Studenten studeren aan een picknicktafel
Studenten studeren aan een picknicktafel

This teacher’s guide helps students make sustainable connections

Radboud University aims to weave sustainability into every degree programme, but in practice, lecturers sometimes find it difficult to incorporate it into their classes. A new guide can help lecturers with this. The first students were already introduced to the lessons from the guide last year and they are enthusiastic.

This spring saw the publication of The Power of Connection, a book which, through seventeen case studies, illustrates how academics across the whole spectrum of Radboud University are working to promote sustainability. Long before the book was published, Edwin van Meerkerk, professor of cultural education, had already realised that these stories could not only be inspiring, but also highly useful and instructive during lectures. He therefore developed a set of questions and assignments to accompany each story, compiling them into a handbook for lecturers. Van Meerkerk has already been using the case studies in his own lectures.

Every week, Van Meerkerk and his students discussed a case study: ranging from a geographer in Central Java investigating how to halt the subsidence of towns and rising water levels, to a Nijmegen Public Health Service (GGD) worker providing care to people living on the streets. ‘The case study of the street doctor for the homeless has stayed with me the most,’ says Jules Gribling, a student of Society, Language and Culture. ‘So many things came together there: the costs involved in providing this care, the image of homeless people, how we as a society think the streetscape should look, and the relationships between homeless people themselves.’

Jules Gribling
Jules Gribling. Photographer: Noortje Smeenk

A different perspective on homelessness

Every week, students highlighted the multifaceted nature of a problem, identified the connections between its various aspects, and considered sustainable solutions. ‘We’re talking about sustainability in the broadest sense of the word. One street doctor having to help over 100 homeless people is clearly not a long-term solution, so we need to consider how we, as a society, can tackle such a problem.’ Gribling outlines the levers that can be pulled to address this issue. ‘Think about making the language the government uses, for example in letters, easier to understand, so that people have a better grasp of what is expected of them. Or, speaking of language, the words we use to describe homeless people. And consider the design of public spaces. In the Netherlands, homeless people are turned away in most places, whilst in Paris they are a prominent feature of the street scene. Can’t a city be designed in such a way that homeless people also have their place there?’

The lectures have changed Gribling’s perspective on homeless people. ‘Problems affecting Nijmegen and many other cities become so much more tangible. And when I see someone rummaging through a bin for bottles, I’m much more curious about their background story.’

Edwin van Meerkerk
Edwin van Meerkerk. Photographer: Duncan de Fey

Breaking down cognitive barriers

Van Meerkerk also noticed that the students responded well to the stories. ‘Every single one of the speakers is a specialist or a renowned scientist. Take the story of physicist John Schermer, who carries out very fundamental research but helps with very concrete applications such as the development of innovative solar panels. An example of an assignment might be to get students to come up with the most fundamental questions about a particular area of research and then ask them how those questions relate to practical applications.’

Assignments of this kind teach students to recognise complexities and make connections between things that, at first glance, might seem to have little to do with one another. ‘You often see that students have a sort of cognitive barrier at the start. Within one course they learn all sorts of things, but they don’t yet transfer that knowledge to another subject. The book and the handbook can be a great help in enabling them to see those connections.’

Bowling alley

Looking back, Gribling appreciates not only the content of the lectures, but also the way in which they discussed it during the sessions. ‘There were only five of us on this course, so it didn’t feel like a lecture, but more like a conversation. Edwin didn’t just talk about the case study; he’d digress to discuss other thinkers who had explored certain themes or historical events that tied in with the text. I really like that way of teaching. It really takes skill to link things together like that. I’d like to develop that skill further.’

Are there any other things that have stuck with you, almost a year after the course? ‘I sometimes wonder what it would be like to run a bowling alley. Thanks to the course, I’ve come to see more clearly just how many different functions such a venue can fulfil. Of course, it’s a place for entertainment, but you could also create a meeting place for lonely older people or give young people the chance to gain work experience there. Meanwhile, the local council is pleased because it broadens the range of activities available in the town and helps tackle vacancy rates. In short, the course has shown me how, whatever you do, you can take all sorts of aspects into account to achieve something sustainable.’ Laughing: ‘So let me know if you know of a good spot for a bowling alley.’

View the teacher’s guide with lesson suggestions (in Dutch)