Sustainable Development in the Surveying Profession

The built environment sector provides the homes, workplaces, amenities and infrastructure to support everyday activity, and is a key contributor to economic growth and employment, but also to emissions and resource use. Construction, land and property surveyors are engaged throughout the built environment lifecycle and therefore, are uniquely positioned to lead and accelerate the transformational change required to ensure a sustainable built environment. The United Nations Sustainable Development Goals (UNSDGs) provide a blueprint exhibiting social, economic and environmental goals to be considered as a system of interrelated objectives. Attainment of the SDGs requires a global approach, which is entrenched in national, local and sectoral actions. There are many challenges to achieving the SDGs, chief amongst them is whether sufficient capacity and capability exists to deliver on sustainability measures outlined in Government strategies, for example ‘Housing for All’, the ‘National Climate Action Plan’ and the ‘National Development Plan (NDP)’. Government policy is underpinned by a legally binding international agreement to achieve net-zero carbon emissions by 2050, and it is imperative that sufficient knowledge and competence exists to advise public and private sector clients on sustainable solutions to achieve these ambitions. The purpose of this report is to provide a baseline of sustainable development knowledge, skills and competence, which heretofore was undetermined within surveying professions. Research was undertaken in three phases involving education providers, practising surveying professionals and a range of non-surveying professionals with expertise in sustainable development. Findings from the research confirm that higher education institutions (HEIs) within which SCSI-accredited surveying programmes are delivered have implemented numerous initiatives to ensure sustainable development forms part of academic curriculum and co-curriculum. HEIs, through a complex ecosystem of stakeholders have tremendous reach and influence, therefore the incorporation of sustainability in corporate and operational strategy is an encouraging indication of HEIs commitment in this regard. At a programme level, sustainability is embedded in surveying programme content and coupled with a wide range of assessment methods employed, demonstrates that sustainability literacy is fostered amongst learners. Whilst these findings are encouraging, scope exists for a more explicit articulation of sustainable development content within programmes. Participants in this research were overwhelmingly in support of the proposition that future SCSI accreditation should be conditional upon alignment to SDGs. Surveying practitioners acknowledge the criticality of sustainable development but are at differing stages on the journey towards fully entrenching it within their business. Engagement in sustainability training is prevalent, but the measurement and monitoring of aspects such as carbon emissions is varied. The key drivers of sustainable solutions being advised upon derive from client demand, Government policy, as well as for the common good, though skills shortages and cost inflation present significant challenges. Transparent sustainability credentials are increasingly demanded by clients and the authentic advancement of environmental social governance (ESG) is important to improve business operations, and may result in competitive advantage in the process. ESG training and development is required to further develop expertise in this area. The research provides important new insight into the current knowledge and practice of sustainable development within the surveying profession, which can act as a yardstick against which future progress may be measured. A range of recommendations and associated actions are suggested to propel and support surveying professionals in leading the way in the provision of innovative solutions for a sustainable built environment

Experts on e-learning: insights gained from listening to the student voice!

The Student Experience of e-Learning Laboratory (SEEL) project at the University of Greenwich was designed to explore and then implement a number of approaches to investigate learners’ experiences of using technology to support their learning. In this paper members of the SEEL team present initial findings from a University-wide survey of nearly a 1000 students. A selection of 90 ‘cameos’, drawn from the survey data, offer further insights into personal perceptions of e-learning and illustrate the diversity of students experiences. The cameos provide a more coherent picture of individual student experience based on the totality of each person’s responses to the questionnaire. Finally, extracts from follow-up case studies, based on interviews with a small number of students, allow us to ‘hear’ the student voice more clearly. Issues arising from an analysis of the data include student preferences for communication and social networking tools, views on the ‘smartness’ of their tutors’ uses of technology and perceptions of the value of e-learning. A primary finding and the focus of this paper, is that students effectively arrive at their own individualised selection, configuration and use of technologies and software that meets their perceived needs. This ‘personalisation’ does not imply that such configurations are the most efficient, nor does it automatically suggest that effective learning is occurring. SEEL reminds us that learners are individuals, who approach learning both with and without technology in their own distinctive ways. Hearing, understanding and responding to the student voice is fundamental in maximising learning effectiveness. Institutions should consider actively developing the capacity of academic staff to advise students on the usefulness of particular online tools and resources in support of learning and consider the potential benefits of building on what students already use in their everyday lives. Given the widespread perception that students tend to be ‘digital natives’ and academic staff ‘digital immigrants’ (Prensky, 2001), this could represent a considerable cultural challenge

Web-based learning and teaching resources for microscopic detection of human parasites.

