NCSE Community of Practice on Key Competencies in Sustainability Education

1. Progress on building a competency-based curriculum for sustainability,developing a consensus statement on program-level learning outcomes NCSE Community of Practice on Key Competencies in Sustainability Education Chris Boone Dean, School of Sustainability Arizona State University KatjaBrundiers Assistant Research Professor, School of Sustainability Arizona State University Ira Feldman Founder & Managing Director, Sustainable Curriculum Consortium (SCC) Rod Parnell Professor, Earth Sciences and Environmental Sustainability, Northern Arizona University Tye Waggoner Research Aide, School of Sustainability Arizona State University Peter Walker Dean, Falk School of Environment an Sustainability, Chatham University Michelle Wyman Executive Director, National Council for Science and the Environment

3. The core competencies consensus statement project virtual workshops through the Sustainability Curriculum Consortium, a survey of dozens of experts, and in-person workshops at meetings including AASHE, SCC, and NCSE to gather a wide range of informed, expert opinions. produce a consensus statement on key competencies at the program-level. Consider programs as a whole, not individual course curricula. not prescriptive, but a guide for new and evolving programs, students, administrators and employers broad perspective including environmental and sustainability studies and sciences programs: holistic approach to environmental and sustainability problem-solving

4. the process

5. Consensus Statement for NCSE endorsement 2018 2019 2020

6. Activity 1define what is meant by a program-level learning outcome in sustainability, then identify some • Break into small groups • individual thought: come up with your own definition or use the one your program has already developed • group discussion, this activity could compare the PLLOs that participants have with existing ones • work towards consensus • Review the Competency Menus: Concepts & Methods in word document • Work through these steps • Clarification questions? • Indicate whether you agree (A) /disagree (D) with the concepts & methods • Are there concepts & methods that need to be specified / nuanced? • Are there concepts & methods that need to be added? • rank what you deem most important (priorities 1-3) • Report out

7. Systems Thinking Competence Menu Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability Science, 6(2), 203–218.

8. Anticipatory Thinking Competence Menu Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability Science, 6(2), 203–218.

9. Normative Thinking Competence Menu Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability Science, 6(2), 203–218.

10. Strategic Thinking Competence Menu Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability Science, 6(2), 203–218.

11. Interpersonal Competence Menu Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability Science, 6(2), 203–218.

12. Semantic Noise in Sustainability • literature on competencies in education for sustainability, " is characterized by a sea of labels, terminological confusion, and relative inattention to pedagogic implications.” Sterling, S., Glasser, H., Rieckmann, M., & Warwick, P. (2017, 153). • “synonymous concepts are, for example, skills and qualifications, literacy and capabilities. What they all have in common is a focus on the abilities that allow us to master even unforeseen demands and thus distinguish themselves from ‘laundry lists’ of abilities, which we typically find with certain job profiles. Barth (2015, 61) • “miscommunication or misunderstanding of concepts within this field of enquiry is contributing to slow progress towards the objectives of HESD (higher education for sustainable development)” –Shephard, K., Rieckmann M., & Barth, M. (2018)

13. Addressing the noise “where terms are drawn from… established usage in the educational literature and applied for specific purposes in education for sustainable development, they need to be clearly defined with respect to their educational context” –Shephard, K., Rieckmann M., & Barth, M. (2018)

14. What is a Competency? • a cluster of specific abilities related to a competency • ability to use knowledge – encompassing • information, understanding, skills, values, and attitudes • in specific contexts and to meet demands.” • students’ “capability to adapt and to respond” to “changes in the world today, [which are] characterized by new levels of complexity and contradiction.” UNESCO 2015

15. Each area of competence consists of • Knowledge – understanding the structure and function of natural and human systems and their interactions • Skills – cognitive, interpersonal, predictive • Attitude – ethics, commitment to justice • ability to use knowledge – “encompassing information, understanding, skills, values, and attitudes in specific contexts and to meet demands.” UNESCO 2015

16. Core competencies “a set of sub-competencies from distinctive competence classes such as” • personal, • professional-methodological, • social-communicative and • action competencies (c.f., Erpenbeck & Heyse 1999) UNESCO four pillar approach ‘Learning, the treasure within’ (Delors 1998) • Learning to know • Learning to do • Learning to be • Learning to live together

17. Core Competencies in Sustainability “functionally linked complexes of knowledge, skills, and attitudes that enable successful task performance and problem solving with respect to real-world sustainability problems, challenges, and opportunities.” Wiek, A., Withycombe-Keeler, L., & C.L. Redman, 2011: 204.

18. 6 Core Competencies in Sustainability Wiek, A., Withycombe, L. and Redman, C.L., 2011. ‘Key Competencies in Sustainability – A Reference Framework for Academic Program Development’, Sustainability Science, 6(2), 203–18

19. NCSE Summer Meeting 2018: Mapping findings onto synthesis of key competencies Sense of place, indigenous competencies

20. References Barth, M. (2015). Implementing Sustainability in Higher Education. Learning in an age of transformation. Routledge, New York, USA. Brundiers, K., & Wiek, A. (2017). Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability. Education Sciences, 7(1), 18. Hesselbarth, C., & Schaltegger, S. (2014). Educating change agents for sustainability - Learnings from the first sustainability management master of business administration. Journal of Cleaner Production, 62(April 2015), 24–36. https://doi.org/10.1016/j.jclepro.2013.03.042 Marcus, J., Coops, N. C., Ellis, S., & Robinson, J. (2015). Embedding sustainability learning pathways across the university. Current Opinion in Environmental Sustainability, 16, 7–13. https://doi.org/10.1016/j.cosust.2015.07.012 Rieckmann, M.; Hericks, N. (2016). Competence-Based Education and Its Contributions to Quality Enhancement in Higher Education International Consortium for Educational; International Consortium for Educational Development (ICED) and HELTASA Joint Conference 2016: Cape Town, South Africa, 2016. Sterling, S., Glasser, H., Rieckmann, M., & Warwick, P. (2017). “More than scaling up”: a critical and practical inquiry into operationalizing sustainability competencies. In P. B. Corcoran, J. P. Weakland, & A. E. J. Wals (Eds.), Envisioning futures for environmental and sustainability education (pp. 153–168). Wageningen: Wageningen Academic Publishers. Shephard, K., Rieckmann, M., & Bath, M. 2018. Seeking sustainability competence and capability in the ESD and HESD literature. Environmental Education Research. https://doi.org/10.1080/13504622.2018.1490947. https://www.tandfonline.com/eprint/NpVycJxSUp3Vp8kTpQcy/full UNESCO – United Nations Educational, Scientific and Cultural Organization (2015): Rethinking Education. Towards a global common good? http://unesdoc.unesco.org/images/0023/002325/232555e.pdf Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability Science, 6(2), 203–218.

21. Delphi Study: Process • Iterative process to build consensus around key competencies in sustainability • Five questionnaires, with each new questionnaire providing the opportunity to revisit the integrated compilation of responses to the preceding questionnaire • Responses are anonymous to comply with research ethics (IRB) (cannot disclose names of panelists) • Timeline: delay due to challenges of coordinating 15 out of 20 high-level panelists; illness within research team

22. Delphi Study: Selection of Panelists • Two panels composed of 10 experts from higher education institutions • USA • International • Selection criteria • Peer-reviewed publications on key competencies in sustainability (or aspects thereof) • Research and scholarship on sustainability education • Invitation of no more than one expert per institution • Each panel should represent diversity of types of higher education institutions • Each panel should represent gender equity, cultural and disciplinary diversity • Response rate • 90% of US-based experts agreed to participate; 10% pending • 60% of international experts agreed to participate; 40% pending, 1 person declined to participate

23. Delphi Study: Research Question • Basis: • Synthesis of key competencies in sustainability, compiled from comprehensive literature review on key competencies and presenting professional profile of a sustainability change agentengaging in collective sustainability problem-solving processes* (c.f., Wiek et al., 2011) • Research questions: • To what extent do experts agree on the framework of key competencies in sustainability in terms of the types of competencies, the content of each competency, the relationships among competencies and the learning outcomes of each competency? • What additions, differentiations and deletions do experts suggest and to what extent do they agree upon these suggested revisions?

24. Delphi Study: Questionnaires • Validate and update existing synthesis of key competencies • Competency Menu including concepts and methods for each competency • Validate and update existing framework of key competencies that links competencies together into a sustainability problem-solving process • Review/revise relationships among key competencies in sustainability • Add additional competency if necessary • Validate and update proposed learning outcomes related to key competencies in sustainability • Differentiates between BA/BS, MA/MS, PhD • Based on Wiek, A., Bernstein, M., Cohen, M., Forrest, N., Kuzdas, C., & L. Withycombe Keeler (2016) “Operationalising Competencies in Higher Education for Sustainable Development” in: Barth, M. & Michelsen, G., Rieckman, M. and I. Thomas (eds). Handbook of Higher Education for Sustainable Development. Springer. • Prioritize proposed learning outcomes • Final review

25. “Our analysis emphasizes individual sustainability competence while positioning it within a sustainability research and problem-solving framework. Yet, the overarching competence in sustainability research and problem solving is more than the sum of its parts. It involves not only the mastery of the individual competencies but also the ability to combine these competencies in a meaningful and effective way. Analyzing and solving sustainability problems requires linking and activating all of the individual competencies, and there is no one single way but rather multiple ways to do so”. (Wiek et al. 2011:212)

26. Normativity in Sustainability • Does an academic sustainability program teach specific values, and is this made explicit? Divergent views: • the normative character of sustainability requires the acquisition of certain values (social-ecological integrity, justice, etc.). • sustainability graduates need to know different value-laden concepts, but their role is to facilitate dialogue rather than position themselves in value- laden debates Source: Wiek et al. 2011: 212.

