Abstract Content (up to 300 words recommended)
Abstract
1. Background/context
· Learning and teaching for sustainability has global, regional and local implications, impacts and priorities that matter to us all. Graduates need to be both sustainability literate and accountable, whichever profession they enter or civic contribution they make. This complex field addresses interconnections between social, ecological and economic dimensions of all sectors and communities, including corporate responsibility and urban or community resilience[1].
·www.rmit.edu.au/teaching/sustainability
www.sustainability.edu.au
2. The issue/topic to be addressed
· Learning & Teaching for Sustainability emphases trans- and multi-disciplinary learning design, assessment and learning outcomes that enable graduates to fully contribute to and lead in their chosen professions.
· This Roundtable will initiate discussion and debate on relevant and important issues, theoretical and practical, with global as well as regional and local perspectives informing discussions.
· Participants will be encouraged to explore their own higher education and discipline specific scenarios.
3. A brief outline of the debates around the issue/topic
· Sustainability literacy and staff professional development
· Trans- and multi-disciplinary e-assessment, action learning and systems thinking
· Professional sustainability knowledge, skills and competencies for graduates
4. Suggested questions for discussion
· How can universities be sure that they are producing sustainability literate graduates? (http://www.sustainabilitytest.org/en/substainability_home)
· What are three key sustainability issues of currently focus in your own discipline/profession/sector?
· How is learning & teaching for sustainability currently assessed within your degree program?
Addressing the theme/s of the Conference (up to 200 words recommended)
Learning and teaching for sustainability has global, regional and local implications, impacts and priorities that matter to us all. The complex, inspiring and challenging context for higher education and sustainability literacy and graduate employability necessitates both sustainability literate and accountable graduates and professionals. This round-table addresses interconnections between social, ecological and economic dimensions of multiple sectors and communities, including corporate responsibility and urban or community resilience.
Learning & Teaching for Sustainability emphasises trans- and multi-disciplinary learning design, assessment and learning outcomes that enable graduates to fully contribute to and lead in their chosen professions. This round-table also initiates discussion and debate on relevant theoretical and practical aspects of sustainability literacy from global as well as regional and local perspectives.