DMU e-Parasitology (http://parasitology.dmu.ac.uk) presents novel web-based resources co-developed by EU academics at De Montfort University (DMU) for the teaching and learning of microscopic diagnoses of common and emerging human parasites. The package will be completed early in 2019 and presents a Virtual Laboratory and Microscope, which are equipped with engaging units for learning parasitological staining and fresh preparation techniques for detecting cysts, oocysts, eggs and spores, in conjunction with a library of digitised clinical slides. Units are equipped with short videos of academics performing the different techniques and quizzes and exercises, to provide students with the most practical experience possible

An examination of Rand Water's skills development for the production of quality drinking water locally

A research report submitted to the Faculty of Engineering an the built environment, University of the Witwatersrand, Johannesburg in partial fulfilment of the requirements for the degree of Master of Science in Engineering. Johannesburg, October 2016.The study investigates the effectiveness of Rand Water’s Scientific Services’ skills development strategy for the assurance of quality drinking water as prescribed by the SANS 0241 National Drinking Water Quality Standard. The aim is to establish whether: 1) the present skills are adequate to provide the scientific data required for affirming drinking water quality and 2) the skills development taking place in the Scientific Services division is adequate for the level and quantity of scientific skills required for the future. There is also some discussion to understand the motivation for maintaining and increasing skills within the Scientific Services division for Rand Water. Assuring drinking water quality within Rand Water is the sole responsibility of the Scientific Services division. The division provides regular routine and non-routine drinking water quality monitoring, testing, data collection, analyses and reporting on the organisation’s performance against the SANS 0241 Drinking Water Quality Standards (SANS, 2006).The focus of the analysis is Scientific Services Division in Rand Water, although the discussion in view of the topic is not limited to the division. Production of drinking water encompasses two key aspects that must be investigated they are quality and quantity, however the close up analyses could only be successful completed for quality in the context of the quantity produced. Skills development planning within Scientific Services has always been based on the division’s feeder pipelines to be able to recruit from and retain scientific skills within the organisation. The division concentrates on Graduate, Bursar and Experiential Learner development ensuring a sustainable, trained and readily available pipeline of skills from which to recruit. Employees currently within the division both permanent and temporary form the type of scientific skills required for water quality monitoring and drinking water standard production and assurance. Employees have been placed within the functional scientific streams of the division and further by their levels of appointment and qualifications. The data analysis has also been done for the increasing of skills using the same framework. Age and gender was also included to show performance of the division in respect to transformation and equity. Equity in relation to growth is currently a global matter that is under scrutiny. The World Economic Forum has put equity in the spotlight to ensure countries look at their performance. The significance is that it has an impact on how the water resources in a country are distributed and managed. The Water Reforms in most developing countries have sparked large scale discussions around provisioning of water for all. Human Development and Water Resource Management are agendas that countries need to handle collectively with the ultimate outcome being achieving equity for all (UNDP, 2013). Rand Water’s Scientific Service skills data indicates that it has adequate scientific capacity to meet its present mandate of providing drinking water quality assurance for the organisation. There is some concern that the aging workforce is concentrated at management and specialists levels, therefore developing these skills for the next 5 to 10 years requires immediate attention. Transfer of skills and retention of skills requires careful strategic planning in order to attract a younger transformed workforce. The study shows that in as much as routine quality assurance is core, it is also equally critical to have employees who can troubleshoot within the context of the new environmental pressures and diverse operational conditions. The demand for quality drinking water over the last 110 years has increased throughout the country. The mandatory expansion of the organisation translates into sharing of human resources with other parts of the country to produce quality drinking water. Rand Water has been entrusted to take on the responsibility of other water utilities in the country and ensure that they reach the required standard for the production of quality drinking water. The full scope of the organisation’s mandate requires that it provide skills to handle the treatment of drinking water and wastewater in the near future. Although wastewater treatment is currently managed by the local municipalities, Rand Water will be having an active role to improve services. This would mean distributing the existing capacity within the organisation over a greater area of work along with a significant increase in the demand for scientific analyses of drinking water quality. The pace at which skills development takes place in Rand Water Scientific Services division shows that it will be able to meet the present needs. There are questions raised on the sustainability of the skills for the future. Maintaining and developing skills within the division is critical to be able to sustain the nature, structure and functioning of the division in its current form. The other factor that must also be maintained is the transformational equity demands of the country. The notion that there is a lack of experienced previously disadvantages scientists must be addressed directly to meet all the future demands of the sector, region and continent in a short space of time.MT201

