a conference held at Bournemouth University on developing best practice in establishing relationships between media organisations and academics. Making a difference: Three modules were rewritten with a strong employability focus to ensure that students are ready for the workplace. An optional module with a focus on sustainability was developed giving students the opportunity to work to live briefs provided by the University’s Sustainability Development Office. A student was trained and employed to make contact with local media companies and fifteen of these companies are now part of an Industry Advisory Panel for the programme. These industry contacts are helping to ensure that the programme remains relevant and that students develop skills that will add to their employability. There has also been a staff development opportunity. As Project Lead Joanne Woodman concludes, “We consider that the project has also contributed to our own development and understanding of the employability and sustainability agenda.” Project cost: £2,700 Moving forwards: The project will be ongoing and now an Industry Advisory Panel has been set up, annual or bi-annual meetings will be held to discuss how to move it forward. The aim is to ensure that the curriculum remains relevant and work-facing. There are also plans to disseminate their experience of setting up an Industry Advisory Panel throughout the University and beyond. Want to know more? Contact Project Lead: joanne.woodman@canterbury.ac.uk

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FACULTY OF EDUCATION 10 Barnes, J. Sustaining Creatively: Developing environmental perspectives to

Malaysian trainee teachers

11 Kemp, N. Connecting Children and Nature

12 Pagden, A. From Small Acorns: An introduction to Forest School

13 Scoffham, S. ‘Why Should I Care?’ Understanding the barriers to Education

for Sustainable Futures

14 Scoffham, S. The Futures Initiative Symposium: Developing futures thinking

15 Somers, B. Brian the Grumpy Elf: Little Books with a Big Message

16 Stephens, F. Developing Futures Thinking on Climate Change

17 Stewart, Y, BA (Hons) Education Studies for Sustainability: A new degree

for futures thinkers

18 Stone, P. Designing a Sustainable and Future-fit Curriculum

19 Whyte, T. Quality or Quantity? Measuring the impact of global

citizenship activities

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10 Sustaining Creatively: Developing environmental perspectives to Malaysian trainee teachers

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“I’ve been really inspired by the quality of the conversations that I’ve had with the students and their heartfelt concern for the environment.” Project Lead: Jonathan Barnes School of Teacher Education & Development

In a nutshell: This project extended a module on creative teaching and learning for ‘high-flying’ postgraduates enrolled on the Teach for Malaysia programme in 2012. The opportunity to introduce an environmental perspective was developed in 2013 with the support of Futures Initiative funding. Trainees were introduced to the idea of environmental sustainability, first as a value, and then as a dimension to their curriculum choices in subjects such as History, Geography, Science and Maths. The aim was to get students to pursue practical work in the classroom and to develop ideas around creative thinking and sustainability. Making a difference: The programme was delivered to 47 students studying for the Teach for Malaysia Postgraduate Diploma. Six short lectures outlined research studies that support creative, pupil-led approaches. Extensive readings and practical activities in the local environment were also a major part of the course. Five MA students, already Malaysian teachers, developed individual projects to pursue in their schools. One outstanding example was the ‘mudball’ project to highlight water pollution issues in the science curriculum, where the effects of palm oil and other effluents are affecting the rivers of Tanjung Sepat. Project cost: £1250 Moving forwards: The five MA students were asked to develop their creative teaching and learning ideas by placing them within a values context - a sustainability project within or near their school. There is an exciting opportunity to build a long-term relationship with Malaysian colleagues who are as concerned about the environment as we are in the UK. Influencing practice in Malaysian schools illustrates how Futures Initiative work can help forge links and connections around the world.

Want to know more? Contact Project Lead: jonathan.barnes@canterbury.ac.uk

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11 Connecting Children and Nature “If you want a quick win I could have gone about the conference in a different way and done it much quicker, but I had a driving vision and it was a really big thing for me.”

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Project Lead: Dr Nicola Kemp School of Childhood & Education Sciences

In a nutshell: The idea for the conference developed out of last year’s Futures Initiative funded Forest School project. The opportunity to experience the environment directly, do things which are practical and learn at first hand were key features of this event. Another powerful feature of the Forest School approach is that it is non-hierarchical and breaks down everyday roles within the University context. Following the project and conversations at a subsequent Early Years conference at CCCU the notion of an outdoor conference began to take shape. The thinking behind the conference built up slowly over quite a long period of time. The staff development event at Bore Place helped to re-affirm the importance of values. Research by a colleague into personal resilience and personal and institutional values added another dimension. Talking to people revealed that there were many different viewpoints – not all of them compatible. Instead of a single conference the project turned into an evening lecture by an outside speaker, followed by a day event out of doors. About 80 people attended the lecture and 50 participated in the day event. There was a wide range of participants – staff, students and representatives from conservation and environment groups.

Making a difference: The conference didn’t develop as planned. The original intention was for a multi-disciplinary event but it became apparent that this lacked focus and would only have limited appeal. Narrowing it down and concentrating on a more restricted agenda proved much more effective and the conference was very effective in bringing together different groups of people. As a result the foundations for what Wenger calls a ‘community of practice’ are now in place. However, it needs to be recognised that this is a lengthy process – it will take a long time to properly engage with the messiness and tensions that surround this area of work.

Project Cost: £2000 with a further £2000 match funding from Department of Childhood Studies (CCCU) Knowledge Exchange (HEIF)

Moving forwards:

It was envisaged from the outset that the conference would have a legacy and not be a one-off event. There are various ways to develop the outdoor/experiential learning agenda including: (a) collaboration: building an engagement hub linking the university (academic) community

with those who are working on a practical level (b) research: developing an Academic/Business partnership with local organisations to pursue

research into the impact of Forest Schools (c) curriculum: reviewing relevant programmes within CCCU and networking locally and

nationally.

Want to know more? Contact Project Lead: nicola.kemp@canterbury.ac.uk

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12 From Small Acorns: An introduction to Forest School

“Forest school is a way of bringing people more into contact with the ‘natural’ world and developing environmental awareness and understanding. I wanted staff to experience the Forest School approach for themselves in the hope that they would begin to plan equivalent experiences for their students.”

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Project Lead: Alan Pagden School of Teacher Education & Development

In a nutshell: During the summer term of 2012, some staff from the Faculty of Education were offered the opportunity to attend an introduction to Forest School training day led by EarthCraftuk in Blean Woods near Canterbury and funded by the Futures Initiative. The demand was so great that two sessions were organised and a total of twenty one staff from across the Faculty attended. The day started with an introduction to the concept of Forest Schools and then participants were involved in a range of practical activities including fire-making, making a sweet chestnut pot and open fire cooking. Staff became students for the day as they were faced with the challenge of using new tools and undertaking unfamiliar tasks in the woodland environment.

Making a difference: The woodland environment allowed participants to experience nature and to reflect on its importance. All participants wrote a short reflection after the training day and this feedback was unequivocally positive. One participant wrote ‘it has reaffirmed my commitment to providing all children with an experience of nature/wilderness.’ The experience of learning outside was described as ‘magical’ and as having “a deep and lasting effect on me.” The hands-on group activities meant that staff had to work together closely. This collaboration has resulted in a number of tangible outcomes: one participant now works part-time on the Futures Initiative; EarthCraftuk have presented at two Canterbury Christ Church University conferences and another participant has self-funded to train as a Level 3 Forest School Practitioner.

Project cost: £1,620

Moving forwards: For Alan, the project was a beginning, a small acorn, from which many great things are planned. “I see it very much as an iterative process. If you’re thinking ‘futures’, it’s never done and dusted…the whole idea of Forest School, its theme - that’s just going to expand and carry on.” Funding from another source has allowed Alan to work with Kent Wildlife Trust (and project participants) to draw up a programme of introductory Forest School days for students within the Education Faculty. He also has plans to reach Education Faculty alumni and to offer forest school training during the summer and ultimately to find ways of engaging with schools. In this way the project will not only be increasing student awareness it will also impact direct impact on children. Want to know more? Contact EarthCraftuk at www.earthcraftuk.com

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13 ‘Why Should I Care?’ Understanding the barriers to Education for Sustainable Futures

“Students who are enrolled on the Primary Education BA (Hons) programme in Initial Education have a compulsory module on global perspectives in their final year. The module has been running successfully for a number of years but we are aware that a significant minority of students are not engaging with it as fully as we would wish. Why is this? We wanted to find out more about the barriers and inhibitors which are reducing its impact.”

2011

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Project Lead: Dr Stephen Scoffham Visiting Reader in Sustainability and Education

In a nutshell: The idea of investigating barriers and inhibitors to student engagement in the Primary Education BA (Hons) ‘Global Dimension’ module emerged from a discussion at a national conference for teacher educators which staff attended in 2011. The module covers a wide range of contemporary issues including globalisation, environmental degradation, climate change and comparative education. Formal evaluations showed that the module has a significant impact on students’ thinking. However, it has also attracted some strident negative feedback. It is claimed, for example, that the module is ‘boring’, ‘unnecessary’ ‘biased’ and ‘patronising’. We needed to know more about these criticisms. A detailed study of the module was funded by the Futures Initiative and employed a variety of research tools including evidence from drop-in sessions, student presentations and email discussions between tutors. Making a difference: The study has enabled tutors to gain a deeper understanding of the challenges of teaching sustainability issues. For some students, their failure to engage fully appeared to be due to ‘displacement’ factors such as pressures on the timetable and the need to focus on finding jobs at the end of the module. Others expressed ideological concerns about the module content (although these tended to have been resolved by the end of the module). A third issue for these students was managing the different priorities of their school-based placement and the taught University module. Project cost: £2,000 agreed Moving forwards: The research findings are informing current discussions about the revalidation of the Primary Education BA (Hons) programme. It seems likely that the module will be undertaken at an earlier point in the programme and that the content and presentation will be revised. The findings from the research were presented at the annual Teacher Education for Equity and Sustainability Network (TEESnet) conference in 2012 and will be incorporated into a research paper in 2013. Want to know more? To read the research paper, go to www.teesnet.ning.com/page/resources

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14 The Futures Initiative Symposium: Developing futures thinking

“Giving colleagues the chance to network and the space and time to develop their ideas about sustainability is one of the key ways of developing the Futures Initiative.”

2012

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Project Lead: Dr Stephen Scoffham Visiting Reader in Sustainability and Education

In a nutshell: The idea of the symposium was to give staff and students who have been involved with FI projects a chance to get together, share ideas and develop their thinking. A one-day event at the end of the autumn term seemed a good way of helping to consolidate progress to date. Additionally the symposium was seen as a way of attracting and supporting those who might be getting involved for the first time. A quarter of the places were reserved for students.

The symposium was planned and delivered collaboratively with staff from Bore Place (Commonwork). This meant that it involved the same team and was underpinned by the same principles as the residential course held at Bore Place the previous July. It was decided that discussing the key concepts which underpin ESF would provide a suitable focus for the day. Recognising some of the barriers to implementing ESF in practice and building informal networks to share good practice were ancillary aims.

Making a difference: The symposium attracted around 35 participants. There was considerable discussion about the notion of sustainability literacy. The outcomes in terms of building a ‘community of practice’ (Wenger) were particularly noteworthy. In addition, the framework adopted for the symposium and the experience of running a collaborative one-day event has provided the Futures Initiative team with a template for future events. The evidence from these evaluations, together with material from a range of other sources, has provided the basis for a short paper due to be published in a best practice guide on sustainability education (Scoffham, S., Bracewell, J. and Buckley, J. Building Sustainability Awareness: A collaborative approach to staff development). This paper further consolidates the experience of the FI team and will provide a valuable resource which articulates a distinctive and deeply considered approach to staff development.

