Aisling Tierney
Dedicated to teaching and learning innovation, including areas of Education for Sustainable Development. Currently working within the Bristol Institute of Teaching and Learning (BILT), University of Bristol & Office for Students, Department of Education UK.
Current archaeology affiliation with the Cultural Heritage Institute at the Royal Agricultural University.
Teaching associate, project manager (public engagement) and lecturer.
International research experience in the UK, Ireland, Japan, Albania, Sri Lanka, Albania, Greece and the USA.
Archaeology research interests: Albanian archaeology; material culture; Greek archaeology; maritime archaeology.
Confident public speaker with experience on radio, television and public lectures. 10+ years experience running public engagement archaeology in local communities and schools.
Current archaeology affiliation with the Cultural Heritage Institute at the Royal Agricultural University.
Teaching associate, project manager (public engagement) and lecturer.
International research experience in the UK, Ireland, Japan, Albania, Sri Lanka, Albania, Greece and the USA.
Archaeology research interests: Albanian archaeology; material culture; Greek archaeology; maritime archaeology.
Confident public speaker with experience on radio, television and public lectures. 10+ years experience running public engagement archaeology in local communities and schools.
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Videos by Aisling Tierney
Working in collaboration with the Albanian partners: National Coastline Agency, Institute of Archaeology, and Mayors of Tepelene, Gusmar and Nivica.
Special thanks to Auron Tare for his collaborative efforts and to Prof Chris Willmore.
*Since 2019, the project is now affiliated with the Cultural Heritage Institute at the Royal Agricultural University.
Affiliations: Cultural Heritage Institute, Royal Agricultural University; Institute of Archaeology, Albania.
Speakers: Aisling Tierney; Alexander Birkett; Anneliese Baer; William Stafford; Amy Donnelly; Jack Fuller; Francesca Migliaccio; Donal Lucey.
DigVentures edited video.
Papers by Aisling Tierney
Design/ Methodology: The process of designing a quantitative and comparative method of reviewing ESD utilising a reflective process at the University of Bristol (UoB) is considered which can be applied by other institutions. UoB decided on an in-house method of assessment using the Unit and Programme Catalogue, a list of all taught units. Initially this revealed that some information relating to ESD was not clearly articulated. A School ESD review refined the data along with the release of Key Information Set data, a nationally published data set which identifies mandatory, typical and optional diets taken by students on programmes.
Findings: Text based methods of assessing ESD penetration into programmes of study have limited use as direct measures of sustainability visibility in programmes, but can be improved by using interpretative methodologies. The combination of quantitative and qualitative methodologies can produce data which is a useful catalyst for academic reflection. Most importantly it provides a tool for engagement while also enabling the targeting of resources and support. UoB has avoided the pitfalls of manipulatable text count methods, and shown that comparative methods can be combined effectively with real engagement with academics and students for a measurement method that showcases good practice.
Originality/ Value: Increasingly universities and the HE sector more widely are looking to embed ESD. In order to assess progress systems of measurement and monitoring are required. This case study shares a replicable methodology combing quantitative and qualitative methods developed at the University of Bristol which has been used by academics as a reflective tool to change their practice.
Keywords: ESD; Education for Sustainable Development; Sustainability; University of Bristol, EfS, assessment
The University of the West of England, Bristol (UWE) and the University of Bristol – with their respective students’ unions – have been working in partnership with the city and local communities, using Higher Education Funding Council for England Catalyst funding to promote student involvement in Green Capital activities across Greater Bristol.
Student Capital created a broad programme of citywide impact during European Green Capital. It delivered a programme of student and staff engagement in enhancing sustainability within the city and has developed student and staff engagement with sustainability action.
Through action research approaches it is also providing lessons for how institutions can collaborate across cities and communities to have internal and external impacts for sustainability.
The project has been uniquely timed to explore this in the context of Bristol Green Capital 2015, the first UK city to achieve this designation, and in which the two Universities have already been instrumental in developing and sustaining the Bristol Green Capital Partnership of over 850 organisations.
