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Teaching of Sustainability: Higher Education (HE) Case Studies by Sue Haile (Newcastle University, UK) and Jarka Glassey (Newcastle University, UK)
(Chapter 19 of Handbook of Research on Pedagogical Innovations for Sustainable Development)
Following a discussion of the means of introducing sustainability and sustainable design into the engineering curriculum, this chapter provides examples of the approach taken when teaching these subjects through the use of case studies at a traditional research-intensive higher education institution in the UK: Newcastle University. This chapter demonstrates the range of topics that have been addressed through examples of case studies and discusses the methods of delivery and assessment within the curriculum. The result of a cross-curriculum mapping exercise is presented, showing how sustainability teaching can be incorporated into a variety of undergraduate and postgraduate programmes.
Research undertaken across the University has academic merit, and is important for furthering scientific understanding in specific fields. However, Newcastle academics are not content with science just for the sake of academic endeavour - as a civic University our focus is on "Excellence with a Purpose". This means we have to realise and track the real-world impact of the research that we undertake.
The University's interdisciplinary research is organised through the three Societal Challenge Themes: Social Renewal, Changing Age, and Sustainability. It is in particular through these routes that the impact of our research is identified, monitored and reported. Some examples of the type of long term impact in the area of Sustainability that original work undertaken at Newcastle has achieved are included in the following case studies: