Key Points to Consider when Revising Courses
- Answer these questions: What should drive a student from one discipline like economics to select a course from engineering and vice versa?
- Categorise the potential courses in terms of the three concentration areas: a) Climate Change, Environment and Society; b) Climate Change, Economics and Public Policy and c) Climate Change, Sciences and Technology.
- Reflect first on your current objectives in the courses you want to revise and identify what is missing in light of the themes chosen using the Table of CLIMASP Knowledge, Skills, Attributes and Competences. Needless to argue that you have to get a deeper understanding of the CLIMASP themes you identified as suitable to your courses and discipline.
- You can develop a matrix that displays the CLIMASP issues identified, what is included in your current objectives and what is missing. Then, reformulate your objectives to address the new CLIMASP themes that you identified suitable to your course and discipline.
- Think about the key themes in your courses and how they might be linked with CLIMASP objectives and learning outcomes.
- After identifying the key CLIMASP themes related to the course under revision, start reflecting over of the objectives and learning outcomes generated previously. You have to look what your course and subject can offer to CLIMASP, what is special about your subject and how it can be used to further the goals and principles of a sustainable society.
- Integrate Information & Communication Technologies, including webinars, Skype and social media in your revised courses as well as problem-based learning methods.
- Assess the potential to reformulate titles of the courses to emphasise the concepts of climate change and sustainability policy included.
- In this process, it is suggested to work together with other colleagues from different subjects in order to fulfil the interdisciplinary perspective that is extremely needed in the field of sustainability education. Such an approach will serve as a basis for matching better objectives and content and at the same time build collaborative tasks. Working in cooperation with a colleague— sharing ideas, reflecting on activities attempted, developing resources, planning activities—affirms the skills of both teachers and provides an opportunity to build on each other’s expertise to create something that neither would have accomplished alone.
