Building blocks for ‘City 2030’

A co-design climate workshop

Group discussions underway at ‘Co-creating climate curricula’ workshop

This is the second of two posts about ‘City 2030’, the proposed undergraduate interdisciplinary module on climate change and sustainability. Click here to read the first one.

Titled ‘Co-creating Climate Curricula’, the Learning at City 2023 workshop looked to bring staff and students together to start work on what a first draft of the ‘City 2030’ syllabus might look like. Students already working on related issues with City’s Sustainability team were invited to the workshop to participate and play an active part in the group discussions along with staff from different disciplines.

Healy et al (2014) note that institutions that implement curricular co-design initiatives see significant benefits for both staff and students, with the notion of ‘students as partners’ representing a sophisticated and effective approach to student engagement whilst also providing faculty with new perspectives on teaching and learning. It was therefore important to bring both staff and student perspectives together for inputting into these initial ideas.

Learning from/with UNESCO

Three workshop groups go into the detail

The workshop was centred around two group discussion activities. The first activity drew on a UNESCO-produced (2017) set of learning objectives that aligned with the Sustainable Development Goals (SDGs). This UNESCO publication is intended to act as a guide for education professionals on using Education for Sustainable Development (ESD) as a route towards both learning about and contributing towards achieving the SDGs. It provides indicative learning objectives, as well as suggesting topics and learning activities for each SDG. These are accompanied by suggestions for implementation methods at different levels.

The publication is not intended to be prescriptive, but to act as a guide and provide suggestions that educators can draw on for their specific context. It can therefore be used as support for curriculum developers, policy makers and educators in the design of strategies, curricula and programmes that promote learning for and about the SDGs.

The UNESCO learning objectives are organised around three main domains. The cognitive domain considers the knowledge and thinking skills necessary to better understand each SDG and what the challenges are in achieving it. The socio-emotional domain looks at the social skills that enable learners to collaborate, negotiate and communicate for promoting the SDGs and the self-reflection skills, values, attitudes, and motivations that enable them to develop themselves. The behavioural domain describes action competencies, or the ways that learners can act in alignment with each SDG.

As the original document contains a total of 255 learning objectives across multiple topic areas and the three main domains, a much reduced but representative shortlist was produced as a handout for the workshop activity. Participants were then invited to narrow the selections further through their discussions and settle on some learning objectives to draw on as starting points.

The inclusion of the UNESCO learning objectives at this stage of the module development process was intended more for them to serve as discussion prompts than intentional building blocks for the module itself. However, it may turn out that they act as useful source material for the development of the actual module in future.

Below indicates how these map out and differ across the domains, using two of the relevant goals (SDG 7, affordable and clean energy, and SDG 13, climate action) as illustration:

Cognitive learning objectives

Affordable and Clean Energy (pg. 29)

1. The learner knows about different energy resources — renewable and non-renewable — and their respective advantages and disadvantages including environmental impacts, health issues, usage, safety and energy security, and their share in the energy mix at the local, national and global level.
2. The learner understands how policies can influence the development of energy production, supply, demand and usage.
3. The learner knows about harmful impacts of unsustainable energy production, understands how renewable energy technologies can help to drive sustainable development and understands the need for new and innovative technologies and especially technology transfer in collaborations between countries.

Climate Action (pg. 41)

1. The learner understands the current climate change as an anthropogenic phenomenon resulting from increased greenhouse gas emissions.
2. The learner knows which human activities — on a global, national, local and individual level — contribute most to climate change.
3. The learner knows about the main ecological, social, cultural and economic consequences of climate change locally, nationally and globally and understands how these can themselves become catalysing, reinforcing factors for climate change.
4. The learner knows about prevention, mitigation and adaptation strategies at different levels (global to individual) and for different contexts and their connections with disaster response and disaster risk reduction.

Socio-emotional learning objectives

Affordable and Clean Energy (pg. 29)

1. The learner is able to assess and understand the need for affordable, reliable, sustainable and clean energy of other people/other countries or regions.
2. The learner is able to cooperate and collaborate with others to transfer and adapt energy technologies to different contexts and to share energy best practices of their communities.

Climate Action (pg. 41)

1. The learner is able to explain ecosystem dynamics and the environmental, social, economic and ethical impact of climate change.
2. The learner is able to understand their personal impact on the world’s climate, from a local to a global perspective.
3. The learner is able to recognize that the protection of the global climate is an essential task for everyone and that we need to completely re-evaluate our worldview and everyday behaviours in light of this.

