Changing focus: making sustainability a major theme in existing university modules
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract In this article we report some practical experiences of integrating education for sustainable development into established university teaching modules. The 2021 guidance on Education for Sustainable Development from the UK’s standards bodies QAA and Advance HE is an important and urgent motivation for introducing sustainability into university courses. We take as our context a first-year introductory module in Chemical Products and Process in the School of Chemistry and Chemical Engineering and a second-year module in Software Engineering and Systems Development in the School of Electronics, Electrical Engineering and Computer Science, both at Queen’s University Belfast. We outline some of the challenges of adding new themes to existing courses. We comment on ways of presenting themes of sustainable development alongside existing module content, and we indicate the type of work students produced. We identify approaches that resulted in good outcomes, and outline changes we have made with a view to improved future outcomes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it