Project cost: £800 in total split between catering £300 and consultancy fees £500

Moving forwards: There will be opportunities to run similar staff development events in the months ahead which will be informed by, and perhaps emulate this symposium.

Want to know more? Contact Project Lead: s.scoffham848@canterbury.ac.uk

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15 Brian the Grumpy Elf: Little Books with a Big Message

“The intention was to write a book as a means of getting children to engage more fully in some of the issues that we’re currently dealing with as a society... maybe a way of helping children to immerse in the process of thinking about values – to send messages out in a different way – to provide a medium for this.”

2012

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Project Lead: Bridget Somers School of Childhood & Education Sciences

In a nutshell: The idea for this project was sown at the ‘Introduction to Forest School’ day which Bridget attended in July 2012. As part of the day’s activities, participants were asked to make a fairy house using resources from the woods. Each ‘house’ was then shown to the rest of the group and this naturally developed into story-telling. One character which emerged was Brian, an elf (not a fairy) who was angry and rather unsociable! The powerful way in which a story began to emerge together with the fact that Brian’s creator (Professor Peter Vujakovic) was also a talented artist, led Bridget to consider the opportunity to develop a children’s book based on Brian but with a clear sustainability message. This idea was reinforced through discussions she had at the Futures Initiative Reading Group, and by attending the FI funded ‘trees and woodland’ conference in October 2012. Furthermore, she saw a longer-term opportunity for students to use such resources in their practice in schools/early years settings.

Making a difference: This project has not developed within the original timescale. A lack of staff time has meant that the project has remained at the discussion stage. Whilst this might seem to be a negative sign, on deeper investigation, the additional time has actually been beneficial. Firstly, it has enabled a wide-ranging and in-depth debate about the direction of the project to develop. Bridget now has a much clearer idea of what she wants to achieve and is now planning a short animation as she feels this will be a good way of getting the message across to a wider age range. Interestingly, this shared debate about the potential of children’s literature to inspire change has led to another linked project being developing by a colleague in Childhood Sciences who had already written a short book ‘Things Can Change’ and is keen to develop a partnership with the local third sector organisation World Education and Development Group (WEDG).

Project cost: To date £0

Moving forwards: It is intended that this project and the ‘Things Can Change’ project will now run alongside each other building upon the same concept of ‘Little Books with a Big Message.’

Want to know more? Contact Project Lead: bridget.somers@canterbury.ac.uk

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16 Developing Futures Thinking on Climate Change “Hearing about the Futures Initiative at a faculty staff development event provoked me

to reflect on our current curriculum offer.”

2013

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Project Lead: Fiona Stephens School of Teacher Education and Development

In a nutshell: The Faculty of Education currently runs two Masters level programmes aimed at those who either have, or aspire to leadership roles in schools. There are also other Masters programmes and an Education Doctorate which also appeal to school leaders. All these programmes offer the opportunity for action research where participants investigate an aspect of current practice. Futures Initiative funding offered the opportunity for staff who are involved in this work to share ideas about sustainability and the different ways in which it could be in their teaching. A day-long conference at a local eco-build conference centre provided a space for reflection outside the normal working environment and was a stimulating setting for developing new thinking. A key issue was how to include sustainability perspectives within existing school structures and frameworks. Making a difference: The Futures Initiative team provided resources which introduced aspects of current thinking and a head teacher from a large academy alerted attendees to urgency of the issues surrounding climate change. There were also stimulating discussions about how sustainability permeates pedagogy. Ideas that emerged from the conference included making better use of the wider

environment in teaching, constructing a matrix tool for mapping Education for Sustainable Futures (ESF) and incorporating news about sustainability projects in the Centre’s newsletter. Using metaphors from the natural world was also identified as a powerful teaching device. The conference raised the profile of sustainability amongst colleagues, and although some were unable to attend, those who did now see themselves as ‘ambassadors’ for this kind of work.

Project cost: £412 Moving forwards: Sustainability is now systematically included in the outline for a new Masters in Education and the staff involved have a much deeper understanding of the importance of this approach. There is a potential long-term impact on school practice.

Want to know more? Contact Project Lead: fiona.stephens@canterbury.ac.uk

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17 BA (Hons) Education Studies for Sustainability: A new degree for futures thinkers “What made this experience so worthwhile was being free to share my thoughts and ideas in this creative process and know that they would be valued.”

2013

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Project Lead: Dr Yvonne Stewart Faculty Director of International Development

In a nutshell: Further to successfully having introduced a Sustainability module into the BA (Hons) Education Studies pathway in 2013, the prospect was discussed and agreed with colleagues teaching on that programme, that there would be advantages to widening its scope and developing a single honours degree entitled ‘Education Studies for Sustainability’. Keen to take this development forward with the aim of embedding Sustainability at the very heart of the University, that is, the academe; the initial stages of developing this degree process began. However it quickly became apparent that adequate time to consider possibilities in an intensive way was needed. In February of 2014, FI funding enabled a group of six colleagues to spend two away days at a local conference venue developing this new degree structure and beginning to plan module outlines. Setting aside time to share ideas in a neutral, peaceful space surrounded by the beauty of the Kent countryside, was conducive to inspiration and proved very productive.

Making a difference: Realising and drawing on the enthusiasm and expertise of colleagues from across the Faculty of Education was gratifying and working collaboratively together towards a desired outcome, albeit for a short time, has helped establish a great core team. Two Education Studies students were also involved in these development days. They were able to offer their own experience and insights and strengthened the design process. In addition, through discussions about potential modules with crossover subject matter, very useful links with colleagues working in the School of Human and Life Sciences have been made.

Project cost: £930 Moving forwards: A substantial move forward has since been made with this plan for the BA (Hons) Education Studies for Sustainability. The intention is to take it to the planning process and hopefully validate it in time for 2015-16.

Want to know more? Contact Project Lead: yvonne.stewart@canterbury.ac.uk

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18 Designing a Sustainable & Future-fit Curriculum

“We wanted to engage some Year 3 undergraduate students to develop and write a new module about sustainable teaching and learning of the future. This module will start with student teachers perceptions of what the world will look like in 2025 and what they think the focus of teaching and learning will be at that time.”

2011

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Project Lead: Paula Stone School of Teacher Education & Development

In a nutshell:

This project set out to engage a small group of students in developing and writing a module for sustainable teaching and learning of the future. Staff from the Primary Education Department led two planning days which were attended by ten third year QTS (Qualified Teacher Status) students. The students had recently completed a compulsory module on ‘learning in a global context’ and had all expressed an interest in sustainability. Representatives from a local organisation, World Education Development Group (WEDG) and the Cambridge Primary Review team were also invited to participate. The students began by considering two key questions:

• What is sustainability and what implications does this have for primary education? • What is primary education for?

They were then asked to plan ten seminars based around ‘wicked questions’ to form part of a revalidated ‘Enhanced Curriculum’ module in the initial teacher education programme. Making a difference: This project actively engaged student teachers in designing a sustainable curriculum for teaching and learning. They had to consider what the world might look like in the future and to think about the impact on teaching and learning. The students’ contribution was collated and organised to develop a module outline which was successfully presented for revalidation. This will offered to both undergraduate and PGCE students from 2012 onwards. One of the other benefits was that the students shared their increased knowledge and understanding of education across their entire year group thereby impacting on the wider curriculum. Project cost: £2,000 Moving forwards: The second phase of the project (to run 2012/13 and beyond) will introduce a series of seminars which are organised and led by groups of three or four students and supported with material available electronically on CLIC Learn. The aim is to give all students the opportunity to reflect on key educational issues affecting teaching and learning in the future. The module will be regularly evaluated and updated by students to reflect external changes. It is also hoped that the outcome of the project will be disseminated via conference and papers to a wider audience. Want to know more? Contact Project Lead: paula.stone@canterbury.ac.uk

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19 Quality or Quantity? Measuring the impact of global citizenship activities

“The intention was to build upon previous work on the undergraduate BA Primary Education module ‘Learning in the Global context’ to develop their knowledge and understanding of global issues and to be able to use this in schools with children.to assess the quality of the impact that this has on children rather than coverage or quantity.”

2012

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Project Lead: Terry Whyte School of Teacher Education & Development

In a nutshell: Reading International Solidarity Centre (RISC) along with World Education Development Group (WEDG) (Canterbury) and other Development Education Centres in the South East have achieved EU funding to build the competence and awareness of teachers in addressing development issues. The project uses an existing RISC auditing methodology based on activities for children and the devising of new activities. Students on the final year of BA Primary Education undertook the module Learning in the Global Context in Oct 2012 and were introduced to the activities and the auditing framework as a catalyst for using these and devising their own activities to be undertaken when on placement in schools in early 2013.

Making a difference: The framework was introduced into some of the sessions students attended in the autumn term prior to teaching placement. However the shift in emphasis in assessment from part presentation, part written essay to whole presentation marked an attitudinal change for many students compared to last year’s running of the module. The presentation explicitly asked for examples of lessons being planned for, taught and assessed with children in schools on placement and presented as an appreciation of children’s learning in relation to children’s attitudes to global issues. The presentations held at the end of the module allowed staff to moderate this impact and, although not measured, it was clear from anecdotal evidence that students had engaged with this aim and measured the impact their activities had on children’s understanding. The presentation also allowed students to analyse their work in schools and plan ahead for the future. Some had used the RISC framework. Importantly the process was achieving a number of teaching standards apart from the obvious benefits of furthering the global/futures message.

Project cost: It was not possible for a variety of reasons to hold a conference.

Moving forwards: • To work with WEDG in the coming year with the last undergraduate Year 3 ‘global’

group (280 students) to further the aims of the project. • To work with a smaller group of Year 2 undergraduate ‘specialists’ in focusing in on

tangible planning, teaching and assessment activities to be used on placement. • To continue to strive for the aims of ESF objectives.

Want to know more? Contact Project Lead: terry.whyte@canterbury.ac.uk

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FACULTY OF HEALTH AND WELLBEING

20 Arnott, J. Perspectives of Public Health

21 Gower, G. Measuring Sustainability: Developing a sustainability audit tool

22 Scott, C. We All Have a Story to Tell… Developing Digital Storytelling

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20 Perspectives of Public Health “The aim of this project was to develop teaching resources to develop students’

understanding of the impact of place on health and well-being.” 20

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Project Lead: Jane Arnott School of Public Health, Midwifery and Social Work

In a nutshell:

As part of the revalidation of its taught programme, the Specialist Community Public Health Nursing (SCPHN) team had developed a new module ‘Perspectives of Public Health’. The module aim was to “enable the student to develop an understanding of the relationship between the social, economic and environmental context of individuals, families and communities and their lived experience.” To achieve this aim a creative teaching approach would be needed which went beyond the constraints of the traditional curriculum. A bid was submitted to the Futures Initiative to fund innovative teaching resources to support the module. The team worked closely with public health colleagues within the University and Kent Public Health Department to develop these.

Making a difference: The ‘Perspectives in Public Health’ module started running in October 2012 and students are required to undertake a Health Needs Assessment of an identified geographical area. This ‘walk the walk’ activity requires students to integrate their responses and feelings about the area with gathered public health data. Cameras and other recording equipment allow students to build up a portfolio of photographic and digital recording data to inform their understanding of the impact of place on the health of the population. The project has also allowed the SCPHN team to develop strong links with public health leads within Kent and Medway.

The second strand of the project was to promote an understanding of how social inequalities may impact on the individual’s experience of place and their health outcomes. Several copies of the ‘Star Power’ game have been purchased. ‘Star Power’ was developed by Mitch Shirts, an American sociologist in the 1970s. Participants are given a random set of chips each representing a different value. The participants undertake a series of bidding and exchanges, and depending upon the initial value of the chips they hold, will either increase their ability to steer the game and rules to their advantage, or become less powerful. The student response to their circumstances throughout the game is very interesting, and usually leads to a very interesting discussion around fairness, justice and equity.

Project cost: £3,000

Moving forwards: A mid-term evaluation was carried out at the end of December 2012, followed by an end of module evaluation in February 2013. There is an interest in developing further teaching resources in collaboration with public health partners from the project.

Want to know more? Contact Project Lead: jane.arnott@canterbury.ac.uk

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21 Measuring Sustainability: Developing a sustainability audit tool

“A journey of a thousand miles begins with a single step.” The Way of Lao-tzu Chinese philosopher (604 BC - 531 BC)

2011

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Project Lead: Gill Gower School of Allied Health Professions

In a nutshell: From the available literature, formal and informal meetings, it is apparent that knowledge of issues related to sustainable development varies enormously across the University. Even those with a wealth of knowledge and experience tend to view it from their subject or interest perspective. The University has the responsibility to produce sustainably literate graduates who, in turn, will inform and influence. It is therefore of vital importance that all modules should contain elements of sustainability as well as be delivered in a sustainable way. An application for Futures Initiative funding was made to develop a baseline against which modules and projects could be evaluated for their impact. A graduate with research skills was employed as a research assistant to conduct a detailed literature search bringing together evidence and information relating to delivering curricula in a sustainable way. Making a difference: From the literature review, a number of themes emerged about how to embed sustainability within the taught programme. These themes were used to develop a questionnaire for module leads to complete. It was then decided that the questionnaire should be used as the basis for a structured one-to-one interview with module leads rather than leaving them to complete them independently. This approach was felt to offer a number of benefits. The interview could be used to raise awareness about sustainability as well as evaluating the current knowledge of the academics questioned. It would also allow for a richer level of response, allowing respondents to ask questions for clarity. It may also help to engage academics with the sustainability agenda and develop their commitment to change. Project cost: £3,300 Moving forwards: This interview format is currently under development for piloting with a cross-section of modules in Faculties across the University from September 2013. Want to know more? Contact Project Lead: gill.gower@canterbury.ac.uk

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22 We All Have a Story to Tell… Developing Digital Storytelling

“Thinking critically around experiences both in University and the practice area (such as healthcare agencies or schools) lends itself to considering the complex ‘wicked problems’ that affect society. Through this process, students are encouraged to consider perspectives beyond their own life-worlds.”

2011

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Project Lead: Dr Curie Scott School of Nursing

In a nutshell: Critical reflective practice is important for students’ professional development on Health & Social Care and Education programmes and many modules contain reflective assessments. These require students to reflect upon their own learning and their professional practice and to document this. The development of digital stories offers students an opportunity to represent their learning visually in a creative manner and students in the second year of the Adult Nursing pathway Enhancing Person Centre Care module are now required to produce a ‘digital story’ as their reflective assessment. However, not all academics are familiar with the innovative technology and there is a need to up-skill the teaching team. Futures Initiative funding allowed digital storytelling training to be delivered by an expert over 2 days for 10 people. The training was offered to:

• ‘The Enhancing Person Centred Care’ module team • Academics in Health & Social Care and Education • Learning technologists

Making a difference: The training aimed to provide an overview of digital storytelling as well as hands on experience. This was a fun, interactive and interesting venture. Most importantly, it aimed to provide participants with the skills to pass on to others. “This approach keeps the project sustainable; metaphorically sowing ‘seeds of change’ - passing on skills to a variety of individuals who can then (individually or collaboratively) reproduce these in others.” (Curie Scott). Those who attended were able to develop their own digital stories and one of these is being developed as an exemplar for the ‘Enhancing Person Centred Care’ module. Project cost: £2,630 Moving forwards: The principles and techniques of digital stories can be applied across curricula (undergraduate and postgraduate) and be used for staff development. Want to know more? Contact Project Lead: curie.scott@canterbury.ac.uk

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23 Cant, S. Collaboration in the Community: Communities’ partnership scheme 24 Consorte-McCrea, A. Wildlife and Society: An interdisciplinary conference 25 Fell, J. The Physic Garden: A marriage between ancient plants and new technology 26 Hallenberg, K. and Haddow, C. Criminology for a just society

27 Harvey, C. Reducing Heating and Increasing Sustainability in the Campus 28 Lovell, J. CCCU Spring Festival 29 Long, T. Social Media and Sustainability 30 Ponsonby, D. (and Hannah Scott) Biochar Production and Biochar Day 31 Tan Yoke Eng, Embedding Sustainability Literacy and Employability in a Core Business Studies Module 32 Tan Yoke Eng, Embedding the Ethos of Sustainability into a Core Module: Transforming minds, changing future 33 Tan Yoke Eng, Education for Sustainability: living and learning from experience

34 Vujakovic, P. Trees and Woodland for Community: Sustaining education, health and wellbeing

FACULTY OF SOCIAL AND APPLIED SCIENCES

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23 Collaboration in the Community: The communities’ partnership scheme

“The rationale for this project was to enhance both the applied element of our degree and the employability prospects of our students by fostering links with community organisations.”

2011

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Project Lead: Sarah Cant School of Psychology, Politics & Sociology

In a nutshell: The Sociology and Social Science (SASS) programme team has established links with Thanet Council, the Turner Contemporary and a range of local charities. These provide community placement opportunities for undergraduates as well as knowledge exchange and opportunities. The team were keen to develop links with other local government, third and private sector organisations and applied to the Futures Initiative to fund a scoping exercise of local community organisations. Two second year students were employed to build a database of community organisations. A leaflet was then developed and mailed out to all these organisations to explore how Canterbury Christ Church University could support them. Making a difference: There was a generally positive response to the mailing and one organisation formally requested support in running a research project to evaluate restorative justice in Kent. This request was integrated into the second year research methods module providing students with practical research experience and transferable employability skills. It has also provided University support for a stretched local community organisation. This concept of mutually beneficial and collaborative working is also being explored with a number of other community organisations. Project cost: £2,500 Moving forwards: It is hoped that the SASS programme will develop a research reputation with local organisations with future knowledge exchange implications. In the longer term, the aim is to position the SASS programme as a nexus for communication, collaboration and joint-working between the University and local organisations. Plans are in place to organise a ‘Community Partnerships Awareness Day’ as well as other academic and practical conferences, workshops and dissemination activities. A web presence is also envisaged. Want to know more? Contact Project Lead: sarah.cant@canterbury.ac.uk

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24 Wildlife and Society: An interdisciplinary conference

“The relationships between people and wildlife are of great concern if we believe that biodiversity has value in maintaining an ecologically balanced world for generations to come. This need for co-existence brings amazing opportunities, as well as challenges, which pervade the realms of many disciplines.”

2012

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Project Lead: Dr Adriana Consorte-McCrea School of Human & Life Sciences

In a nutshell: The conference, held in March 2013, was planned to allow staff and students from a range of disciplines to meet and engage in discussion of wildlife and society interactions as a lens for a deep approach to teaching sustainability. It consisted of a series of presentations by speakers from the arts and media, literature and film, ecology and wildlife conservation, environmental education, primary education, anthropology, geography and religious studies. Promoting the discussion of issues such as how people relate to wildlife and their ideas about biodiversity can be a powerful tool for change. A total of 44 staff and students registered for the conference; one student (Jade Barker) was hired to film and photograph the sessions, and another three students helped to set up the event. Photos were submitted by nine staff and students for the Wildlife and Society photo contest, which was also linked to the conference.

Making a difference:

Inspired by the FI ethos to promote sustainability education in a wider sense; Adriana began to think about promoting sustainability in the same way, to explore connections between areas that might otherwise be overlooked. The high level of connectivity between participants during the conference and the positive feedback are evidence of how valuable it is to provide space and time for reflexion, discussion and interaction of diverse groups around a common theme. FI certainly promotes good ESF practice. Project cost: £1360

Moving forwards: The conference resulted in a website that included a range of resources and a discussion forum for all issues linked to wildlife and society interactions. These resources are available to all. Adriana also presented a paper at the TEESNet Conference in July 2013, in collaboration with Helen Newing (from DICE, one of the conference speakers) about the conference as pedagogical tool for interdisciplinary cooperation in ESF. Both are looking into publishing a further related paper. There have been talks about other collaborations between conference speakers and maybe another Wildlife and Society conference in two years, exploring the views of yet other disciplines on wildlife and society issues.

Want to know more? Contact Project Lead: adriana.consorte-mccrea@canterbury.ac.uk

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25 The Physic Garden: A marriage between ancient plants and new technology

“This is an exciting collaborative venture between the Department of Geographical and Life Sciences, Allied Health Professionals and Sustainability. The purpose of the Physic Garden is to reflect the historic importance of the work carried out by the monks that used to tend medicinal gardens within the outer precinct of St Augustine’s Abbey and to be a living resource for staff students and external visitors to enjoy.”

2011

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Project Lead: Joanna Fell School of Human & Life Sciences

In a nutshell: Many of the plants chosen for the Physic Garden are based on the Chelsea Physic Garden, founded in 1673 as an “Apothecaries Garden” which was used to teach apprentices the correct identification and therapeutic value of each plant. The various types of plants represent a selection of medicinal plants from the past and present day. They are clearly labelled with their names and therapeutic value and arranged in specific collections according to their use. There are ten such beds in all, encompassing Analgesia, Cardiology, Dermatology ENT and Lung Disease, Gastroenterology, Gynaecological, Neurology, Oncology, Ophthalmology, Parasitology and Psychiatry. It is envisaged that such plants will be used as a teaching resource, both for practical purposes and for classification and identification. Two lecturing staff assisted in establishing this project.

Making a difference: The plants themselves are from wild varieties which many students will not have seen before, and the compounds extracted from then form the basis of many modern day medicines. One of the plants, the Autumn Crocus, has recently been found to exhibit potent anti-cancer properties, which may revolutionise modern day cancer treatment. The garden gives out an important message on how vital it is to maintain biodiversity, for the continuing progress of medical science. It also illustrates how traditional practices have relevance in a modern age. Project Cost: £2,500 which included the plants and labelling system.

Moving forwards: The scope for future studies is very wide; the plants can be used in practical sessions to extract the vital compounds for further study together with DNA and protein analysis using modern methods. They can be used to explain the origins of modern day medicine and to illustrate the importance of wild plants as well as cultivated ones in the scientific world. It is hoped that once the gardens are established they will be opened to all staff, students and the general public.

Want to know more? More information can be found using the following link to the website describing the plants and their uses: www.canterbury.ac.uk/projects/sustainable-development/Bioversity/apothecary-garden/index.asp

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26 Criminology for a just society ”I wanted to develop a futures-orientated module which would be beneficial for

students in current circumstances.”

