Subject Description Form
Subject Code
ISE1D01
Subject Title
Learning for a Sustainable Future
Credit Value
3
Level
1
Pre-requisite /
Co-requisite/
Exclusion
Nil
Objectives
This subject explores the emerging concept of sustainable development
which is an increasingly important issue for governments, businesses,
educational institutions and non-government organizations around the
world. Sustainable development is a learning process. Studies have
shown that in many cases there is a lack of understanding about
sustainability concepts and their implementation in university teaching
and learning practices. Traditional subjects have focused on solutions to
complex problems and have equipped students with the skills to resolve
such problems within a relatively narrow area. The overall objective of
this subject is to promote commitment and skills so that students can
develop an enhanced understanding of what it means to work for a
sustainable future, a sense of responsibility for future generations and a
spirit of optimism and hope for a sustainable future.
The degradation of natural resources threatens the livelihood of people.
Human health and well-being is increasingly determined by
environmental conditions. This subject highlights the interdependence of
these issues and how people’s daily lives are related to social, economic,
environmental and technological processes. It also demonstrates that
social and environmental problems can be solved through changes to the
way resources are used are that people have an obligation to overcome
the environmental problems humanity faces.
The objectives of the subject are to enable students to:
1. Understand the concepts of sustainability and sustainable
development; the interdependence of natural and socio-economic
systems at local, national and global levels
2. Develop an understanding of the social, economic, environmental and
technological issues facing the world today and establish an
understanding of the interrelationships among these issues
3. Have a critical reflection and decision making caused by personal
lifestyles
4. Engage in active participation of building sustainable development
Intended Learning
Outcomes
24.12.2014
The study of sustainability is intellectually stimulating and seeks to
empower students to draw upon their capacity to engage in and future
thinking enhanced by concepts, tools, and techniques. Students are
increasingly concerned with sustainability issues but feel unprepared as
to what the future might bring. This subject is designed for
undergraduate students by introducing selected issues that need to be
addressed in building a sustainable future.
Upon completion of the subject, students will be able to:
Subject Synopsis/
Indicative Syllabus
(a)
Develop an understanding of the emerging concepts of
sustainable development
(b)
Develop an understanding of the interrelationships among
selected sustainable development issues
(c)
Analyze the value base behind a range of different interpretations
of sustainable development
(d)
Develop key competencies in sustainability, such as problem
solving, linking knowledge to action, and the ability to collaborate
successfully with experts and stakeholders that have a vested interest
in sustainable development
(e)
Appreciate the differences of approach to sustainable
development between Hong Kong and Taiwan (see * as to why
Taiwan is chosen)
* Due to its unique history, Taiwan is an excellent location for students to
understand the concept of sustainability. After 60 years development,
Taiwan has moved from an agriculture-based to an industrial-based
economy and also from a labor-intensive economy to a technologyintensive economy. This dramatic development has not only raised
Taiwan citizens' standard of living, but has also established Taiwan's
position in the international community. However, in the process of
increasing Taiwan's global competitiveness, an imbalance in terms of the
burden on natural environment has had a huge impact on the country's
sustainable development. Therefore, how to ensure the preservation of
natural resources and the environment, protect citizens health and
increase social harmony and welfare, while maintaining its economic
vitality and competitiveness, is one of the important tasks for Taiwan in
the 21st century. To pursue national sustainable development, the
Taiwan’s Executive Yuan established the National Council for
Sustainable Development. Each year outstanding organizations and
companies will be awarded the National Sustainable Development
Awards. By visiting the award-winning sustainable projects, students will
learn excellent hands-on experiences. During the field visit, Therefore, in
Taiwan students are able to explore and familiarize themselves with the
following issues related to sustainability:
Energy Conservation, Carbon Reduction and Climate Change
 Promoting Climate Change Adaptation Technology Integration
Research
 Promoting greenification of industries
 Promoting green LOHAS and low-carbon transportation
 Promoting green consumption in the general public
24.12.2014
National Land and Resources
 Water resource development, utilization, management
conservation
 Sustainable management of maritime resources
 National land planning, management, and conservation
 Conservation of wetland ecology
and
Biodiversity
 Establishing and integrating biodiversity information database
 Planning of Land, Wetland, and Maritime Biodiversity Monitoring
Systems
 Implementing boat reduction and fishing moratorium, regulating
fishing yield, and implementing fishery management
 Prevention and cataloguing of invasive species
 Promoting excellent agricultural products
Energy and Production
 Promoting green factories and integration of energy and resources
 Encouraging energy conservation and carbon reduction, developing
renewable energy
 Invigorative measures for agriculture
 Encouraging transformation in the fishing industry and curbing illegal
fishing
Transportation and Livelihood
 Improving public road transportation efficiency; Strengthening
disaster prevention system for roads and bridges
 Promoting ecotourism, environmental education and a friendly
tourism environment
 Improving weather forecasting and earthquake detection capabilities
 Promoting environmental management systems and energy
conservation/carbon reduction equipment for the aviation industry
Urban and Rural Development
 Urban and rural sustainable development
 Green building for eco-cities
 Enhancing living environment
Health and Welfare
 Protection and service for women, children and youth
 Molding a friendly city for the elderly, and enhancing their social
participation
 Handling epidemic and promoting the development of vaccine
production
 Risk assessment and management of environmental pollution quality
Education and Promotion
 Improving knowledge and understanding of sustainable development
and environmental awareness
 Advancing sustainable development through collaboration with
government, schools and the general public
24.12.2014

