Student Run Education and Action for Sustainability ActSHEN Workshop Tuesday 15th October, 10-12
Notes by Isak Stoddard
1. INTRODUCTION
Focus is on ActSHEN – but question to explore is how can this project contribute to the other projects in this room? How can other projects/people contribute and get involved in ActSHEN?
Purpose of workshop: synergies and potential collaborations (larger application?)
Presentation of initiatives, include:
Collaborators/actors involved
Purpose
Method/strategy
Hoped Result/products
2. Presentation of ActSHEN and their partners
3.Short presentations of other projects
Regional Centre of Expertise (Sara A, Misol K, David K)
Coordination of Active Student Participation at UU (Johan G, Håkan E ,Viktor E, Alexis E, Ulrike S)
Boundary Crossing higher education (Svante A)
Didactics for Sustainability – teacher training (Isak S)
4. GROUP Discussions
Questions to discuss in groups
What is student driven-education? What is action for sustainability? What do we mean?
What are potential synergies between the projects?
5. Short notes from Group Presentations
Group 1 (Audur P, Veli-Matti V, Håkan E)
What is student-driven higher education?
Interest driven
Motivation enhancing
Design and Structure from teachers and students
Peer supported education.
Academically oriented. You get credits.
Produces something for society
Group 2 (Julia V, Jaako Tuurka, Viktor E)
Go directly to student-unions.. (nationer)… Social life..
Long distance learning. IT in education. Campus vs distance. Challenge, but opportunity.
Transition of knowledge
When coordinators feel that they own the course. Great! Leuphana university great example. Activiting from the beginning.
CEMUS: coordinators own their own course, but also management roles and guidelines
How do we help students, how to provide the scaffolding?
See what happens when we mix it up? Mix it up!
Silent teacher…good teacher?
Group 3(Johan G, Malin Ö, Alexis E, Susan G)
CEMUS was student-initiative / important.
Organic is important.
Actions- how can we continue momentum
Teaching secondary to research. Constraints?
Pedagogical program-students and teachers resp. Action driven. Could be developed. How you should do it? User friendly document. ActSHEN product?
UU we need to maneuver how to introduce sust.
Use International collaboration. Define what is internationally required in terms of sustainable development.
Look at what is going on right now: Experts in team. Design education. How much is being done. This project needs to engage other people to work on them. Coordination and engaging projects that are already happening. Intermediate space.
There are broader policy documents.. UN.
Group 4 (Ulrike S, Isak S, Sigrun B)
Importance of terminology – but make sure is isn’t too limiting and flexible
There is a fundamental difference between design/art education and other univ. education.
Design education is more naturally student-run, non-linear, explorative etc..
How to assemble support for innovative, critical thinking?
What type of learning outcomes for design thinking and education?
Student drive education definition: Students have influence on how the course is designed and learning outcomes and feel empowered.
Level of education and disciplinarity is important factors when determining the type and degree of “student-driveness” possible and relevant.
Question: How do different departments/fields look at “loosing control” of knowledge and its creation?
Group 5 (Asthildur B.J, Misol K, Sara A)
Cannot be copy-paste.
We should not be too radical. Thinking outside of the box and then into the box.
We already do so many things in relation to SD. Help others to relate to this from differ.
Cemus coordinator and adjunct
Coordinators feel as students. Bridge to student/body.
Flow /through
Leuphana univ.
Leadership and management / change your university
Participants
Audur Palsdottir, Univerisity of Iceland
Julia Vol, University of Iceland
Susan Elisbeth Gollifer, Univerisity of Iceland
Sigrun Birgisdottir, Iceland Academy of Arts
Asthildur Björg JOnsdottir, Iceland Academy of Arts
Veli-Matti Vesterinen, Helsinki University
Jaako Tuurka, Helsinki University
Johan Gärdebo, Royal Institute of Technology
Ulrike Schnaas, Uppsala Univerisity
Svante Axelsson, Uppsala Univerisity
Håkan Emilsson, Uppsala Univerisity
Viktor Eriksson, Uppsala Univerisity
Alexis Engsröm, Uppsala Univerisity
Misol Kim, CSD Uppsala
Sara Andersson, CEMUS
Malin Östman, CEMUS
Isak Stoddard, CEMUS
ActSHEN Workshop Tuesday 15th October, 10-12
Notes by Isak Stoddard
1. INTRODUCTION
Focus is on ActSHEN – but question to explore is how can this project contribute to the other projects in this room? How can other projects/people contribute and get involved in ActSHEN?