2013

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Project Leads: Dr Katja Hallenberg and Dr Christine Haddow School of Law, Criminal Justice and Computing

In a nutshell: The two tutors involved in this project had existing interests in Education for Sustainable Futures (ESF), student volunteering and employability which they observed were not represented in their teaching. The aim of this project was to enhance this provision by actively engaging students in the construction of a new module. Futures Initiative funding enabled those involved to liaise with local networks, attend relevant workshops and conferences and learn more about best practice in ESF and social justice. It proved more difficult than anticipated to gain students’ interest and involvement, perhaps because their understanding of sustainability lacked the depth necessary to perceive its relevance. This highlights some of the challenges of embedding ESF into a new disciplinary context. Making a difference: The main outcome is a validated module which will run as a pilot in 2014-15, the aim of which is to introduce sustainability through the discipline with a relevant focus on environmental, economic, social and cultural justice. The module introduces a variety of new and innovative teaching and learning assessment activities. Discussions with colleagues in Canterbury Christ Church and beyond suggest these compare favourably with best practice elsewhere. The module also factors in opportunities for students to volunteer in charitable organisations active in this field of work. Working closely with a small group of students has been rewarding for all those involved. New contacts have also been forged with colleagues in other departments, universities and external organisations which will facilitate continued professional development. Project cost: £700 Moving forwards: The module will be piloted in 2014-2015 and revised in the light of the experience gained. This project and the content of the module present opportunities for future research and knowledge exchange activities.

Want to know more? Contact Project Lead: katja.hallenberg@canterbury.ac.uk

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27 Reducing Heating and Increasing Sustainability in the Campus

“The opportunity offered by the Futures initiative has allowed this project to flourish and grow to an even better study: one that will embed sustainability into a current module and reach a large number of students as they initiate their academic life at CCCU.”

2012

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Project Lead: Dr Chris Harvey School of Human & Life Sciences

In a nutshell: In conversations with students and through personal experience, Chris realised that heating in lecture rooms during winter was causing students and staff difficulty in delivering lectures and maintaining concentration. This raised the idea of having the stakeholders (i.e. students) investigate this issue, possibly helping to reduce heating and therefore increase sustainability of campus operations. The project was intended to cover buildings used by both Geographical and Life Sciences and encourage interaction between students from both sides of the Department, 10 to 12 who were involved.

Making a difference:

Students were issued with temperature loggers to record temperatures in lecture rooms. The data could then be analysed and compared against university goals and standards for heating and energy expenditure and result in recommendations for reducing these. The workshops to recruit and prepare students were underpinned by sustainability values, providing the link between the project and ESF. The protocol for data collection includes information on the number of students in the classrooms and the room booking timetable. It proposes to investigate associations between classroom usage, temperatures and energy consumption.

A protocol for taking temperature measurements was devised with the input of participating students, and preliminary data collection was initiated. However due to setbacks related to timing and recruitment of student volunteers the project had to be restructured and postponed until 2013/14.

Project cost: £500: temperature data loggers approximately £400; Workshop expenses: £100

Moving forwards: The setbacks did not discourage Chris; instead he was able to modify the study to accommodate term timetables and student involvement. The changes resulted in embedding the project into a Foundation year compulsory module (Skills for Science), which enrolls over 100 students yearly. The project has become an assignment where students will be appraised on data handling, while they will have the opportunity to reflect upon and to investigate sustainable energy consumption, explore the campus curriculum and contribute to sustainability development within the campus. The engagement with such a project at Foundation stage also helps students to integrate into the CCCU community and familiarise them with sustainability. This may help to inspire students to develop even more sustainability skills in the future.

Want to know more? Contact Project Lead: chris.harvey@canterbury.ac.uk

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28 CCCU Spring Festival

“The idea for a Spring Festival came from a conversation with a number of colleagues and students at the Bore Place Event in July 2012 in which we discussed a previous project which engaged a group of students as co-creators of knowledge. The event fits with the Events management programme mission - which is ‘Bringing communities together.’”

2012

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Project Leads: Jane Lovell, School of Human and Life Sciences and Paula Stone, School of Teacher Education & Development

In a nutshell: The Spring Festival took place on in May 2014 at North Holmes Road campus. Y2 Events Management students organised six different stalls and activities promoting sustainability. Enzo’s Bakery, Venison sausages and an ice-cream van were also present. A short performance was provided by local musicians. The event organisation began in January, which is a short timescale for event organisation, particularly considering the Easter vacation, which interrupted planning.

Making a difference: Students communicated with the local community using a direct mail

shot of marketing postcards in neighbouring streets and in Canterbury High Street. One local school was also involved, making model using recycling materials and also sending a group of 10 students on the day. The students were successful in contacting Enzo’s bakery and bringing stalls onto campus and perhaps a mini food festival could be a main theme for the next event. The sustainable mentality was partially applied on the day; most notably all food products made by the students used fair trade ingredients. Students also strove to use local producers and activities such as guessing the type of fair trade tea were extremely successful. Students commented in the wash-up session that the Spring Festival gave them more confidence and enhanced their employability. Students worked with the marketing, facilities and security teams and Departments. Whilst the schools connection seemed harder to forge, the campus staff were extremely supportive. Student feedback was that the Christ Church Marketing Department was extremely supportive and they produced a highly professional marketing document.

Project cost: £500

Moving forwards: The proximity of examinations meant that it was difficult to link to other student constituent groups. In future, the event could be staged in late March, which would prevent the Easter hiatus and involve students from other Departments, such as Performing Arts. It is hoped this will become an annual, with a session with the sustainability team early on, to set the agenda. The next event will also involve a pitch of the event by students to members of the sustainability team in January, to ensure they are making progress and identify areas which would be improved. NB: The Spring Festival 2014 took place in March and the students’ remit more specifically, was to make sustainability a feature of their stalls.

Want to know more? Contact Project Lead: jane.lovell@canterbury.ac.uk

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29 Social Media and Sustainability

“Businesses and professionals are engaging with social media to build better relationships with their customers. We need to embed social media tools across a range of modules to enhance student skills and employability. Staff can also use them to update their own knowledge and skills making the curriculum more in tune with the needs of business.”

2011

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Project Lead: Kris Pole Business School

In a nutshell: The use of digital marketing and social media has gained considerable recognition in recent years in terms of its effectiveness, efficiency and its potential to reduce environmental impact. However, this has not been reflected in the taught curriculum as many academics do not have the necessary experience of social media or understanding of its potential usage. The Business School in collaboration with the Department of Media and the Employability and Careers Service, bid for Futures Initiative funding to run two one day social media training days. A professional social media and digital marketing expert was commissioned to deliver workshops focusing on how to use social and professional media to build a professional image online, as well as social media marketing. All staff in the Business School and Media were invited.

Making a difference: The training gave staff the opportunity to develop their knowledge and understanding about the role of social media in education and to learn how other universities are using it. Issues considered were how social media could be used to develop relationships with potential students as well as how to engage students once they start on a programme (through blended learning and mobile technologies). Teaching staff at the event said they would definitely embed some elements into their teaching and LinkedIn was felt to offer real potential for academic networking and keeping in touch with alumni. Practical issues around the use of social media were also discussed such as the need to appoint a social media ‘champion’ within each department to act as a focal point for social media activity. Participants were also able to debate whether departments are best placed to build relationships with students on social media or whether there is a need for a centralised policy. Above all, the training raised awareness of social media and their potential throughout the student experience.

Project cost: £2,600

Moving forwards: This project has started a debate about the position of social media within the University. A University-wide Social Media policy is about to be distributed but doesn’t include its use in teaching. The question is whether there is a need for a central policy on this, or whether it should be down to individual departments to develop their own approaches. In any case, the project has identified a need for further training and awareness-raising among academic staff about the role of social media and their potential.

Want to know more? Contact Project Lead: kristine.pole@canterbury.ac.uk

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30 Biochar Production and Biochar Day “My undergraduate and postgraduate studies made me want to promote biochar as a

means of sustainable agriculture”

2013

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Project Lead: Hannah Scott, PhD student assisted by Dr Dave Ponsonby, School of Human and Life Sciences

In a nutshell: Biochar is generated when wood and other biomass waste is burnt with a restricted supply of oxygen. Studies have shown that biochar can improve the level of nutrient in soil thereby adding to its fertility and potential increase of crop yields. It also sequesters carbon which reduces the amount of CO2 in the atmosphere. The biochar industry is in its infancy but has particular potential for local communities and small businesses. It’s also particularly relevant in Kent where woodland has been coppiced traditionally and need to be managed in order to retain their biodiversity. The aim of the project was to demonstrate how biochar is made using the ‘Exeter retort’ and to involve students and the local community in a discussion about its future potential. The project culminated in a week-long event. Over a tonne of wood from a local reserve was turned into biochar and a special conference organised to raise awareness.

Making a difference: The conference attracted staff and students from Christ Church, Kent and Greenwich universities, as well as those involved with horticulture, agriculture and woodland management. It was a rare opportunity to bring people together who are interested in this field, and to critically debate the role of this kind of soil management in agriculture, conservation and recreational ecosystems. The event was filmed by BBC South East as a lunchtime and

evening news item. A synopsis booklet of the talks and information was compiled and distributed afterwards to attendees to use in their academic departments and places of work.

Project cost: £1977 Moving forwards: The role of biochar will now be included as part of the soil science module at Canterbury Christ Church and the interest generated by the project has led to the organisation of a second conference and a biochar lecture featuring in CCCU’s Life Sciences programmes’ ‘Soil Science and Land Management’ module.

Want to know more? Contact Project Lead: Hannah Scott islephotography@yahoo.co.uk

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31 Embedding Sustainability Literacy and Employability in a Core Business Studies Module

“I wanted to create learning experiences that are meaningful and have significant values to students’ personal and professional life. I also wanted to build on my own earlier experience in implementing enquiry-based learning and education for sustainable development projects.”

2011

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Project Lead: Tan Yoke Eng Business School

In a nutshell: The core module ‘Foundations of Management’ provides a useful platform for exploring sustainability issues. It is a module studied by all first year undergraduate Business Studies students and centres on the behaviour of individuals and groups and their interactions in an organisational context. The funding from the Futures Initiative allowed four members of staff to develop a project to explore links between sustainability issues and employability in a business context. It also examined current module design and contents to identify opportunities for embedding sustainability within this.

Making a difference: The model below was developed by the team to illustrate the links between sustainability issues, sustainable literacy and employability in a business context. Through engagement with the project, staff have been able to deepen their understanding of sustainability issues as well as sharing this understanding with students.

As the Project Lead explains; “In the weekly lecture students will be introduced to the module topics and I will be looking for opportunities to incorporate ideas about sustainability into the lecture examples, so that through regular exposure students become accustomed to discussing sustainability issues. The weekly seminar will serve as forum for deepening student understanding of sustainability issues, practising higher order thinking and exploring the ‘wicked problems’ that have

no easy answers. I believe that when students are engaging in these activities, they develop sustainability literacy (knowledge, perspectives, values and skills) which are fundamental for making reasoned decisions.”

Project cost: £3,000

Moving forwards: “I have learned that embedding these concepts into a module requires both tutors and students to change their way of thinking and acting.”

Want to know more? Contact Project Lead: yoke-eng.tan@canterbury.ac.uk

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32 Embedding the Ethos of Sustainability into a Core Module: Transforming minds, changing future

“The aim of this project is to extend the work, but to embed the values of sustainability (trust, critical thinking, inclusion, reflection, multiple-perspectives and active learning) as the guiding principles into all aspects of the module activities.”

2012

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Project Lead: Tan Yoke Eng Business School

In a nutshell: This project builds on Eng’s experience of the 2011 to 2012 Futures Initiative pilot study when she embed the concepts of sustainability and employability in a first year business studies core module for which she was responsible. The rationale for introducing the concepts and values of sustainability to year one students is to promote the transition to sustainability. The pedagogic approach adopted to facilitate this process included using the weekly module business and management topics as forums for exploring sustainability issues and for developing sustainability literacy. Small group discussions, multiple perspectives in dialogues, authentic and forward looking assessment (group assignment, reflective writing, and an individual assignment) provided powerful tools for preparing students for dealing with the demands of the world and for building a sustainable future in both their personal and professional lives.

Making a difference: By sowing the seeds in learners’ minds and letting ideas evolve in their own time the project is likely to have a lasting impact. Issues highlighted in students’ reflective writing included: ‘the importance of critical thinking and seeing things from different perspectives; needing to minimise the danger of a single story’, ‘the challenges and pleasure of cross-cultural working’, ‘balancing the conflicting demands of paid work, university and social life’, ‘the link between what we learned in the classroom and employability’ and ‘becoming much more self-aware of strengths and weaknesses’. These are some of the life skills necessary for building a sustainable future and the group’s assignment addressed the issue of whether organisations should have broader social concerns for the work/life balance of their staff. This provided the students with an opportunity for develop relational thinking, an important skill for addressing the complexity of the world and students were subsequently given an individual assignment to respond to a real work scenario. Embedding sustainability into the module has proved very demanding and Eng was required to think creatively, looking for opportunities to incorporate ideas into the topic. Having found that students tend to adopt an instrumental approach to learning, it is necessarily important to make the rationale explicit and if possible, link that element of the learning to assessment.

Project cost: £1,000

Moving forwards: The plan is to learn from this study and continue to promote sustainability in the module. Want to know more? Contact Project Lead: yoke-eng.tan@canterbury.ac.uk

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In a nutshell: This project builds on experience that Eng gained during the 2011 to 2012 Futures Initiative pilot study when she embedded the concepts of sustainability and employability in a first year Business Studies core module for which she was responsible. A key learning from the study was that embedding sustainability concepts into a module required both tutors and students to change their ways of thinking and acting and that this change cannot easily be achieved in a short time without a supportive culture – in short, the DNA that guides action! The aim was to extend the work, but to embed the values of sustainability (trust, critical thinking, inclusion, reflection, multiple-perspectives and active learning) as the guiding principles into all aspects of the module activities. The rationale for introducing the concepts and values of sustainability to students in their first year is to promote the transition to sustainability. This opportunity for small group discussion and reflective writing practice offered these students powerful tools for preparing to deal with the demands of the world and hopefully build a sustainable future in both their personal and professional lives.

Making a difference: The content of students’ reflection and dialogues she had with them provided some immediate feedback on the learning. Issues highlighted in the reflective writing included: ‘the importance of critical thinking and seeing things from different perspectives; we need to minimise the danger of a single story’, ‘the challenges and pleasure of cross cultural working’, ‘balancing the conflicting demands of paid work, university and social life’, ‘the link between what we learned in the classroom and employability’, ‘becoming much more self-aware of strengths and weaknesses’. There are some of the life skills necessary for building a sustainable future. The group assignment considered whether organisations should have broader social concerns for the work/life balance of their staff and provided an opportunity to develop relational thinking, which Eng regards as an important skill in addressing the world’s complexities.

Project cost: £1,000

Moving forwards: The plan is to learn from this study and continue to promote sustainability in the module.

Want to know more? Contact Project Lead: yoke-eng.tan@canterbury.ac.uk

33 Education for Sustainability: living and learning from experience – a pilot study

“I have never explored the countryside or looked carefully to see what is around me – I am now going to do so.” (Quote from a student reflecting on their experience of being at Commonwork)

2012

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Project Lead: Tan Yoke Eng Business School

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34 Trees and Woodland for Community: Sustaining education, health and wellbeing

“The conference provided an excellent opportunity for a diverse group of staff, students and external organisations to share their expertise and interests in the importance of trees in society, education and well-being.”

2012

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Project Lead: Professor Peter Vujakovic Ecology Research Group, School of Human & Life Sciences

In a nutshell: The project involved a day conference and network development event related to the role of trees in society, with special focus on health, education and community wellbeing. The conference used the opportunity of the 25th anniversary of the Great Storm of 1987 and CCCU’s 50th Jubilee to publicly promote the University’s commitment to sustainability and ESF. The conference publicised CCCU’s developments in biodiversity conservation and education on the St Augustine Abbey World Heritage Site, especially the Jubilee Orchard and its role as a registered element of the NHS Forest. The project also built on earlier CCCU Research Informed Teaching (RIT), providing clear evidence of a ‘joined up’ approach to education and a commitment to CCCU’s mission to develop the student as partner and producer.

Making a difference: The conference linked developments in formal and campus curriculum (and use of CCCU ‘Bioversity’ sites) with the informal curriculum. Talks included presentations from the Woodland Trust, EarthCraftuk, and the Ancient Tree Forum. The Conference also generated course materials for specific modules in sustainability – specifically People, Nature and Place (Y1) and Biogeography (Y2) in BSc Geography, BSc Ecology & Conservation and BSc Environmental Science. These modules have already been identified as key modules using the CCCU estate as a teaching resource. The Future Initiative’s links with EarthCraftuk were also further developed by their participation in the conference. Spin-offs include contacts with the Ancient Tree Forum and other specialists who have informed teaching about forest conservation and led to the enhancement of RIT exercises in Biogeography (Y2).

In the longer term, contacts with a number of local community trusts/woodlands may also provide links through volunteering activities, such as ‘bioblitz’ - community wildlife surveys supported by staff and students with ecological expertise from CCCU, several of which have taken place over the past three years.

Project Cost: £1100 total split into £850 workshop expenses including refreshments and £250 dissemination

Moving forwards: The theme of trees and society has become embedded in teaching and research in the Department of Geographical and Life Sciences. The use of key field sites and of the ‘Bioversity’ initiatives pocket habitats on the CCCU site (e.g. the Jubilee Orchard) mean that this work has a long term benefit for the University community.

Want to know more? Contact Project Lead: peter.vujakoivic@canterbury.ac.uk

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CROSS FACULTY & INTER-DISCIPLINARY COLLABORATIONS

35 Scoffham, S. The Exploring Sustainability Website

36 Scoffham, S. South India study visit

37 Wheway, D. The Sound Garden

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35 The Exploring Sustainability Website “Providing stimulating and open-ended electronic resources for staff and students is a powerful way to develop ESF perspectives in academic life.”

2013

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Project Lead: Dr Stephen Scoffham Visiting Reader in Sustainability and Education

In a nutshell: Sustainability is an elusive concept with a range of definitions. Many people, including academic staff, associate it with recycling and carbon footprints but fail to acknowledge the wider meanings which involve economic, social, cultural, political and existential dimensions. The aim of this project was to devise a website which would allow staff and students deepen their understanding of sustainability. The site was structured around seven key themes each of which was explored through an introductory text, readings, website links and quotations. By providing multiple perspectives it was hoped that the site would serve as a provocation for new thinking and avoid the danger of presenting a single or limited interpretation of complex issues. Making a difference: The site links directly to the aims of the Futures Initiative by:

(a) helping to build the capacity of staff and students (b) raising the profile of ESF across the university (c) disseminating the work of the Futures Initiative to a wider audience.

A key challenge is to ensure that it is used as widely as possible. To this end a booklet summarising the site has been produced for distribution at conferences and events. Display panels based on the web pages have also been enlarged to create A1 size laminated posters. The posters are currently displayed in the sustainability yurt but have the potential to be used elsewhere. Feedback from leading figures in ESF around the UK has been extremely favourable but the impact of the site is hard to assess as it has only been available online for a few months.

Project cost: £4000 Moving forwards: The website will be promoted internally at staff development events across the university. Colleagues who are applying for Futures Initiative funding in the next academic year (2014-15) will be directed to the site. It will also be promoted to students undertaking newly validated

and other modules with sustainability components.

Want to know more? Contact Project Lead:s.scoffham848@canterbury.ac.uk

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36 South India sustainability conference “Every year we bring groups of trainee teachers to interact with children in south India. The natural environment is under huge pressure at the moment and children need to be sensitised to their immediate surroundings so that they learn to care for the eco-system. Student conferences are one of the ways we can help to promote new learning and inter-cultural understanding.”

2012

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Project Lead: Dr Stephen Scoffham Visiting Reader in Sustainability and Education

In a nutshell: Since 1999 trainee teachers and other students from Canterbury Christ Church University have been making an annual study to south India. The programme involves visiting a number of different organisations all of which are engaged in charitable work. One of these agencies is the YMCA in Madurai which undertakes youth work in the local community and which runs a couple of schools for deaf and disadvantaged children. The links between the YMCA Secretary and Christ Church tutors have flourished over the years. In 2013 it was decided to run a conference on the environment for local schools to coincide with the Christ Church visit.

Making a difference: The conference involved three main parts (a) an introductory lecture on the state of the planet by the project leader (b) a screening of the film ‘Home’ about human exploitation of natural resources and (c) an open discussion in groups followed by a plenary. The conference, which was organised and arranged by the YMCA Secretary (Vincent Dale Miranda), attracted over 40 students. It was reported in both New Indian Express and The Hindu thereby helping to alert a much wider constituency to environmental thinking. The impact on local schools and teachers was a further benefit quite over and above the impact on the UK trainees.

Moving forwards: Hopefully there will be opportunities to develop and extend the partnership with the YMCA in the years ahead despite the challenges of maintaining international links.

Project cost: No direct costs involved as the conference formed part of self-funded study visit. Want to know more? Visit the ‘Frameworks for Intercultural Learning’ website at www.gpml.org.org which uses research from the Christ Church study visit to explore issues which lie at the core of global learning. Contact Project Lead: s.scoffham848@canterbury.ac.uk

Acting Vice Chancellor, Andrew Ironside, signing a Memorandum of Understanding in 2013 with south Indian institutions attended by Stephen Scoffham

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37 The Sound Garden “There are Sound Gardens in other parts of the country which have proved very successful so I thought we could create one here for both student and children to use.”

2012

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3 Project Lead: David Wheway School of Teacher Education & Development

In a nutshell: Although the main Christ Church campus is very congested, the spaces between and behind buildings have potential to be used constructively both to illustrate different aspects of sustainability and as a practical teaching resource. The idea of creating a ‘Sound Garden’ was inspired by examples in schools in other parts of the country. A range of ‘recycled resources’ as varied as echoing plastic tubes and areas of crunchy gravel will provide a stimulating acoustic environment which young children can explore and enjoy. The opportunity to deepen partnerships with local schools is one of the more direct objectives of the project. However, the garden will also provide research opportunities for trainee teachers who will be able to study how pupils respond and learn from this environment. A deeper message about our relationship with the natural world underpins the proposal.

Making a difference: Initial discussions with the University Estates Department have proved promising and a site has been identified on the main Canterbury campus next to the Maxwell-Davies building, which is used by the School of Music and Performing Arts. This is a contained area and as there are no teaching rooms in the immediate vicinity any disturbance from visiting groups is likely to be minimal. A small grant has been obtained to pay for any materials. Opportunities to use the garden as part of the Initial Teacher Education programme have also been identified. Background research into existing sound gardens is now helping to spark off different ideas about what the garden might contain.

Project cost: £0 to date. Moving forwards: Finding the time to develop the garden has proved problematic and the project has been delayed as a result. Faculty restructuring has also diverted energy and created a climate of uncertainty – there are many other demands being made on the staff that could form the Garden Steering Group. It is hoped that work will begin in earnest in the coming year and that it will be possible to bring the project to fruition.

