I read Chapter 1 & 3 of Sterling. S’s (2013) Future Fit Framework: An introductory guide to teaching and learning for sustainability in HE.
Available at http://www.eauc.org.uk/the_future_fit_framework_an_introductory_guide_
I found the paper interesting and though-provoking. It considered ‘Sustainability’ in a much broader sense than I had considered before. Previously I had thought of ‘Sustainability’ as simply recycling and using materials and resources sparingly. I do agree that as the educators of the next generation, ‘Sustainability’ has to be high on our list of priorities; however I’m not sure if it is quite being achieved.
In the workshops, ‘Sustainability’, as in resources and use of materials, seems quite a relevant topic. Individually we try to educate students, but possibility not well enough eg we have offcut bins for wood, metal and foam – to save students just throwing away offcuts and it means students don’t always need to cut a fresh piece of material – we also have the college wide recycle bins.
In the workshops our primary courses have certain basic materials they can use eg, mdf, soft woods, aluminium, steel, and blue modelling foam (Styrofoam) other than that they have to buy materials. Unsurprisingly, they are often very frugal with the materials they have to buy and very wasteful with the supplied materials.
There does seem to be a sense of material entitlement in our workshops, which I believe is encouraged and partly due to the amount they pay each year – an example of this is when I recently overheard a ex-student say to a current student, ‘Yeh, you might as well take as much materials as you can you’ve already paid your material allowance’. To me it wasn’t that shocking and I understood what he meant, but it made me think that the ex-student’s point of view was slightly skewed with a ‘get as much as you can’ attitude rather than sparing a thought for ‘Sustainability’.
Some students are very aware of waste and others are really not, I think often it can depend on the student’s culture/background/upbringing and what previous education they have had on ‘Sustainability’. One situation I find most frustrating is the use of blue Styrofoam – the students can use copious amounts for model making (due to the speed in which you can model it – it is often used retrospectively to show ‘idea development’ long after the final design is made, in a desperate attempt to convince the tutors of their thought process) I see students walking out of the workshops with blocks piled high of blue foam – with the majority ending up in the bin. When I have previously tried to explain the waste – it seems something that is of least concern to the students and even a sense that I am trying to trick them out of their ‘entitled’ materials. It is definitely an area we can work on with the students…. although as of yet I am not too sure how.
Other students seem more aware than the academic or technical staff. In a feedback form we received this week, it was a main priority for one student (picture attached).
The reading of Sterling’s guide suggests to me that we could be a more aware of ‘Sustainability’ – however I think there needs to be more awareness, communication and liaising within the staffing departments eg Technical and Academic to help improve it. Chapter 3 ‘Graduates fit for the future?’ looks at graduates skills and attributes with regards to ‘Sustainability’, there are quite a few references to HE establishments that use ‘attribute’ lists that their students are expected to have when leaving. It made me wonder if we at UAL have a similar process (maybe as part of each courses Personal and Professional Development Learning Outcomes?).
‘Sustainability’ is a complex subject. Who does responsibility lie with? I guess the truth is with all of us: the university as a whole for having facilities and a culture of sustainability, the staff for encouraging good practise, educating the students and set by example and finally the students for carrying this into their own practise.
I look forward to discussing the subject of ‘Sustainability’ further tomorrow.

I particularly enjoyed the ‘Inclusivity’ discussion on Monday, I found it thought provoking and felt it addressed some very relevant but complex topics that I can relate to and see first-hand as a technician.

I read the Introduction of Grace, S. & Gravestock, P. (2008) Inclusion and Diversity: Meet the Needs of All Students. Routledge. I also had a look at Equality and Diversity for Academics: Inclusive Practice Factsheet and Equality and Diversity for Academics: Promoting Good Relations from Equality Challenge Unit as further reading.