Purpose of workshop: synergies and potential collaborations (larger application?)
Presentation of initiatives, include:
2. Presentation of ActSHEN and their partners
3. Short presentations of other projects
4. GROUP Discussions
Questions to discuss in groups
5. Short notes from Group Presentations
Group 1 (Audur P, Veli-Matti V, Håkan E)
What is student-driven higher education?
Interest driven
Motivation enhancing
Design and Structure from teachers and students
Peer supported education.
Academically oriented. You get credits.
Produces something for society
Group 2 (Julia V, Jaako Tuurka, Viktor E)
Go directly to student-unions.. (nationer)… Social life..
Long distance learning. IT in education. Campus vs distance. Challenge, but opportunity.
Transition of knowledge
When coordinators feel that they own the course. Great! Leuphana university great example. Activiting from the beginning.
CEMUS: coordinators own their own course, but also management roles and guidelines
How do we help students, how to provide the scaffolding?
See what happens when we mix it up? Mix it up!
Silent teacher…good teacher?
Group 3(Johan G, Malin Ö, Alexis E, Susan G)
CEMUS was student-initiative / important.
Organic is important.
Actions- how can we continue momentum
Teaching secondary to research. Constraints?
Pedagogical program-students and teachers resp. Action driven. Could be developed. How you should do it? User friendly document. ActSHEN product?
UU we need to maneuver how to introduce sust.
Use International collaboration. Define what is internationally required in terms of sustainable development.
Look at what is going on right now: Experts in team. Design education. How much is being done. This project needs to engage other people to work on them. Coordination and engaging projects that are already happening. Intermediate space.
There are broader policy documents.. UN.
Group 4 (Ulrike S, Isak S, Sigrun B)
Importance of terminology – but make sure is isn’t too limiting and flexible
There is a fundamental difference between design/art education and other univ. education.
Design education is more naturally student-run, non-linear, explorative etc..
How to assemble support for innovative, critical thinking?
What type of learning outcomes for design thinking and education?
Student drive education definition: Students have influence on how the course is designed and learning outcomes and feel empowered.
Level of education and disciplinarity is important factors when determining the type and degree of “student-driveness” possible and relevant.
Question: How do different departments/fields look at “loosing control” of knowledge and its creation?
Group 5 (Asthildur B.J, Misol K, Sara A)
Cannot be copy-paste.
We should not be too radical. Thinking outside of the box and then into the box.
We already do so many things in relation to SD. Help others to relate to this from differ.
Cemus coordinator and adjunct
Coordinators feel as students. Bridge to student/body.
Flow /through
Leuphana univ.
Leadership and management / change your university
Participants
Audur Palsdottir, Univerisity of Iceland
Julia Vol, University of Iceland
Susan Elisbeth Gollifer, Univerisity of Iceland
Sigrun Birgisdottir, Iceland Academy of Arts
Asthildur Björg JOnsdottir, Iceland Academy of Arts
Veli-Matti Vesterinen, Helsinki University
Jaako Tuurka, Helsinki University
Johan Gärdebo, Royal Institute of Technology
Ulrike Schnaas, Uppsala Univerisity
Svante Axelsson, Uppsala Univerisity
Håkan Emilsson, Uppsala Univerisity
Viktor Eriksson, Uppsala Univerisity
Alexis Engsröm, Uppsala Univerisity
Misol Kim, CSD Uppsala
Sara Andersson, CEMUS
Malin Östman, CEMUS
Isak Stoddard, CEMUS