Want to know more?

Contact Project Lead: david.wheway@canterbury.ac.uk

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PROFESSIONAL SERVICES 38 Douglas, R. The Skills Award: Recognising learning from the wider student experience

39 Goldring, N. Person Power Project: Pedalling towards sustainability

40 Rands, P. The Sustainability Yurt

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38 The Skills Award: Recognising learning from the wider student experience

“Students need to develop a tool kit of experience and continually develop these skills to sustain employment in a global and dynamic labour market. It is rare that a job is for life, thus developing an approach to lifelong development will lay the foundations for a successful, sustainable future.”

2011

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Project Lead: Rebecca Douglas Career Development

In a nutshell: The Employability and Careers Service (E&CS) were keen to develop a University Skills Award which would recognise the learning gained from the wider student experience and provide a framework for students to articulate the skills developed to future employers. Funding was sought from the Futures Initiative to fund research to reflect on the concept of a Skills Award through the lens of sustainability. The aim was to ensure that any Award would fully acknowledged sustainability related activity and that it could be maintained in the long-term. Three members of staff from E&CS were directly involved in running the project and one student was employed as a researcher. Senior Lecturer from the University’s Business School, Yoke Eng Tan assisted as our academic partner and Wayne Barry from the Learning and Teaching Enhancement Unit was our Learning Technologist. The project involved visiting other Higher Education institutions and reviewing their initiatives – most notably the University of Sheffield, although two other Universities were involved too, namely University of Reading and Manchester Metropolitan University. Focus groups were undertaken with key stakeholders including students, employers and staff to field their ideas and opinions on the topic.

Making a difference: Funding from the Futures Initiative allowed the E&CS to employ a Canterbury Christ Church University student to carry out extensive research on the Skills Award concept. This was instrumental in obtaining further funding and the research undertaken has informed the development of a new initiative launched in September 2012 – Graduate Plus. This will enable students to gain recognition for extra-curricular achievement across the following areas: skills for work, enterprise, community engagement, Student Union Recognition of Engagement (SURE) and sustainability skills.

Project cost: £3,000

Moving forwards: The plans are to continue to expand the opportunities for Canterbury Christ Church University students to develop recognised skills through informal and co-curricula activities. The response to Graduate Plus will be monitored and used to develop the Award beyond its initial pilot stage.

Want to know more? NB: Rebecca has since left CCCU; but this project was pivotal in shaping the University’s thinking around offering students an extra-curricula award. The Christ Church Extra Award superseded Graduate Plus in 2013-2014 and participation is now open to all students. For more information: http://www.canterbury.ac.uk/career-development/the-core/the-core.aspx

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39 Person Power Project: Pedalling towards sustainability

“The funding received from the Futures Initiative has enabled students and staff to be engaged with sustainable issues whilst doing an everyday activity.”

2012

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Project Lead: Natalie Goldring Sports Centre

In a nutshell: After taking part in the Green Impact Scheme, the Sports Centre staff decided that they would like to have a bike that could generate electricity in the Fitness Suite. During the Sports Centre’s Green Impact launch Natalie and colleagues discussed the project with members of the Futures Initiative team who saw the potential to help fund the development of the project. Once the eco-bike is in the Fitness Suite there is the potential to reach many students. There are approximately 1500 members of the Sports Centre, a vast majority of which

are students.

Making a difference: The project is called the Person Power Project - a new exciting initiative to promote exercise and sustainable energy in a unique, interactive way. It aims to create an eco-bike for the CCCU Sports Centre’s Fitness Suite that will allow members to generate power whilst they pedal on an exercise bike. The electricity generated will then be stored and used to power appliances in the Sports Centre such as TV’s, computers and even treadmills. Members will be encouraged to “get fit and produce energy”. The project aimed to be as sustainable as possible by sourcing local goods and reusing/refurbishing an old bike. However costs and practical considerations resulted in changes so that the overall project aims could be achieved. For instance, the bike needed to meet comfort requirements that put it in the same level of the other exercise bikes that are available in the fitness suite Project cost: £1000. Pedal-A-Watt stand (Easy Package) $899.00 =£557; PowerPak for Pedal-A-Watt $365.95 =£227; Power Meter for Pedal-A-Watt $129.95 = £81; refurbishing bike £135

Moving forwards: The “Pedal-A-Watt” stand has been purchased and they are working with a local bike shop (biketart) to source a bike for the stand. The aim is to have the eco-bike setup in the Fitness Suite for the start of the new academic year (2013/14) and they will be hosting an accompanying launch event. On top of the day-to-day use of the eco-bike in the Fitness Suite they will be looking to source electrical products that can be used in conjunction with the eco-bike at events. The “Phil the Bag” scheme (in which a company donates money for unwanted textiles collected), competitions, as well as donation of recyclable goods are helping to raise awareness and funds for the purchase of electrical goods compatible with the bike. With the help of the fitness instructors Eco-bike users will be asked to record mileage and calories burned, to help monitor results. Want to know more? Contact Project Lead: natalie.goldring@canterbury.ac.uk

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40 The Sustainability Yurt

“I think the space around us really affects the way we experience things, and the yurt is such a calming and inspiring place to be in, it’s great to be part of sharing this with others.”

2013

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Project Lead: Dr Peter Rands Director of Sustainability Development

In a nutshell: Sustainability involves new ways of thinking and challenges us to reconceptualise our ideas about who we are and what really matters. It was decided to purchase a Mongolian yurt as a way of raising awareness of sustainability within the University. Nomadic people and those who live traditional lives are often respected for their deep understanding of nature and the environment. There was no clear expectation as to what it should be used for, but the structure itself and the cultural traditions associated with it were seen as a provocation or catalyst – we expected the unexpected! Making a difference: Initially staff and students were puzzled by the yurt and wanted to know why it was there. Now they are beginning to use it as a neutral space and are finding that it provides a sense of peace and harmony. A circular space seems to be conducive to holistic thinking. Large bean bags provide relaxing seating, where the arrangement is necessarily non-hierarchical. There is no other comparable place within the University and that is what makes it unique. Project cost: £3650 Moving forwards: Staff and students have already started to book the yurt for specific activities. The door is open each day, throughout the day to make it freely available to all to use as they wish. The challenge will be to balance the formal with the informal. The yurt can be dismantled and erected fairly swiftly, so we expect for it to move around the campus!

Want to know more?

Contact Sustainability team: sustainability@canterbury.ac.uk

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2. Staff Residential Events and Personal Profiles

The projects described in this report show how individuals and small groups of staff are working in highly imaginative ways to introduce sustainability perspectives into their programmes and wider academic life. In building capacity, the Futures Initiative aims to capitalise on existing strengths, encourage interdisciplinary and interdepartmental collaboration and to promote student participation. Such an approach is based on the notion that staff development is about nourishing the whole person rather than working to externally imposed targets.

The profiles in this section record the experiences of individual colleagues and suggest some of the ways their ideas and thinking have developed. The opportunity to work collaboratively within a collegial framework stands out as a common theme. Staff development events are an important part of this process and the residential sessions at Bore Place have been fundamental in forging new connections and relationships.

Staff development and curriculum change tend to be rather slow processes and can easily be undermined by other pressures. We are now seeking to understand more about how best to promote sustainability perspectives in the years ahead. Recognising and constantly reaffirming the principles which underpin the Futures Initiative will be essential in providing direction and a sense of purpose (see page 2). One question which remains unanswered is whether the various ‘hot spots’ of sustainability thinking which have developed across the University will prove sufficient to drive wider institutional change. Another question is whether the Futures Initiative is now sufficiently well embedded to have reached a critical tipping point and will gather a momentum of its own. What we can confirm more certainly is that where colleagues have similar interests, a commitment to shared values and the opportunity to be innovative, their ideas are likely to flourish. By facilitating the development of small communities of practice and, as it were, validating colleagues’ personal enthusiasm, the Futures Initiative has derived a strength which goes far beyond the resources directly commitment to it.

We may be making progress but we are also aware that time is running out. The evidence that we are living beyond our means on a planetary level comes in many different forms – resource

depletion, loss of wildlife, increasing pollution, environmental stress, climate change. Universities both in the UK and elsewhere have been slow to respond to this unfolding crisis. We owe it both to ourselves and future generations to engage as meaningfully as possible with the sustainability agenda and prepare ourselves as fully as we can for life in increasingly troubled times. There is no room for complacency.

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Making Connections at Bore Place

Both in July 2012 and July 2013, groups of 15 staff and students from Canterbury Christ Church University, took part in a two day residential funded by the Futures Initiative in conjunction with Commonwork at Bore Place, Chiddingstone, Sevenoaks. The title of the 2012 event was ‘The Sustainably Literate Graduate’ and in 2013, ‘Developing a Sustainability Mindset’. Both involved a range of educational and practical activities to engage, challenge and encourage the participants. Many of the participants were involved in leading Futures Initiative funded projects and the event provided a unique opportunity for them to come together and share their experiences. It also allowed them to make connections…

Coming from diverse academic and professional backgrounds each participant started from a different point, but during the residential soon found common ground and shared values.

This is a theme which is reflected all the Futures Initiative projects summarised in this report. Each project reflects a different aspect of sustainability; in some there is a very strong community focus; other projects focus on an aspect of economic sustainability whilst others start from an environmental perspective. However, although the point of entry differs, the projects share a common commitment to ‘future fitting’ the curriculum and moving towards a more

sustainable student offer. In the process, those involved in the Futures Initiative have experienced both personal and professional transformations. One student described Bore Place as “unforgettable and life changing.” Another said “It helped me change and improve my plans for the future.”

Staff and students who attended the Commonwork residential at Bore Place in July 2012 BACK ROW: Stephen Scoffham, Jane Arnott, Karen Shepherdson, Adriana Consorte-McCrea, Tapiwa Nzou (student), The Reverend Jeremy Law, Alan Bainbridge, Peter Rands, Alan Pagden, Peter Vujakovic, Jane Sander (Commonwork) FRONT ROW: Julia Bracewell (Commonwork), Alin Marinescu (student), Tan Yoke Eng, Jacqueline Leach (Commonwork), Kariss Boyle (student), Emily Holdstock (student), Paula Stone.

Staff and students who attended the Commonwork residential at Bore Place in July 2013 FROM LEFT TO RIGHT: Lin Shaw, Kirsty Patrick (student), Chris Trillo, Natalie Goldring, Phil Mooney (Student Union President), Silvia Rasca (Student Union), Danielle Osajivbe-Williams (student), Jacqueline Leach (Commonwork), Libby Peatman, Lucy Brown, Jane Sander (Commonwork), Mike Butler, Stephen Scoffham, Kate Smith and Nicola Kemp

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Jane Arnott

Senior Lecturer in the School of Public Health, Midwifery and Social Work

Jane has worked as a senior lecturer in Community Nursing at Canterbury Christ Church University for ten years. Previous to this she worked as a Midwife, Health Visitor and in Public Health. Her involvement with the Futures Initiative developed from a chance meeting with the then Director, Peter Vujakovic. “We started talking about connections, about communities and the impact the environment has on them; so that’s really where it started.”