The Introduction of Grace, S. & Gravestock, P. (2008) Inclusion and Diversity: Meet the Needs of All Students I found interesting. It discusses how the volume is to encourage members of staff that are new to Higher Education to think about their teaching and minimise the risk of any students being disadvantaged. I would consider myself to be early in my teaching career and having only worked in HE for a year (on Monday! :0) ) I think it would be useful to read the rest of the book.

What makes students feel included and excluded in your teaching? Share your experience. & How are student able to bring their own life experiences and gained knowledge into their learning on you course/workshop?

These questions made me think of the topic of Inclusivity in relation to experience I have had taking part in a Teaching Intern Scheme while doing my MA. I went to Glasgow School of Art for a 6 day, self-run and initiated project as a lecturer. I had about 25  2^nd years BA Jewellery and Silversmithing students to run my project with, ‘Powers of Objects’. The aim of the project was for the students to research, design and make prototypes of a ‘Modern Day Amulet’ for themselves. It was to get them to think more conceptually and create objects with meaning by putting a bit more of themselves into the work – bringing their own life experiences and acquired knowledge to their learning. To make sure all students were comfortable with the project and it didn’t conflict with any personal beliefs, the students could take it as literally or as far as they wished.

It was a fantastic experience and a learning curve that really made me want to teach in HE. However, while one student started to explain her idea in the seminar (it had changed from the previous tutorial) she began to cry.  She was a foreign student from China and explained that she was homesick, missing friends and family and how she felt she didn’t have close friends in Glasgow. It was a really sad situation, she had spent the last year and a half had been really lonely in the UK and I don’t think anyone was really aware of it. She was exceedingly shy and I think even if support was available I’m not sure she would have known about it or approached anyone about it. From experience I also believe such things are not normally openly talked about in her culture. I found this a difficult situation as I felt an enormous amount of guilt for initiating the situation by means of the project. I think it was something she was already upset about and announcing to the class that she didn’t have any friends actually made them instantly act differently towards her –  they became much friendlier. I think the rest of the group who had grown into friend groups or pairs realised her loneliness had gone unnoticed. By the end of the project she seemed much more part of the group as a whole. It could have ended differently but was a positive outcome in this situation.

I also notice a lot of segregation in the workshop space currently at CSM, especially in the general workshop area where we have woodwork, metal and air benches. The benches are spaced apart to maximise use and availability for students but this also encourages grouping and cliques of students. I have noticed and thought about it more since the ‘Inclusivity’ talk and the groups often seem to be of the same ethnicities or from the same country. I was surprised the other day when there was a group of 2^nd year students on one bench from one country and a student on the other bench from another country and they didn’t talk. The individual needed to borrow some equipment so I suggested she asked the group and she didn’t know any of their names. When I went to the group, they didn’t know her name either – after a whole year of being on the same course. After a bit of me going back and forth and feeling like I was in the school playground, the equipment was lent and a conversation was had. However I think this is an issue of cliques forming, (encouraged by the dynamic of the room) when people take comfort in association and what they are used to eg languages, common interests and backgrounds rather than being a discriminatory issue. Although unfortunately I’m sure discrimination is present in some cases. Dynamics and inclusivity seem to be working better on a long new table we have had put in which sits about 30 students at one time. It eliminates cliques forming as easily because students are sat in a continuous circle so it is more open and students face each other rather than just facing inwards in their small group as is the case on the other benches. However this is a problem of inclusivity vs practicality and health and safety and for now the latter wins – the woodwork, metal and air benches must stay separate to be able to accommodate the ever growing number of students.

I also think this is a problem with growing course sizes (due to government cuts). A certain course we supply technical support to has grown this year from 90 to 120 students and I think there is bound to be more groups forming and less inclusion in a course as a whole – which is sad. Therefore more effort is needed from staff to counter act the effect, which was also discussed in the Introduction, Grace, S. & Gravestock, P. (2008) Inclusion and Diversity: Meet the Needs of All Student. Routledge.

Picture of a Induction in the workbench area.