2001 : Dublin Institute of Technology : Full-Time Courses , Undergraduate Prospectus

Underdraduate prospectus of full - time courses for 2001 entry. Foreword by Dr. Brendan Goldsmith, President. Introduction includes information on student life, campus, library and information service, computer centre, restaurent facilities, careers service, student counselling service, etc

CoCREATE: Collaborative Curriculum Reimagining and Enhancement Aiming to Transform Education

The establishment of TU Dublin in January 2019 provided a unique opportunity to create a bespoke curriculum framework for students, staff and stakeholders of TU Dublin, produced by the students, staff and stakeholders of TU Dublin. A curriculum framework is a set of guiding values that inform the design of teaching and learning activities within TU Dublin. A Teaching Fellowship Team, comprising eighteen teaching academics from across the three TU Dublin campuses and supported extensively by the Learning Teaching and Technology Centre (LTTC), was formed to collaboratively craft, in partnership with all stakeholders, a curriculum framework for TU Dublin. Working collaboratively under the project name CoCREATE (Collaborative Curriculum Reimagining and Enhancement Aiming to Transform Education) the Teaching Fellowship Team developed TU Dublin’s CoCREATED Curriculum Framework over eighteen months. The design and development of the CoCREATED Curriculum Framework was informed by consultation with all key stakeholders across all campuses, examination and synthesis of local, national and international best practice and policy, as well as relevant scholarly literature. The framework is underpinned by the core values and mission of TU Dublin, as well as local and national strategic plans. It provides a distinctive but tangible learning philosophy for all at TU Dublin. The framework is both considered, flexible and progressive so as to adapt to the diversity within TU Dublin, including accredited programmes, and is inclusive of all learners across the university. The four curriculum values of the TU Dublin CoCREATED Curriculum Framework are: Step forward and try new things Use all of our talents; everyone has something to learn and something to teach Make our learning experience active, useful and related to the world Create the space and time to do work that matters This new, dynamic and evolving TU Dublin CoCREATED Curriculum Framework characterises an innovative, responsive and caring learning environment for the diversity of our university’s student population across all programme levels. Simultaneously, it developed a synergy between staff, students, professional bodies, industry and community partners through a collaborative design process. It is as inspiring, distinctive and pioneering as Ireland’s first Technological University. The CoCREATED Curriculum Framework will support staff and students to develop a unique approach to teaching and learning, which will characterise a TU Dublin teaching and learning experience, and ultimately a TU Dublin graduate, in a competitive national and international higher education space. Going forward, the TU Dublin CoCREATED Curriculum Framework will empower the judicious creation of rich and diverse curricula across all disciplines and levels within TU Dublin, from apprenticeship, through undergraduate, to structured PhD

Plumbing the depths: stories, e-portfolios; pedagogy, ownership

Over the course of this academic year, a colleague and I implemented an eportfolio pilot with 82 students aged 17 to 50 on a team-taught 30-credit Level 1 core course on behalf of the University of Greenwich. The students are studying for a degree in Education Studies and come from a wide range of backgrounds. The module comprises elements of PDP interwoven with lectures on contemporary education issues and was originally designed as a paper-based course. The pilot navigated the PebblePad system as part of a wider trial of a number of different systems by the university. This paper presents the results of research combining mixed methodologies mainly allied to the interpretive paradigm but incorporating elements of critical theory. The research evaluates the differing experiences of students and lecturers using this e-portfolio system for learning, teaching, reflection and assessment. Methods used include initial and final student reflections, surveys, interviews and critical analysis including the narrative ‘soundings’ of sample experiences from student blogs and visual analysis of some student portfolios. We used the PebblePad as a mini VLE, uploading course documents and lecture presentations and sending messages as well as creating online gateways for formative and summative assessment submission. It was accessed externally to the university systems. In a scaffolded process, students constructed and submitted blogs and e-portfolios composed of a number of assets. The process of interactions with an eportfolio system has raised substantial and complex challenges for course design and learning outcomes relating to pedagogy and assessment as well as challenges of implementation, resistance to change and around concepts of ownership. As a commentary on academic practice, an element of personal reflection on the project and the research is included in the form of a dialogic interlocution with these narratives, raising questions about the way in which we might use e-portfolios in Higher Education and considering how we evaluate online learning. As a process of evaluation, the research does not offer hypotheses or answers as such but aims to create space for different views by raising complex questions and challenges for consideration in the process of contextualising and making sense of the users’ different experiences, of plumbing the depths. Drawing on diverse genres and media the paper presents the results of the research and samples some of the work produced