Emma J. Pharo

Purpose: The purpose of this paper is to profile the development of a bicycle parking hub at the University of Tasmania to illustrate how the Academic Operations Sustainability Integration Program promotes real change through the engagement of stakeholders from across an institution to deliver campus sustainability. This case study outlines one example of how place-based learning initiatives focused on campus sustainability challenges have delivered authentic education for sustainability in the Australasian higher education setting. Design/methodology/approach: This case study outlines the process through which a cross-disciplinary place-based learning initiative was designed, implemented and evaluated over a three-year period. The evaluation of the project was designed to assess the impact of this education for sustainability approach on both operational and student learning outcomes, and to make recommendations on the continuation of place-based learning initiatives through the Academic Operations Sustainability Integration Program. Findings: This case study illustrates how learning can be focused around finding solutions to real world problems through the active participation of staff and students as members of a learning community. This experience helped the authors to better understand how place-based learning initiatives can help deliver authentic education for sustainability and the success factors required for engaging staff and students in such efforts. Originality/value: The case study highlights an example of an education for sustainability initiative that was mutually driven by the operational and learning objectives of an institution, and specifically the ways in which the engagement of staff and students from across an institution can lead to the successful integration of these two often disparate institutional goals.

Purpose: – Interdisciplinary approaches to climate change teaching are well justified and arise from the complexity of climate change challenges and the integrated problem-solving responses they demand. These approaches require academic teachers to collaborate across disciplines. Yet, the fragmentation typical of universities impedes collaborative teaching practice. This paper aims to report on the outcomes of a distributed leadership project in four Australian universities aimed at enhancing interdisciplinary climate change teaching.Design/methodology/approach: – Communities of teaching practice were established at four Australian universities with participants drawn from a wide range of disciplines. The establishment and operation of these communities relied on a distributed leadership methodology which facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles.Findings: – Each community of practice found the distributed leadership approach overcame barriers to interdisciplinary climate change teaching. Cultivating distributed leadership enabled community members to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change. The detailed outcomes achieved by each community were tailored to their specific institutional context. They included the transformation of climate change curriculum, professional development in interdisciplinary pedagogy, innovation in student-led learning activities, and participation in institutional decision-making related to curriculum reform.Originality/value: – Collaborative, non-traditional leadership practices have attracted little attention in research about sustainability education in university curricula. This paper demonstrates that the distributed leadership model for sustainability education reported here is effective in building capacity for interdisciplinary climate change teaching within disciplines. The model is flexible enough for a variety of institutional settings.

We report on the establishment of communities of practice at four Australian institutions and evaluate their effectiveness and durability as a means of building staff and institutional capacity for interdisciplinary teaching. A community of practice approach is a potentially valuable methodology for overcoming dynamics of fragmentation, isolation and competition within universities. The communities we established were anchored by a shared focus on the topic of climate change and they worked collaboratively to build relationships of trust and reciprocity between teachers in a wide range of disciplines. The aim of each community was to improve the teaching of climate change through enabling members to integrate diverse disciplinary perspectives, to teach collaboratively, to promote innovation through exchange and to demonstrate leadership within their institutions. The key factors that made our communities effective and durable are: (1) designation of two leadership roles, activator and facilitator, (2) provision for institutional autonomy in domesticating the model to fit local circumstances and (3) a pragmatic emphasis on opportunities for teaching innovation and leadership within existing administrative structures, teaching programs and workloads. We conclude that suitably designed and resourced communities of practice are a viable means of improving interdisciplinary teaching of complex problems by facilitating both staff development and institutional learning.

A teacher network was formed at an Australian university in order to better promote interdisciplinary student learning on the complex social-environmental problem of climate change. Rather than leaving it to students to piece together disciplinary responses, eight teaching academics collaborated on the task of exposing students to different types of knowledge in a way that was more than the summing of disciplinary parts. With a part-time network facilitator providing cohesion, network members were able to teach into each other's classes, and share material and student activities across a range of units that included business, zoology, marine science, geography and education. Participants reported that the most positive aspects of the project were the collegiality and support for teaching innovation provided by peers. However, participants also reported being time-poor and overworked. Maintaining the collaboration beyond the initial one year project proved difficult because without funding for the network facilitator, participants were unable to dedicate the time required to meet and collaborate on shared activities. In order to strengthen teacher collaboration in a university whose administrative structures are predominantly discipline-based, there is need for recognition of the benefits of interdisciplinary learning to be matched by recognition of the need for financial and other resources to support collaborative teaching initiatives.

We investigated the hypothesis that interdisciplinarity is being explicitly taught behind the façade of traditional disciplines. We interviewed 14 academics (seven geographers and seven agricultural scientists) about their teaching in the inherently interdisciplinary field of natural resource management. Our teachers were generally well informed about interdisciplinarity, believed it is important in a natural resource management degree, and participants viewed the traditional discipline-based structure as a major obstacle to collaboration, mostly because of competition between disciplines for student income. Other barriers included the strong rewards of disciplinary specialization, the difficulty of sustaining teaching teams, and other university structures, such as inflexible timetables. We suggest that if institutions with traditional discipline-based structures want to provide students with interdisciplinary opportunities, teachers need to be adequately supported in terms of workload, career rewards and pedagogy.

A survey of epiphytic bryophytes within a tree was conducted in lower montane rainforest at 2400 m in the Peruvian Yungas. The Weinmannia sp. host tree supported 110 species (77 hepatics, one hornwort and 32 mosses). To our knowledge, this is the highest single-tree bryophyte species richness reported to date. We used Johansson zones (lower trunk, upper trunk, mid-crown, mid-outer crown and outer crown) to stratify our sampling and found that the greatest species richness and abundance was on the upper trunk and large branches of the mid-crown. Hepatics, and the Lejeuneaceae in particular, were dominant in all five Johansson zones of the tree. The mid-crown had higher radiation intensity than the dark lower trunk while still having high relative humidity. Non-metric multidimensional scaling indicated the presence of four communities: an outer crown, a mid to mid-outer crown, an upper trunk and a lower trunk community. The outer crown supported only two moss species along with 35 hepatics, which included 17 high-light tolerant hepatics. The climate data suggested that this pattern was due to higher irradiation and exposure. More bryological work is needed in these poorly catalogued montane forests of the Peruvian Andes, which are under multiple threats that include forest clearing and climate change

Abstract:  Our knowledge of cryptogam taxonomy and species distributions is currently too poor to directly plan for their conservation. We used inventory data from four distinct vegetation types, near Hobart Tasmania, to address the proposition that vegetation type, vascular plant taxon composition, and environmental variables can act as surrogates for mosses and macrofungi in reservation planning. The four vegetation types proved distinct in their taxon composition for all macrofungi, mosses, and vascular plants. We tested the strength of the relationships between the composition of cryptogam taxonomic groups and vascular plant composition and between the environmental variables and canopy cover. Taxon composition of woody vascular plants and vascular plants was the best predictor of the taxon composition of mosses and macrofungi. Combinations of environmental variables and canopy cover were also strong predictors of the taxon composition of mosses and macrofungi. We used an optimization routine for vascular plant taxa and woody plant species and determined the representation of cryptogam taxa in these selections. We identified sites with approximately 10% and 30% of the greatest proportions of vascular plants and woody vascular plants and calculated representation of mosses and macrofungi at these sites. We compared the results of these site selections with random site selections and random selections stratified by vegetation type. Random selection of sites by vegetation type generally captured more cryptogams than site selection by vascular plants at the 10% level. Vascular plant and woody plant taxon composition, vegetation type, and environmental and structural characteristics, all showed promise as surrogates for capturing common cryptogams in reserve systems .