Rogers, SL and Egan, SS and Stimpson, IG (2018) Tracking Sustainability Concepts in Geology and Earth Science Teaching and Learning, Keele University, UK. The Journal of Academic Development and Education. ISSN 2051-3593 (In Press)

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Abstract

Sustainability of the planet is fundamental to our common future, and geologists and geoscientists are key stakeholders in this process. Better understanding of the Earth, its processes and utilisation of its resources, through successful science communication, is necessary for the effective creation of sustainability policy. Whilst the synergy between geoscience and sustainability is often obvious, the framing of the links is often neglected or downplayed within the UK Higher Education setting. This results in geoscientists lacking in familiarity with sustainability issues, including the ability to communicate geoscience issues to non-specialists effectively. Using the United Nations Sustainable Development Goals, the inclusion and embedding of sustainability issues within Geology and Geoscience modules (offered by the School of Geography, Geology and the Environment, Keele University, UK) is framed in an effort to consolidate and enhance our current standing on sustainability issues. Further tracking of the emphasis and positioning of sustainability issues within these modules will enable a better articulation of the importance between geology and society.

Item Type: Article
Additional Information: This is the accepted author manuscript (AAM). The final published version (version of record) will be available online via Keele University at https://jadekeele.wordpress.com/ - please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: Sustainable Development Goals, Geology, Earth Science, Sustainability Tracking.
Subjects: Q Science > QE Geology
Divisions: Faculty of Natural Sciences > School of Geography, Geology and the Environment
Depositing User: Symplectic
Date Deposited: 26 Apr 2018 09:55
Last Modified: 26 Apr 2018 09:55
URI: http://eprints.keele.ac.uk/id/eprint/4770

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