1. What motivates you to run/convene an IATL module?

"The amazing mix of highly motivated and capable students, who are open to doing things in completely different ways to what they are used to."

2. Is there anything about convening an IATL module that is particularly challenging?

"Not having many colleagues or an external examiner who have a background in design research and design activism."

3. Is there anything you’d like us to know about any Education for Sustainable Development that you incorporate into your IATL module(s)?

"The whole module is ESD - the ability to apply design capabilities for sustainable design, and the ability to develop those capabilities amongst communities is a central goal for the modules."

1. What motivates you to run/convene an IATL module?

"It’s a great opportunity for Warwick Institute of Engagement to be able to work with students to get them involved in public engagement, whilst getting credit for their degree. From a personal perspective – as a professional services employee this is the only opportunity I have to work with students, something I very much enjoy."

2. Is there anything about convening an IATL module that is particularly challenging?

"As a professional service employee, not being able to receive funding for the module as a non-ARC department – so my time for delivering it isn’t recognised."

3. Is there anything you’d like us to know about any Education for Sustainable Development that you incorporate into your IATL module(s)?

"Public Engagement is vital for a sustainable future. It supports more people accessing education, encourages a more holistic approach to research that listens to more voices, it encourages interdisciplinary working, cultural diversity and awareness, it provides people skills to effectively communicate and share ideas with lots of different people and groups. It also ensures wider society has access to the work that universities do and can use this inform critical debate."

1. What motivates me to convene Navigating Psychopathology?

"My past working experience (working for a mental health charity) and academic background (a PhD encompassing philosophy and psychology) has left me with an enduring interest in mental health. That experience and academic background has also helped strengthen my view that understanding the mind and mental disorder requires adopting an interdisciplinary perspective - a view further strengthened by the participation and feedback from students taking the module."

2. Is there anything about convening Navigating Psychopathology that is particularly challenging?

"There are several things about convening Navigating Psychopathology that are challenging. IATL modules are available to students from any disciplinary background. This makes it difficult to take varying levels of existing knowledge into account while at the same time ensuring the module remains accessible, interesting and rigorous. The subject of the module can also be quite personal for students - they, or people they know, may have experienced mental health problems."

3. How is Education for Sustainable Development (ESD) incorporated into Navigating Psychopathology?

"An important part of ESD is addressing inequality by nourishing agency: "ESD gives learners of all ages the knowledge, skills, values and agency to address interconnected global challenges including climate change, loss of biodiversity, unsustainable use of resources, and inequality" (from https://www.unesco.org/en/education/sustainable-development/need-know). One of the central aims of Navigating Psychopathology is to encourage students to critically examine the role that the agency of patients/service users/survivors plays and should play in our understanding of mental disorder. Developing an understanding of health inequalities and lack of resources in the UK primes students to understand health and resource inequalities in a global context."

1. What motivates you to run/convene an IATL module?

"To develop teaching and research interests beyond the scope of my discipline; to work together with fantastic colleagues from other departments; to have the freedom to innovate in terms of teaching practice and assessment; to learn from students and staff from difference disciplinary perspectives."

2. Is there anything about convening an IATL module that is particularly challenging?

"Workload and additional meetings that come on top of departmental responsibilities; students who feel overly empowered to critique each teaching session and tell you how it can be improved."

3. Is there anything you’d like us to know about any Education for Sustainable Development that you incorporate into your IATL module(s)?

"Our module on the Slow Movement links directly to ESD as it encourages students to reflect on the impact of social acceleration on human wellbeing and the environment. Solutions are assessed against their societal, environmental and economic benefits, while considering aspects of inclusivity and accessibility. For example, movements such as slow food and slow cities promote biodiversity and community cohesion. Students work on creative design projects in which they are required to demonstrate awareness of the ethical implications and sensitivity to diverse cultural perspectives. The module is designed to be transformational in terms of the way students’ view their personal relationship with time and pace, and encourages a balanced, holistic approach which considers wider impact of human activities."