Teaching/Learning
Methodology
Strengthening social education centers and promoting sustainability
and environmental protection
 Promoting research and international cooperation on education of
sustainable development
Providing students with quality learning activities outside the classroom
in Taiwan is vital for helping them obtain first-hand experience from
different perspectives. Experience outside the classroom enhances
learning by providing students with opportunities to practice enquiry
skills, value analysis and clarification, and problem solving. This unique
learning opportunity helps students increase their understanding of
sustainability problems. Supported by Taiwan’s universities, local
governments, and industry partners, this subject will help students turn
concepts and methods into practical competence. Through a careful
designed teaching/learning methodology, students will obtain real-world
experience on how to link knowledge to action for sustainability. Most of
the times English will be conducted during the field visit in Taiwan;
however, it is likely some occasions may involve the use of Mandarin.
Basically, three learning activities are included in this subject: (i)
preparation in class (Pre-field Stage); (ii) fieldwork (Field Stage) and (iii)
Follow-up in class (Post-field Stage)
Pre-Field Stage
There will be lectures to provide essential knowledge and information on
various topics in sustainability issues. Students are required to identify
and discuss a real-world problem, evaluate whether and why it is a
sustainability problem, perform a stakeholder analysis, and formulate a
problem-solving approach (what, why, who, and how). During this stage
students will be able to: (i) develop knowledge and skills, (ii) practice
data collection techniques, (iii) know groups and personal
responsibilities, (iv) be aware of field trip arrangements and necessary
materials, and (v) understand safety requirements.
Fieldwork
(a) Field Teaching and Research
This involves taking students to several field locations and delivering
mini-lectures or seminars on-site from which students are expected to
take notes. This approach involves students in careful observation and
description of a scene or activity and in suggesting possible explanations
based on previously acquired information. This approach provides a
structured way for students to find their own examples as an integral part
of the learning experience. Pre-reading materials are made available to
ensure students are well prepared before the fieldtrip.
(b) Sites Visit (Winners of National Sustainable Development Awards)
Fieldtrips that involve local experts increase exposure of students to the
real world and to its stakeholders and thereby add interactive
components. Students are required to ask relevant questions in order to
explore sustainability dimensions of an issue on-site, in particular, how
things are done, by whom, and why. During the fieldwork, students are
able to: (i) make direct observations: identifying, describing,
constructing, and measuring, (ii) collect and record data, (iii) make initial
analysis and interpretations, and (iv) aware of their own and other
24.12.2014
people's perceptions.
(c) Seminars
Interaction with guest speakers is an important feature of this subject.
Experts involved in sustainable development and specific fields from
governments, media, business, and related associations are invited to
engage in dialogue with the students. The consideration of local and
opinion leaders and experts to highlight on challenges of the areas forms
an integral part of the subject.
Post-Fieldwork
After completing fieldtrips, students need to (i) organize the information
they have collected, (ii) check findings with others, (iii) test hypotheses,
(iv) make generalizations, (v) discuss puzzling issues with others, (vi)
research unanswered questions, and (vii) prepare project reports and
presentations.
(a) Group Project
Students from Hong Kong and Taiwan’s local students are required to
form groups together on chosen case studies, which run over the total
subject duration. Each group will conduct a project addressing a
sustainable issue by researching, developing, and preparing a solution
portfolio. Group projects are intended to be an enjoyable learning
experience in which students become familiar with the economic,
political, social and cultural, environmental and technical issues
associated with the sustainability topic that they are exploring. Depend
on the projects selection and their natures, some students’ projects can be
compared with existing Hong Kong projects initiated by government,
corporations, or other institutions. It will stand out as a unique experience
for PolyU students. Working through a group project can help students
in:
 Identifying possible causes and effects of a problem
 Brainstorming potential solutions to the underlying problem
 Developing criteria for evaluating solutions
 Evaluating all solutions to determine the preferred one
 Developing an action plan for the best solution
(b) Essay
Each student will submit one research essay assignment based on their
learning activities of the subject. This assignment will deal with
important technological, economic and environmental aspects associated
with sustainability. Also, it will foster students’ understanding of the
relationship between theory and real world experience. Students will
review and critique literature with respect to critical issues about
sustainable development.
Through group projects and essay assignment, students’ ability to apply
and synthesize acquired knowledge can be evaluated on the basis of their
performance in group discussion, oral presentations, and the quality of
their project reports on these case studies.
General Preparation and Implementation Plan
24.12.2014
(1) Pre-Field Brief Session at PolyU
Prior to the trip, a brief session will be held at PolyU. Taking students
outside the university involves a wide range of preparatory
administrative, safety and legal responsibilities as well as educational
plans. These tasks include:




Prepare background information for students and other staff;
students need to understand the purposes of fieldwork and the
processes of fieldwork
Provide the information of arrangements and necessary materials
and equipment
Pre-reading materials are made available to ensure students are
well prepared before the fieldtrip and to develop prerequisite
knowledge and skills
Form groups (Hong Kong and Taiwan) and understand personal
responsibilities
(2) Field Stage in Taiwan
The Outbound learning activities will be planned as follows:
Day
Activities
 Hong Kong to Taiwan
 To familiarize the campus and surroundings of collaboration
university and meet with counterpart groups
Day 2
 Lectures to provide essential knowledge and information on
various topics in sustainability issues
 Pre-field trip and Group project discussion
 Students exchange activities and local culture sites visit
Day 3 & 4  Sites visit: winners of National Sustainable Development
Awards (mini-lectures or seminars on-site)
 Groups projects preparation and discussion
 Students exchange activities and local culture sites visit
Day 5
 Seminar (experts involved in sustainable development fields
from governments, media, business, and related associations
are invited to engage in dialogue with the students)
 Groups projects preparation and discussion
Day 6 & 7  Sites visit: winners of National Sustainable Development
Awards (mini-lectures or seminars on-site)
 Groups projects preparation and discussion
 Students exchange activities and local culture sites visit
Day 8
 Seminar (experts involved in sustainable development fields
from governments, media, business, and related associations
are invited to engage in dialogue with the students)
 Groups projects preparation and discussion
Day 9
 Group Projects Presentation
 Post-field trip discussion; students exchange activities
Day 10
 Summarize the study trip
 Wrap-up Test
 Taiwan to Hong Kong
Day 1
(3) Post Field Stage:
24.12.2014
Students need to submit following items after the trip:
 Group project report
 Research essay
 Individual reflection journal
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific Assessment
Methods/Tasks
%
weighting
Intended subject learning outcomes to
be assessed
a
b
c
d
e
1. Test
20%



