Alison Lugg, Moray House School of Education, University of Edinburgh

1. Education for Sustainability in Higher Education Curricula: Possibilities and Issues for Experiential Pedagogy. Alison Lugg, Moray House School of Education, University of Edinburgh

2. ‘… most education daily reinforces unsustainable values and practices in society. We are educated by and large to “compete and consume” rather than to “care and conserve”’. Sterling (2004: 21)

3. EFS & Pedagogy in Higher Education ‘Most partners identified integrating sustainable development into the curriculum as a priority during their opening sustainability reviews. Putting this into practice proved to be much harder, and it has been one of the disappointments of HEPS that the very purpose of a university – teaching and learning – should end up being one of the least developed by the partnership.’ (Parkin et. al. 2004b: 29)

4. Research in Outdoor Learning & EFS ‘…Despite the substantial evidence of the potential of fieldwork to raise standards of attainment and improve attitudes towards the environment there is evidence that the amount of fieldwork that takes place in the UK and in some other parts of the world is severely restricted, particularly in science’ (Rickinson et.al.2004:24)

5. OutdoorExperiential Learning & EFS ‘… it is lack of sensory immersion that leads people not to be aware of their connection to landscape… This is why taking people outdoors is so important so that they can engage their senses and experience their connectedness to places.’ (Nicol, 2004:14)

6. Research Questions How and why is outdoor experiential learning used to foster sustainability education in higher education? • What current pedagogical & curricular interests and issues exist in this educational arena? • How do staff & students perceive learning outcomes of these teaching and learning processes? • Can sustainability education be enhanced by further development of outdoor experiential learning processes? • To what extent can universities use and support this form of pedagogy?

7. Case Study Examination of curricula & pedagogy in post-graduate Outdoor and Environmental Education programmes at: • The University of Edinburgh • La Trobe University Australia NB: This research is part of a PhD study and is only in its initial stages.

8. University of Edinburgh ‘… awareness of the social, economic and political dimensions of ‘”sustainable development “ is crucial in developing a deep understanding of the issue and, on a practical level, has implications for developing a programme of outdoor environmental education.’ (Msc/PGD/PGC in Outdoor Education Revalidation Document, University of Edinburgh, 2004)

9. Outdoor Education at the University of Edinburgh • Postgraduate Diploma in Outdoor Education • MSc Outdoor Education • Postgraduate Certificate in Outdoor Education • Postgraduate Certificate in Personal & Social Outdoor Education • Postgraduate Certificate in Environmental Education • PhD Outdoor and Environmental Education • 35 years of graduates • Research and Consultancy

10. Outdoor Education as Environmental Education ‘For some, feeling water falling from the sky as rain, sitting on a river in a canoe are opportunities to discuss the water cycle and perhaps develop a theme to include global climate change. Similarly boiling water for a hot drink (using a fire or camp stove) can stimulate discussions on the storage and release of carbon from wood or oil and hence global carbon balance, embracing environmental, social and economic dimensions.’ (Higgins & Kirk, in press: 15)

11. Outdoor Environmental Education at University of Edinburgh

12. Outdoor Education at La Trobe University Bendigo ‘At La Trobe University Bendigo, outdoor education is about developing relationships with nature and thinking through the implications of those relationships for the broader society. We experience and study community - the ecological community and the human community.’ (LUB Course Brochure, 2001)

13. La Trobe University, School of Outdoor Education & Environment Programmes • Bachelor of Arts, Outdoor Education • Bachelor of Arts, Nature Tourism • Double degree, B.A. (Outdoor Education) and Bachelor of Behavioural Science (Psychology) • B.A. Honours in Outdoor Education or Nature Tourism • Graduate Diploma and Graduate Certificate in Outdoor and Environmental Education • Master of Outdoor & environmental education (coursework & thesis) • Ph.D. by research

14. Outdoor Environmental Education at La Trobe Bendigo

15. ‘Critical’ and ‘Reconciliatory’ Approaches to Outdoor Experiential Learning ‘Rather than choosing a site suitable for the next skiing skill in the sequence, … the teacher may be explicit in placing all skiing skills in a context of snow and terrain … Leaving the trail can subtly change the experience, trails imply “destination” in a way a snow bound forest does not… paying attention to the question “what lives here and how do they live” can provide a quite different experience to a skills-centred programme.” (Brookes, 1998: 87-88)

16. Programme Comparison - Similarities Both the UOE & LUB programmes: • Address a range of objectives with a strong environmental focus • Have courses in Education for Sustainability • Emphasise the importance of thoughtful facilitation of the outdoor experience for environmental and sustainability objectives. • Advocate a critical approach to outdoor experience and theoretical development. • Pay attention to local land management and cultural processes and issues.

17. Programme Differences - Outdoor Experiences

18. What next …? Examine programme documentation re (i) how education for sustainability is developed in the programmes, (ii) how the outdoors is used for this purpose, and (iii) the relationship between theory and practice. • Interview staff re intentions, perceptions of curriculum & pedagogy & student learning outcomes. • Interview students and graduates re perceptions of curriculum & pedagogy & their learning outcomes re sustainability.