27. Why have ethics?

28. What are Ethics? • Ethics refer to rules provided by an external source, e.g., codes of conduct in workplaces or principles in religions.  • Morals refer to an individual's own principles regarding right and wrong.

31. Values and wicked issues in sustainability: the desire or need for change agents Acting for positive change and contributing to co-creating a better future “Sustainability depends on change agents who have the skills, persistence, and resilience to contribute to the emergence of healthy ecosystems, social systems, and economies. Change requires students engage others and implement or contribute to positive change”. (Marcus et al., 2015)

32. Sustainability Change Agents ”A change agent for sustainability is an actor who deliberately tackles social and ecological problems with entrepreneurial means to put sustainability management into organizational practice and to contribute to a sustainable development of the economy and society”. • Develops sustainability as a factor of success in their working environment • Initiates sustainability projects which enact substantial change in the organization and beyond • Transfers the vision of sustainable development through cooperation and public relations • Works in multiple roles (sustainability expert, facilitator, catalyst and activist) (Hesselbarth & Schaltegger, 2014)

33. Where are you going? How do you get there?

35. Activity: focused small group discussionchoose one 1) Sustainability Programs as Normative Endeavors. It’s not just about out majors: sustainability competencies for the general public, how general education should link to sustainability. What is the role of sustainability education: emancipatory, experimental, engagement? 2) Should we be working backwards from course-level learning outcomes to learning activities, versus identifying with critical learning activities(e.g. action-oriented community engagement, multi-cultural and transdisciplinary approaches to problem-solving) then develop competencies based upon activities? 3) institutional support structures to aid in development and administration of sustainability programs. Work to identify 3 key barriers and if possible, develop a recommendation overcome these, ideally supported by information / evidence from institutions that have successfully used this tool to overcome that barrier.

36. Activity: 1) Sustainability Programs as Normative Endeavors • Sustainability is a normative concept (sustainability as a value like democracy) • how general education should link to sustainability. • What is the role of sustainability education: emancipatory, experimental, engagement? • Sustainability Science: from descriptive-analytical to solution-oriented (c.f., Miller et al., 2014) The UN Decade aims to educate … “knowledgeable consumers who purchase goods with low lifecycle impacts and who use their purchasing power to support corporate social and environmental responsibility and sustainable business practices”

37. Activity: 1a) Sustainability Programs as Normative Endeavors • How can we best determine/assess the degree to which our students improve their capacity for ethical action? • Do we look to specific activities then define what ethical/values competencies look like? • If so, what types of activities should our student pursue • Are we better of with the backwards design process of working from a competency back to activities and assessments?

38. Activity: 2) the competencies design process • Should we be working backwards from program-level learning outcomes to learning activities, OR identifying critical learning activities and using them to identify core competencies (PPLOs) • Learning activities such as action-oriented community engagement, developing multi-cultural and transdisciplinary approaches to problem-solving, integrating social and environmental systems

39. Activity: 3) Institutional Support Structures • Work through these 4 steps • What support structures do you have in place now that you can leverage? • What would be the ideal support structure? (Vision) • What support structures could you develop in the short-term? (Strategy) • What is your first kick-off action for the above?

40. Very Initial Conclusions & Recommendations from survey Focus on education programs that enable change management Change management is a key theme that emerges, across all organization sizes and types. Sustainability professionals recognize the enormous task of bringing about change, and seek skills to help them do just that. As a result, “soft” skills such as communication, facilitation, consensus building and networking are d of especially high value by the group. Demonstrating financial viability and return on investment are considered important enablers of change. Educational programs should stress these as “core” skills, and recognize subtleties between bringing about change within organizations and externally. Tailor programs to teach “hard” skills valued by industry Aside from planning and project management, many “hard” skills vary in importance by industry. Create tracks for professionals of various types where they can develop expertise that is specific to their type of business or organization. Leverage skills of current professionals as educators and mentors Many current sustainability professionals have deep experience in the field. Enlist their efforts as program planners, educators and mentors in this emerging profession.

41. Discussion: Sustainability Programs as Normative Endeavors? • What is the role of education? • Emancipatory – Experimental – Engaging (Fischer, 2018)

42. Assessing Key Competencies in Sustainability • Self-reported assessments • Baseline Assessment Tool (MC) • Skill Tracing (Reflection) • Photovoice (Reflection) • Objectified assessments • Written • Role Play • Performance • Program Level Learning Objectives