Teaching Sustainability

Source: https://www.uni-bonn.de/en/research-and-teaching/teaching-profile/teaching-sustainability Parent: https://www.uni-bonn.de/en/research-and-teaching/teaching-profile

The University of Bonn Sustainability Strategy for Teaching

The University of Bonn is committed to the cause of sustainability, understood as balancing the needs of planetary regeneration, economic performance and social responsibility. Inspired by the presence in Bonn of the United Nations and its pioneering work in this area, the University has anchored its commitment to sustainability in the University of Bonn Guiding Principles for Studying and Teaching. This ensures that the University will give all its students the opportunity to engage with a range of sustainability issues in its studying and teaching operations.

The Rectorate took the decision in 2019 to develop a “Sustainability Strategy 2030” incorporating research, teaching and university operations. A working group incorporating representatives from all status groups in the University has been set up to focus on the changes which need to be made in studying and teaching.

Sustainability poster competition

The posters are developed in courses which address the issue of sustainability or aspects of it.

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Guiding Principles in Studying and Teaching

Inspired by the presence in Bonn of the United Nations and its pioneering work in the area of sustainability, the University seeks to give all its students the opportunity to engage with a range of sustainability issues in its studying and teaching operations.

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“vielfältig.nachhaltig.digital” grant program

The University of Bonn funds projects focusing on “sustainability in teaching”, which raise awareness of the issue of sustainable development and teach skills in this area.

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Service learning (practical teaching projects)

The Service Learning Coordination Center was established at the University of Bonn in early summer 2020.

Service learning is a form of teaching and learning that combines academic learning with social engagement. It is marked by two main components:

The learning component: a course taking an academic approach introduces students to the theoretical principles of an issue. They are also given the opportunity to reflect on and summarize their experiences gathered in the “engagement phase”.
The service component: students apply what they have learned whilst working in practical projects conducted by partner institutions from the not-for-profit sector.

These two components represent the central elements of a well-balanced curriculum.

Information and contact4