Behavioural learning objectives

Affordable and Clean Energy (pg. 29)

1. The learner is able to apply basic principles to determine the most appropriate renewable energy strategy in a given situation.
2. The learner is able to compare and assess different business models and their suitability for different energy solutions and to influence energy suppliers to produce safe, reliable and sustainable energy.

Climate Action (pg. 41)

1. The learner is able to evaluate whether their private and job activities are climate friendly and — where not — to revise them.
2. The learner is able to promote climate-protecting public policies.
3. The learner is able to support climate-friendly economic activities.

Click here to download a PDF of the full shortlist that was used in the workshop.

Workshop attendees were divided into three groups for these discussion activities. There was value seen in some of these learning objectives, but they were mostly used as a starting point for thought and discussion over what the learning objectives for City’s own module could be.

Critiques included:

• A lot of focus on the issue of interdisciplinarity. One group wrote that as the module is intended to be interdisciplinary, the SDG learning objectives don’t necessarily have the same aim and don’t link to all subjects that City carries.
• Lots of the learning objectives focus on gathering information independently rather than ‘teaching about sustainability’.

Some chose to come up with entirely new learning objectives and goals for the module, including the following suggestions:

• The module should look at investment in sustainability and assessment of impact financially, culturally, politically, etc.
• Students could look at identifying strengths in a sustainability context of a business/organisation.
• Students should be able to collaborate with others, sharing skills and perspectives with others in interdisciplinary teams to interrogate sustainability of brands, institutions, etc.
• Students should examine the inter-connected nature of our actions in the Global North.
• It is important that learners understand the power of interdisciplinarity.

A little extra artificial help

One group captures the conversation

A second resource was used to prompt discussion for the other main group activity. This time, it was a handout containing some text provided by ChatGPT in response to a prompt requesting a syllabus outline for the module. This provided an opportunity to explore not whether Generative AI tools can be used as shortcuts for the thinking on initiatives such as this, but whether they could also play a role in acting as discussion prompts.

For Hardman (2022), Generative AI can play ‘a game-changing role in accelerating the learning design process’, if used to augment rather than replace the human work of activities such as writing learning objectives or writing syllabi. In her view, the Learning Designer ‘plays an essential part in acting as coach and expert to turn AI-generated objectives into (ones) capable of driving learner motivation and mastery’. The prospect of AI as an iterative design companion for learning experiences is certainly an interesting one, but more as augmentation than replacement for human input. However, not just in environmentally-focused learning contexts such as this one, it’s important to remember that there is a considerable environmental impact to training AI models and using them.

Below is the initial prompt and the response that ChatGPT generated, which is presented here as a table for ease of reading. Note that this was produced from a single iteration, rather than the ongoing iterative approach that Hardman advocates for above:

Prompt

I’d like to develop an interdisciplinary undergraduate module on climate change and sustainability. I want it to draw influences from several different academic disciplines, showcase innovative pedagogical techniques, utilize effective educational technologies, and be assessed in an authentic and meaningful way, perhaps drawing on a group-based project where students work with external stakeholders. Create a 12-week syllabus for this module. Include learning objectives for each week and where assessment points occur.

Response

Week 1: Introduction to climate change and sustainability

• Learning objectives: Understand the scientific basis of climate change, the effects of climate change on ecosystems and society, and the principles of sustainable development.
• Assessment: Group discussion on climate change and sustainability issues in the news.

Week 2: Ethics and values in sustainability

• Learning objectives: Understand the ethical dimensions of climate change and sustainability, and the role of values in shaping sustainable behaviour.
• Assessment: Individual reflection on personal values and their relationship to sustainability.

Week 3: Climate change policy and governance

• Learning objectives: Understand the political and institutional aspects of climate change and sustainability, and the role of policy and governance in addressing these issues.
• Assessment: Group presentation on a climate policy proposal.

Week 4: Sustainable energy systems

• Learning objectives: Understand the technical and economic aspects of sustainable energy systems, and the challenges and opportunities of transitioning to a low-carbon energy future.
• Assessment: Individual research paper on a renewable energy technology.

Week 5: Sustainable food systems

• Learning objectives: Understand the environmental, social, and economic dimensions of sustainable food systems, and the challenges and opportunities of promoting sustainable agriculture and food production.
• Assessment: Group project on designing a sustainable food system for a local community.

Week 6: Sustainable cities and urban design

• Learning objectives: Understand the environmental and social aspects of sustainable urban design, and the challenges and opportunities of promoting sustainable cities and communities.
• Assessment: Individual reflection on sustainable urban design principles.

Week 7: Ecosystem services and biodiversity

• Learning objectives: Understand the value of ecosystem services and biodiversity, and the threats posed by climate change and unsustainable development.
• Assessment: Group project on the economic and ecological value of a local ecosystem.