Jane bid to the Futures Initiative for funding to develop a community involvement activity for students (Perspectives of Public Health Project). However, it was the invitation to attend a short residential at Bore Place, funded by the Futures Initiative which proved to be “catalytic” at a personal and professional level. “For me it was one of the highlights of the ten years I have worked at Canterbury Christ Church. It was fantastic.” The event was attended by 15 staff and students from across the university, previously unknown to each other. For Jane, the event provided an “opportunity to talk to people across the university. I find that so rewarding because it’s about building social capital within your own institution. And finding like-minded people…it was lovely to get to know people, all sorts of people.” As a result she has been able to identify potential links that could be developed across the curriculum, particularly into Early Years and Education which she feels would make a real difference to both the content and quality of teaching. As she explains, building bridges into other disciplines is beneficial “because it challenges you, you can share a lot and I just think it keeps you in touch with what’s going on…the added value to the student is that you’re constantly rethinking things and that enables you to rethink what you teach to students.” It also reaffirmed the importance of sustainability within her own discipline. “It has made me think about sustainability and the things I teach about child development and assessment, the importance of sustainability within families and communities.”

At a personal level, Jane describes Bore Place as transformational. “It was a very precious time. It was something about reconnecting with nature, going back to the roots of where things come from. It provided a space for reflection and a place to make connections. It was a very profound experience and when I came away my husband said ‘what’s happened to you? You’ve just absolutely chilled right down. Two days. It was extraordinary!” She has tried to retain some of this balance since she returned and feels it has given her a new perspective. She also recognises the importance of her “own sustainability within the university and the things we do to support each other and keep each other well.”

Her engagement with the Futures Initiative has also raised her awareness of sustainability within the University. “When I walk around the university I’m much more aware of things being done within the environment here, so it has heightened my awareness of what’s going on within the university.” It has added a new dimension to working at CCCU which she is very keen to maintain by continuing her involvement in other FI projects such as the Reading Group. As she explains “I don’t want to lose the impact.”

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Alan Pagden

Senior Lecturer, Faculty of Education

Alan grew up in southern Africa and has spent most of his career in teaching, focussing especially on primary schools. Before coming to Christ Church he worked at the University of East Anglia where he led a group of colleagues to look at the relationship between learning and the environment. He also designed an innovative new module on Environmental Education and Outdoor Learning underpinned by an experiential approach to pedagogy.

Alan has always been concerned about the environment. He traces his interest back to his childhood. ‘We had a lot of space and spent a lot of time out of doors. As a youngster, when I learned about the poaching of elephants and other wild animals, I felt angry but powerless and at the time of course I had no real grasp of the complexity of the issues’. Alan has developed this passion as an adult, striving to find ways to develop what are now called ESF perspectives in his professional life. Early in his career, working with disaffected teenagers in south London, he introduced what was then called “World Studies” in an attempt to engage them with issues of global citizenship. As a primary school teacher, believing that children learn best through direct experience of the world, he organised many different fieldwork opportunities for the them and, in two schools he led initiatives to redesign the grounds with a view to maximising their potential as learning environments.

Alan applied for FI project funding almost as soon as he came to Christ Church. He decided to organise a study day for colleagues to find out about Forest School. Initially it was envisaged that there would be around a dozen participants but the event proved so popular it had to be run twice. This project brought together colleagues from across the university as well as establishing a valuable link with the Earthcraft.uk a forest school training provider. Alan has worked closely with a range of other non-school education providers through the LAOC (Learning Across and Outside the Curriculum) modules that he offers to post graduate ITE students.

Alan’s links with colleagues from other departments and faculties were further extended through attending the residential staff development session at Bore Place. More recently he participated in a FI funded weekend away where the task was to draft a new BA programme with the working title of “Education for Sustainability”. Some of the ideas explored in this context will be trialled in the coming year through the new Sustainability module for BA (Hons) Educational Studies students that Alan will co-teach with two colleagues.

Alan is quite definite about the impact of the Futures Initiative. ‘For me it made a big difference’ he declares. ‘I was quickly hooked in through my personal contact with one of the team and I’ve been very pleased to see some tangible results. In the future I’d really like to see the University give serious thought to sustainability as it starts to develop new sites and buildings. Architecture and landscape can be read like a text and CCCU will make its values clear through the decisions that it makes in this regard.’

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On a wider level Alan is uncompromising in his commitment to environmental perspectives and the role that education can play in changing people’s lives. He explains:

‘There is a lot of fudging around sustainability. The concept gets broken down and reinterpreted in different ways. I would like to cut to the chase. If we carry on living as we are, the human species will simply not survive; our current way of life is literally unsustainable. I believe that for most people this is not a comforting thought; who would like to see their great grandchildren coming of age in the bleakest of futures? I believe that education is an essential part of the solution. The way that people react to the sustainability agenda, however, is very complicated and working with students is a real challenge. There are questions about knowledge and about life style, questions about democracy and questions about justice. How are we going to sustain seven to nine billion people on the planet into the future? I think that the way we live and the decisions we make as individuals make a significant difference both to ourselves and to those around us. That’s what transformative education means to me. It’s about changing the way I see the world and about how I go about my daily business. It’s about the way I AM in the world and it’s about the values that underpin my actions.’

Alan now represents the Faculty of Education on the university ESF committee. Hopefully this will allow him to bring his passion and commitment to bear on the university’s organisational structures and procedures and provide another outlet for his practical experience.

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Karen Shepherdson Principal Lecturer in the School of Media, Art and Design

Karen is part of a small team teaching Media, Art and Design at the university’s Broadstairs campus some 15 miles from Canterbury. She has always been keen to innovate and was immediately interested when she heard that the Futures Initiative had funds to support new projects. ‘At first I wasn’t quite sure what the ‘Futures Initiative ‘was all about’, Karen says. ‘I thought it was all about sustainability and green,

green, green.’ After attending a briefing session she realised that it was much more than this and included working with the community and developing self-awareness and understanding. This prompted her to put in a bid to buy a yurt which would be transformed into a mobile camera obscura and photographic darkroom to illustrate past traditions and to engage the local community (see project reports 6 and 7 on pages 13 and 14).

At the end of the year Karen was invited to attend a two day residential event on sustainability hosted by Commonwork at Bore Place. Karen explains that working at Broadstairs which is some distance from the main campus, can be remote and professionally isolating. The chance to meet other colleagues and exchange ideas in a setting where sustainable living is explored on a daily basis, particularly appealed to her.

‘The spirit of the place was extraordinary. Being at Bore Place was a transformative experience because I was able to talk to a whole range of people including undergraduates, other academics and people working in important factions of the university not actually engaged in teaching. I gained a much broader understanding of the futures agenda. I find it very hard to articulate the impact but it certainly had a long-lasting effect. I came away with something I didn’t quite have before. It’s almost like a hue, like a shade difference. It’s quite difficult to talk about in hard language.’

Sustainability and futures thinking has now become a central part to Karen’s programme. She explains that it’s not just about the ‘green’ agenda although she recognises that this is important. For example, she now gets students to think about the chemicals used in photography and the places that silver, sulphur and copper come from. They come to realise how precious these resources are and they consider how to dispose of waste responsibly. In another part of the course students take self-portraits. They are encouraged to talk about ethical images of self, whether they are comfortable with their self-image and how people are perceived. Such questions are often particularly sensitive for those in their early twenties and lead into discussions about ideology, norms and values which help students to feel comfortable about difference. ‘Sustainability and futures thinking is central to my philosophy’ Karen explains. ‘I think there is a duty upon us as educators not to think of this as an add-on but as intrinsic to our work. We try not to be judgemental but we tease out value judgements. I think our course has matured.’

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Bridget Somers Senior Lecturer in the School of Childhood & Education Sciences

Bridget became involved in the Futures Initiative as a result of an email sent to all staff in the Faculty of Education to learn about Forest Schools. She registered her interest and went along to the day hosted by EarthCraftuk at their ancient woodland at Hernhill near Faversham. She describes the experience as “transformational – it put me on a path which has just changed my life at every level and for lots of reasons.” When probed about why she had found the experience so profound she identified four key aspects:

(a) Firstly “you can forget your roles within that environment, even those with quite established roles within the University.” Bridget found this freedom to work together in ways outside of hierarchies and structures inspiring. She cites the example of making an ‘elf house’ with a team of previously unknown colleagues; an activity which has since inspired her to apply to the Futures Initiative for funding to write a children’s book about sustainability based on a woodland elf - “a small book with a big message” as she explains.

(b) The second thing she notes was “the fantastic cross-fertilisation of ideas...that space, that physical and intellectual and emotional space to share your ideas and pick up on new things.” Again, she has chosen to develop this aspect since attending the Forest School day by becoming involved in Knowledge Exchange activities within the department of Childhood Studies. She has been invited to speak at a Wildlife and Society conference about nature and childhood and has become an active participant in the Futures Initiative reading group. The intellectual inspiration from the day has also been channelled into the Doctorate in Education which she is now undertaking.

(c) Another reason for the impact the day had on Bridget was that it reconnected her with her own childhood experience. “It took me back to my own early childhood where I spent a lot of time in the woods, it’s something which made me recover my childhood and that was very important to me…it rekindled that interest.” Indeed, since attending she has taken the decision to train as a Forest School Level 3 practitioner. “I’ve invested my hall, stairs and landing carpet money in a training course to become a Forest School leader which I’m now completing nine months down the line.” Through this she has made contact with local schools and a longer term aim is to provide forest school opportunities for children in the Medway area.

(d) Finally, the experience of being in ancient woodland was both elemental and profound and gave her a wider connection to the environment. “Sitting round the fire making cordage and doing the food, it made me realise just how important food and fire are to humanity in a bigger sense.” This is the bigger picture and provides the context for why the environment is so fundamental to humanity.

For Bridget, the opportunity to get involved with the Futures Initiative has created “so many strands, so many paths to go down”. The fact that it is an open-ended programme aimed at capacity building has given her the freedom she needed to develop her thinking and build skills in lots of different and unexpected ways.

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3. Research by CCCU Staff and Students

INTERNATIONAL REFERENCED JOURNAL ARTICLES

Gower, G. (2013) Sustainable development and allied health professionals, International Journal of Therapy and Rehabilitation, 20(8), pp 403 - 409, 6th Aug

IUCN/SSC, (2013) Guidelines for Reintroductions and Other Conservation Translocations, IUCN Species Survival Commission, viiii + 57 pp. Translation to Portuguese by Adriana Consorte-McCrea, Christine Steiner S.Bernardo and Carlos Ruiz-Miranda, June 2014

Kemp, S. with Scoffham, S., Rands, P. et al, (2012) A National Programme to Support Education for Sustainable Development: University experiences of the HEA Green Academy programme, Rio+20 conference on ‘Sustainability in Universities’. Published in Vol. 34 of Environmental Education, Communication and Sustainability, entitled - Sustainable Development at Universities: New Horizons, October

Scoffham, S. (2013) ‘Do We Really Need to Know This? The challenge of developing a global learning module for trainee teachers’ International Journal of Development Education and Global Learning 5(3) 28-45 Vujakovic, P. (2013) Phytobiography: an approach to 'tree-time' & 'long-life learning', Arboricultural Journal, 35(2), 134-146

Vujakovic, P. (2011) ‘Down but not out!’ – Windthrow Trees as Competitive Organisms within Storm Generated ‘Gaps’ in East Kent, UK. Arboricultural Journal, 33(4) pp. 213-227

Vujakovic, P. (2011) Animal? Vegetable? Mineral? In: Möller,V. (2011) Fictional Hybrids, Stour Valley Arts: Challock, Kent, pp.33-37

BOOKS Barnes, J. & Scoffham, S. (2013) ‘Geography, Creativity and the Future’ in Teaching Geography Creatively, Scoffham, S. (Ed), London: Routledge

Consorte-McCrea, A.G. & Ferraz Santos, E. (Eds) (2013) Ecology and Conservation of the Maned Wolf: Multidisciplinary Perspectives, CRC Press, Taylor Francis Group, Boca Raton, London & New York. Scoffham, S. and Bridge, C. (2014) Collins Primary Geography Books 1-6, Glasgow: HarperCollins.

