Presentation Details

“Revitalising an interdisciplinary sustainability degree: Ideas for the Bachelor of Sustainability at UOW”
Nick Gill 

In 2017 the then Faculty of Social Science launched the Bachelor of Sustainable Communities as an interdisciplinary social sciences sustainability degree. To be relaunched and restructured as a Bachelor of Sustainability, the “new” degree has the potential to anchor various approaches to sustainability at UOW to a core that grounds students in the history, politics, theory, and practices of sustainability and its contemporary applications. 

 “Why study Environmental Humanities?”
Adam Lucas 

The Environmental Humanities program provides students with a range of discipline-based conceptual tools that empower students to analyze, critique and participate in contemporary debates about the environment. Through the exploration of issues such as climate change, resource use and technological development, students gain a deeper understanding of the range of social contexts in which environmental issues become problems and controversies, along with the role of social factors in shaping human relationships to the environment.

“GEOG123 Indigenous Geographies: Questioning Country” 
Stephanie Beaupark and Laura Hammersley

Indigenous knowledge of Country and how Indigenous science engages in sustainability and land management practices have emerged as core to environmental sustainability and climate change education. This presentation introduces GEOG123, a subject which resources a number of programs here at UOW. 

 

“Creativity at the intersection of pedagogy, business and climate change”
          Troy Heffernan  

This presentation introduces BUS344 Climate Change and Business Development, the new core subject in the Sustainable Business Major. Aligned with the Marketing Disciplines approach to subject development, elements of Moodle development, creative assessment, WIL and technology will be highlighted in the context of climate change and Business. The 3 topic approach to teaching this subject (T1: The Big Picture: T2: Climate Change and the Organisation: T3 Decarbonisation Leadership) will be presented and discussed. 

“The state of climate change education in schools”
Peter Freebody 

This presentation reports on a recent research review of climate change education undertaken on behalf of the Academy of Social Sciences in Australia. At once sobering and optimistic, it provides a picture of the experiences and resources our students bring with them to UOW, and points to the role of educators at all levels in supporting their transitions into changing jobs and communities.  

“The Climate Change Concept Inventory: A vignette of dialogic assessment for learning”
Lorna Jarratt

Lorna will describe the use of a Climate Change Concept Inventory (CCCI) to identify students’ understandings and misconceptions about climate change science, initially through peer-to-peer interaction and then in dialogue with the discipline expert as she designs further learning and teaching activities. 

“Carbon Literacy: A common understanding” 
Belinda Gibbons

This presentation describes a current initiative to raise awareness and upskill members of the UOW community in core knowledge about human-induced climate change and possibilities for change through systemic and individual solutions. 

“Developing a reporting framework for teaching the UN Sustainable Development Goals”
Marianne Peso

Many UOW subjects teach content aligned with one or more of the UN Sustainable Development Goals (SDG), but this important work is not being adequately captured and communicated to key stakeholders, including prospective students. Future Education Division is seeking input on a framework for understanding the depth of SDG coverage in subjects, with the long-term aim of providing an opt-in field in COSMOS for subject coordinators to report their SDG coverage.