2. Research essay
30%



3. Individual
reflective journal
10%





4. Group project
report
30%





5. Project oral
presentation
10%


Total
100%

This subject involves students working in groups to study cases where
they apply knowledge learnt and suggest preferred solutions to reduce
pressure on the environment and increase sustainable development in
specific areas/regions. Through such exercises, students' ability to apply
and synthesize acquired knowledge can be evaluated on the basis of their
performance in group discussion, oral presentations, and the quality of
their written reports on these case studies. Test is used to assess students'
knowledge, critical thinking, and values and attitudes regarding to the
sustainability issues.
The intended learning outcomes can be achieved through various
learning activities of field trip:
Learning
Activities
Field Trip
(field teaching
and research,
sites visit, and
seminars)
Test (short
answer test)
24.12.2014
Intended Learning Outcomes (ILOs)
Providing students with high quality learning
activities beyond the walls of the classroom is vital
for helping students appreciate their first hand
experiences from a variety of different perspectives.
Furthermore, experiences outside the classroom also
enhance learning by providing students with
opportunities to practice skills of enquiry, values
analysis and clarification and problem solving in
everyday situations.
(ILOs: a, b, c, d, e)
Providing students with (ILOs: a, b, e):
 Knowledge - what a person knows
 Thinking Processes - advanced ways of thinking,
such as applying, analyzing, synthesizing and
Research
Essay
Individual
Reflective
Journal
Group Project
Report
24.12.2014
evaluating
 Values - standards and principles that can be used
to judge the worth of an idea or action
Short-answer test requires students to create an
answer. They are used to assess the basic knowledge
and understanding of a specific topic.
Providing students with (ILOs: a, b, e):
 Knowledge - what a person knows
 Thinking Processes - advanced ways of thinking,
such as applying, analyzing, synthesizing and
evaluating
 Values - standards and principles that can be used
to judge the worth of an idea or action
It can foster students' understanding of the
relationship between theory and real world
experience. Students will review and critique
literature with respect to critical issues about
sustainable development.
Providing students with (ILOs: a, b, c, d, e):
 Knowledge- what a person knows
 Skills - the ability to do something
 Thinking Processes - advanced ways of thinking,
such as applying, analyzing, synthesizing and
evaluating
 Values - standards and principles that can be used
to judge the worth of an idea or action
 Actions - what people do as a result of the other
kinds of learning
Student will be reminded of the ILOs midway
through the field trip to ensure that program
activities are aligned with outcomes. Reflections also
allow students to see their own progress and
encourage them to speak up if their needs are not
being met. This practice also refocuses students on
the intended learning outcomes of the program.
Providing students with (ILOs: a, b, c, d, e):
 Knowledge- what a person knows
 Skills - the ability to do something
 Thinking Processes - advanced ways of thinking,
such as applying, analyzing, synthesizing and
evaluating
 Values - standards and principles that can be used
to judge the worth of an idea or action
 Actions - what people do as a result of the other
kinds of learning
Group projects can help students develop skills
specific to collaborative efforts, allowing students to
(1) Tackle more complex problems than they could
on their own, (2) Delegate roles and responsibilities,
(3) Share diverse perspectives, (4) Pool knowledge
and skills, (5) Develop new approaches to resolving
differences, (6) Find effective peers to emulate, and
(7) Develop their own voice and perspectives in
Project Oral
Presentation
Student Study
Effort Expected
relation to peers.
Providing students with (ILOs: a, b, e):
 Knowledge - what a person knows
 Thinking Processes - advanced ways of thinking,
such as applying, analyzing, synthesizing and
evaluating
 Values - standards and principles that can be used
to judge the worth of an idea or action
There are several reasons for the oral presentations:
(1) Test student's cognitive skills,(2) Allow student to
demonstrate the ability to generate and synthesize
new ideas, (3) Give student the opportunity to
demonstrate what his/her have learnt in an analytical
way, (4) Give student a chance to learn from peers
and to share his/her knowledge with them
Class contact:
Lectures
12 Hrs.
Tutorials/Seminars/Case studies
13 Hrs.
Site visits/mini-lectures
14 Hrs.
Other student study effort:
Reading List and
References
24.12.2014
Research/preparation for site visits and
information gathering
56 Hrs.
Preparation for the essay, project presentation and
report writing
22 Hrs.
Total student study effort
117 Hrs.
1. 2014 Global Sustainable Development Report, UN-DESA
2. Inclusive Green Growth: The Pathway to Sustainable Development,
The World Bank, 2012
3. Bert J. M., Sustainability Science, 2012, Cambridge University Press
4. Taiwan National Council for Sustainable Development Network,
http://nsdn.epa.gov.tw/en/index.htm
5. The Council for Sustainable Development in Hong Kong,
http://www.susdev.gov.hk/html/en/council/
6. Engineering for Sustainable Development: Guiding Principles, Royal
Academy of Engineering, 2005
7. Education for Sustainable Development - An Expert Review of
Processes and Learning, UNESCO, 2011
8. UN-DESA, http://sustainabledevelopment.un.org/index.html
9. Engineering-Issues, Challenges and Opportunities for Development,
USECO, 2010
10. Towards a Green Economy: Pathways to Sustainable Development
and Poverty Eradication, UNEP, 2011
11. WBCSD, http://www.wbcsd.org/home.aspx