BOOK CHAPTERS IN EDITED BOOKS Scoffham, S (2014) ‘Should Children be Learning about Climate Change?’ In Sangster, M. (Ed) Challenging Perceptions, London: Bloomsbury Scoffham, S., Whyte, T. & Owens, P. (2012) Problems with ‘Real World’ Problems? Barriers to Sustainability Education. In: ITEF in Inman, S and Roger M (Eds) Teacher Education for Equity and Sustainability Network (TEESNet) 2013 Conference Proceedings, London: South Bank University pp99-106

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Scoffham, S., Rands, P. et al. (2011) ‘A ‘Wicked’ Approach to a ‘Wicked Problem’: Developing ESD in the curriculum at Canterbury Christ Church University’, In Global Vision, Local Action: Education for Sustainable Development and Global Citizenship, Proceedings of Fourth International Conference, Bournemouth University, September

CONFERENCE PAPERS, REPORTS AND PRESENTATIONS Adesina O. O. and Shevchenko, K. (2013) ‘UK university sustainability agenda: underlying motivations’. Centre for Social and Environmental Accounting (CSEAR) Conference, University of St Andrews, St Andrews, UK, 3rd -6th September

Brown, L. (2013) ‘Realising sustainability commitments: A UK University case study from a ground level perspective’, 16th ERSCP-EMSU Conference: Bridges for a More Sustainable Future – Uniting Continents and Societies, Istanbul, Turkey, 4-9th June

Brown, L. & Kemp, N. (2013) ‘What is Sustainability?’ Presentation to Canterbury Christ Church University BSc (Hons) Events Management students, CCCU Spring Fair, 2nd May Consorte-McCrea, A.G., Thompson, T. and McDonnell, S. (2014) ‘Attitudes towards native wild carnivores and biodiversity conservation in the UK’, BES and DICE Joint Symposium, Considering the Future of Conservation, University of Kent, UK, 25 – 27th June

Consorte-McCrea, A.G. (& Newing, H., University of Kent) (2014) ‘Creating spaces for interdisciplinary exchange in higher education: a case study’, Education for Sustainable Development London annual conference, London South Bank University, 10th June Consorte-McCrea, A., Thompson, T. and McDonnell, S. (2014) ‘Attitudes towards native wild carnivores and biodiversity conservation in the UK’, BIAZA (British and Irish Association of Zoos and Aquariums) Annual Conference, Yorkshire Wildlife Park, UK, 09-11th June

Consorte-McCrea, A.G. (& Newing, H., University of Kent) (2013) ‘Wildlife and Society: Challenges for a Shared Future’, Teacher Education for Equity and Sustainability Network (TEESNet) 2013 Conference Proceedings, London South Bank University, 11th July Consorte-McCrea, A. G. (2013) ‘Wildlife and Society: Challenges for a Shared Future’, Wildlife and Society conference, Canterbury Christ Church University, 21st March

Fox, K. (& Moore, P. of Jumping Astronaut Ltd.) (2013) ‘Storytelling through free social media with www.mermology.com’, ‘Storyville: Exploring narratives of learning and teaching’, 2nd Annual Higher Education Academy Arts & Humanities Conference, Brighton, 29 -30th May

Futures Initiative team (Consorte-McCrea, A. G., Kemp, N., Rands, P & Scoffham, S.), Canterbury Christ Church University (2014) ‘Grass root and Green Shoots’ Higher Education Academy (HEA) ‘Green Academy’ workshop, Blake Hall College, London, 16th May

Kemp, N. (2014) ‘Building a Partnership for Change: The Connecting Children and Nature Network’, Education for Sustainable Development London Annual Conference, London South Bank University, 10th June

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Kemp, N. (2014) ‘Building a Partnership for Change: The Connecting Children and Nature Network’, Copernicus Alliance (European Network on Higher Education for Sustainable Development) Conference, University of Gloucestershire, 9-10th January

Rands, P. & Haddock-Fraser, J. (2013) ‘From start to beginning: A Journey from the sustainability wilderness’, EAUC (Environmental Assoc. of Universities and Colleges) Annual Conference, Nottingham Trent University, England, 17-19th April

Rands, P., Luna, H., Kemp, S., Robertson, A. & Robinson, Z. (2011) ‘Green Academy: Curricula for tomorrow’. In Global Vision, Local Action: Education for Sustainable Development and Global Citizenship, Proceedings of Fourth International Conference, Bournemouth University, September

Scoffham, S. (2014), ‘Broadening Perspectives: Challenging Practice’ Building Capacity in Higher Education, Copernicus Alliance Conference, Charles University, Prague, Czech Republic, 3rd October Scoffham, S. (2014) (with Kemp, N.) accepted, ‘It’s Contagious: Developing sustainability perspectives in academic life at a UK university’, Second World Symposium on Sustainable Development, Manchester Metropolitan University, UK. 4th September Scoffham, S. (2014) ‘The Futures Initiative’, Turning Tides in EFS Across Higher Education, University of Gloucestershire, 2nd July Scoffham, S. (2014) ‘Difficult Geographies’, Charney Manor Primary Geography Research Conference, Charney Basset, 28th February Scoffham S., Bracewell, J. & Buckley, J. (2013) Building Sustainability Awareness: A collaborative approach to staff sustainability mindsets. In Best Practice Guide, Teacher Education for Equity and Sustainability Network (TEESNet) Scoffham, S. (& Martin, F., University of Exeter), (2013) ‘Frameworks for Intercultural Learning’ in: Inman, S and Roger M (Eds) Teacher Education for Equity and Sustainability Network (TEESNet) Conference Proceedings, London: South Bank University, 11th July Scoffham, S. (with Kemp, S. et al) (2012) Institutionalising sustainability in the curriculum and the student experience: lessons from the Green Academy, University of York, 26th March

Vujakovic, P, & Powley, D. (2014) ‘Walking the walls: the importance of wall plants as part of a developing 'sense of place' narrative for the Canterbury UNESCO World Heritage Site’ 'Meeting the Challenge of a Sustainable Urban Future: the contribution of green walls', International Green Wall Conference, Staffordshire University, 4th-5th September

Vujakovic, P. & Kemp, N., (2014) ‘Inside out and upside down’ (Learning, Teaching and Research strand), 18th EAUC (Environmental Assoc. of Universities and Colleges) Annual Conference, Nottingham Trent University, 7-9th May

Vujakovic, P., (2013) ‘Kent's Phoenix Trees: Survivors of the Great Storm’, Kent Wildlife Trust, Blean Woodland Festival, Canterbury Academy, 2nd June

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Vujakovic, P. (2013) ‘Touching the Phoenix trees: life-long learning, long-life learning and phytobiography. ‘Researching Learning Lives: on discipline, inter-disciplinary and imaginative imperatives in auto/biographical and narrative research’, ESREA – European Society for Research on the Education of Adults, Life History and Biographic Research Network, Canterbury Christ Church University, England, 28th February – 3rd March

Vujakovic, P. (2012) Canterbury Christ Church University Bioversity - The Canterbury UNESCO World Heritage Site as a living learning resource for all, ‘Sustainability in Practice’, University of Nottingham and the Higher Education Academy, 24th May

Vujakovic, P. (2012) Nature, Culture and 'Sense of Place': Environmental stewardship of a UNESCO World Heritage Site and the total curriculum ‘Nature and the natural in the humanities: Teaching for environmental sustainability’, Centre for Language, Linguistics and Area Studies (LLAS), University of Birmingham, 27th April

Vujakovic, P. (2012) Shared Stewardship of Nature: past, present and future ‘Many Species, One Planet for Posterity’: An International conference on Science, Society and Sustainability Lady Doak College, Tamil Nadu, India, 11-13th January

Vujakovic, P. (2012) ‘Windthrow trees, Nature’s survivors: East Kent case studies’, Healing Landscapes: trees and society, twenty-five years on from the Great Storm anniversary conference, Canterbury Christ Church University in association with the NHS Forest/Centre for Sustainable Healthcare, 20th October

ELECTRONIC PUBLICATIONS Howells, K. (2013) ‘Beyond the Fridge Freezer’, submitted to the European Society for Research on the Education of Adults (ESREA) website and a presentation featured on the Prezi website.

Scoffham, S. (2014), Developing a Sustainability Mindset: A Collaborative approach to staff development, Case Study 14 in HEA Education for Sustainable Development and Global Citizenship: Good practice case studies for teacher education available at http://www.heacademy.ac.uk/resources/detail/disciplines/education/TEESNet_ESDGC Scoffham, S. (2014) HEA Education for Sustainable Development and Global Citizenship: Good practice case studies for teacher education, Case Study 11 Study visits to the global south available at http://www.heacademy.ac.uk/resources/detail/disciplines/education/TEESNet_ESDGC

WEBSITES Fox, K. (& Moore, P. of Jumping Astronaut Ltd.) (2013) Mermology http://www.mermology.com Scoffham, S. (2014) Exploring Sustainability http://www.canterbury.ac.uk/exploring-sustainability/

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Glossary of Terms and Abbreviations

Bioversity The word used to describe this University’s response to

the need to nurture the environment in which we work and the communities we serve

CCCU Canterbury Christ Church University CCSU Canterbury Christ Church University Student Union DICE Durrell Institute of Conservation and Ecology, University

of Kent ESD Education for Sustainable Development ESF Education for Sustainable Futures Green Impact National Union of Students behaviour (in work/study

environment) change programme FI Futures Initiative Level 4, 5 and 6 Refers to first, second and third year undergraduate

students respectively RIT Research Informed Teaching SMT Senior Management Team (at CCCU) TEESNet Teacher Education for Equity and Sustainability Network Y1, Y2 and Y3 Refers to first, second and third year undergraduate

students respectively

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Futures Initiative Staff

Director of Sustainability Development Dr Peter Rands & the Futures Initiative Director of the Futures Initiative 2012-2014 Dr Stephen Scoffham Director of the Futures Initiative 2011-2012 Professor Peter Vujakovic SMT Responsibility for Sustainability Professor Tony Lavender Chair of the ESF Working Group Professor Janet Haddock-Fraser FI Core Team Faculty Reps Dr Adriana Consorte-McCrea (Social and Applied Sciences) Dr Nicola Kemp (Education)

Kira Shevchenko (PhD student, Business School)

Former FI Core Team Faculty Reps: Tan Yoke Eng (Aug 2012-Aug 2013) (The Business School)

Dr Joanne Woodman (Aug-Nov 2012) (Arts and Humanities)

FI Administrative Coordinator Maz (Maria) Hamilton

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Canterbury North Holmes Road, Canterbury, Kent CT1 1QU +44 (0) 1227 767700 www.canterbury.ac.uk Broadstairs Northwood Road, Broadstairs, Kent CT10 2WA +44 (0) 1843 609120 www.canterbury.ac.uk/broadstairs

Medway Rowan Williams Court, 30 Pembroke Court, Chatham, Kent ME4 4UF +44 (0) 1634 890800 www.canterbury.ac.uk/medway Salomons Centre Runcie Court, David Salomons Estate, Broomhill Road, Tunbridge Wells, Kent TN3 0TF +44 (0) 3330 117101 www.canterbury.ac.uk/salomons