Week 8: Climate change adaptation and resilience

• Learning objectives: Understand the principles of climate change adaptation and resilience, and the challenges and opportunities of preparing for and responding to the impacts of climate change.
• Assessment: Individual research paper on a climate change adaptation strategy.

Week 9: Sustainable transportation systems

• Learning objectives: Understand the environmental and social aspects of sustainable transportation, and the challenges and opportunities of promoting sustainable mobility.
• Assessment: Group project on designing a sustainable transportation system for a local community.

Week 10: Climate change communication and education

• Learning objectives: Understand the principles of effective climate change communication and education, and the challenges and opportunities of promoting public awareness and engagement.
• Assessment: Group project on designing a climate change education program.

Week 11: Sustainability entrepreneurship

• Learning objectives: Understand the principles of sustainability entrepreneurship, and the challenges and opportunities of creating sustainable businesses and social enterprises.
• Assessment: Individual reflection on sustainable entrepreneurship.

Week 12: Synthesis and reflection

• Learning objectives: Synthesise learning from the course and reflect on personal and collective action for climate change and sustainability.
• Assessment: Group project on developing a sustainability action plan for a local community.

It’s clear that this as presented wouldn’t be sufficient to form the outline of a syllabus for ‘City 2030’. Although the topics seem logical, there could be a much more coherent thread that flows through them. Referring to the UNESCO domains, the learning objectives here are just drawn from the cognitive domain, so this syllabus would need the addition of more values and behavioural-based learning objectives, particularly to feel more learner-centred. It also seems to be rather over assessed, with several group projects and a couple of individual research papers, so I suspect that students might struggle to succeed on a module built off this.

The exercise, however, is useful on a couple of fronts. Firstly, it avoids starting with a completely blank slate, which can be quite daunting for many educators faced with the challenge of putting a syllabus together in a new area for the first time. Secondly, even if it suggests some areas that could be usefully covered, it also spotlights what not to do.

Some in the workshop felt that the core topics provided needed to be reduced. A couple of groups wrote down how the first week should be dedicated to understanding what students already know and figuring out any gaps in their knowledge. One group suggested some weeks be student led, with another group suggesting a similar idea of student-determined content for a week. One group even suggested ending the course with a student-led debate. There was an emphasis for all on working with students. There were also suggestions of finding a core theme to run through the module, and of using case studies as a way to teach students.

The groups tended to agree on the forms of assessment. A common theme that came out of the discussions was the idea of practical tasks and of collaboration with others. An example of potential assessments included a group project, and a logbook or individual ‘what I learnt’ portfolio to help students reflect on the content of the module. One group suggested an oral presentation but emphasised that there should be some flexibility in terms of assessment. Another group responded to the ChatGPT assessment layout and were critical of how it included assessment every week.

The idea of how to attract students came up. Questions were asked on how to make this module relevant to the courses students are already doing and their proposed dissertation topics. There was also lively debate on whether to make the module core or elective.

Final reflections

This workshop served as a useful practical exercise in getting started on the task of module development for ‘City 2030’. Factors to consider and work through include determining what the learning objectives will need to be, what topics should be included, how to structure the module, how it should be taught, and how it should be assessed (assuming that it would be credit-bearing).

It also indicated some of the challenges that will be faced, which include defining the scope of the module, what to include and exclude, and building consensus on a common approach. Many academics will be more familiar with running modules by themselves or in smaller groups, whereas this will clearly be team taught. This means that no one individual will be the main expert, and that the collective will need to represent more than just the sum of the individual parts, in terms of knowledge and approaches.

Next steps for the academic working group include settling on some answers to the above development factors and looking to secure approval for getting the module started within one of City’s schools, in order that it can be piloted with a first cohort of students.

Watch this space for how ‘City 2030’ unfolds or add a comment below to contribute your ideas on what you think the module should include.

Acknowledgements

With thanks to Arthur Shearlaw and Georgina Thomas for their contributions to this post.

References

Hardman, P (2022). Writing Learning Objectives in a Post-AI World. https://drphilippahardman.substack.com/p/writing-learning-objectives-in-a [retrieved 05/01/24].

Healy, M; Flint, A; Harrington, K (2014). Engagement Through Partnership: Students as Partners in Learning and Teaching in Higher Education. Advance HE. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher [retrieved 09/05/23].

UNESCO (2017). Education for Sustainable Development Goals Learning Objectives. [PDF]. https://unesdoc.unesco.org/ark:/48223/pf0000247444

Originally published at https://blogs.city.ac.uk.