House of Commons, invited participant and representative HE speaker. Witness account, pg. 7
underwater archaeology at an international level. International waters are currently governed by the 1982 United Nations Convention on the Law of the Sea, but will elements of that change with the adoption of the 2001 UNESCO Convention on the Protection of the Underwater Cultural Heritage? What are the different aims of these pieces of legislation and how do they affect the underwater cultural heritage? Is there any evidence for
countries adopting the goals of UNESCO or are they too idealistic? The 2001 UNESCO Convention places a greater emphasis on the protection of the material remains of the past than the 1982 Law of the Sea. It sets forth more specific guidelines and recommendations on how to protect archaeological remains.
Blogs by Aisling Tierney
Working in collaboration with the Albanian partners: National Coastline Agency, Institute of Archaeology, and Mayors of Tepelene, Gusmar and Nivica.
Special thanks to Auron Tare for his collaborative efforts and to Prof Chris Willmore.
*Since 2019, the project is now affiliated with the Cultural Heritage Institute at the Royal Agricultural University.
Affiliations: Cultural Heritage Institute, Royal Agricultural University; Institute of Archaeology, Albania.
Speakers: Aisling Tierney; Alexander Birkett; Anneliese Baer; William Stafford; Amy Donnelly; Jack Fuller; Francesca Migliaccio; Donal Lucey.
DigVentures edited video.
Design/ Methodology: The process of designing a quantitative and comparative method of reviewing ESD utilising a reflective process at the University of Bristol (UoB) is considered which can be applied by other institutions. UoB decided on an in-house method of assessment using the Unit and Programme Catalogue, a list of all taught units. Initially this revealed that some information relating to ESD was not clearly articulated. A School ESD review refined the data along with the release of Key Information Set data, a nationally published data set which identifies mandatory, typical and optional diets taken by students on programmes.
Findings: Text based methods of assessing ESD penetration into programmes of study have limited use as direct measures of sustainability visibility in programmes, but can be improved by using interpretative methodologies. The combination of quantitative and qualitative methodologies can produce data which is a useful catalyst for academic reflection. Most importantly it provides a tool for engagement while also enabling the targeting of resources and support. UoB has avoided the pitfalls of manipulatable text count methods, and shown that comparative methods can be combined effectively with real engagement with academics and students for a measurement method that showcases good practice.
Originality/ Value: Increasingly universities and the HE sector more widely are looking to embed ESD. In order to assess progress systems of measurement and monitoring are required. This case study shares a replicable methodology combing quantitative and qualitative methods developed at the University of Bristol which has been used by academics as a reflective tool to change their practice.
Keywords: ESD; Education for Sustainable Development; Sustainability; University of Bristol, EfS, assessment
The University of the West of England, Bristol (UWE) and the University of Bristol – with their respective students’ unions – have been working in partnership with the city and local communities, using Higher Education Funding Council for England Catalyst funding to promote student involvement in Green Capital activities across Greater Bristol.
Student Capital created a broad programme of citywide impact during European Green Capital. It delivered a programme of student and staff engagement in enhancing sustainability within the city and has developed student and staff engagement with sustainability action.
Through action research approaches it is also providing lessons for how institutions can collaborate across cities and communities to have internal and external impacts for sustainability.
The project has been uniquely timed to explore this in the context of Bristol Green Capital 2015, the first UK city to achieve this designation, and in which the two Universities have already been instrumental in developing and sustaining the Bristol Green Capital Partnership of over 850 organisations.
House of Commons, invited participant and representative HE speaker. Witness account, pg. 7
underwater archaeology at an international level. International waters are currently governed by the 1982 United Nations Convention on the Law of the Sea, but will elements of that change with the adoption of the 2001 UNESCO Convention on the Protection of the Underwater Cultural Heritage? What are the different aims of these pieces of legislation and how do they affect the underwater cultural heritage? Is there any evidence for
countries adopting the goals of UNESCO or are they too idealistic? The 2001 UNESCO Convention places a greater emphasis on the protection of the material remains of the past than the 1982 Law of the Sea. It sets forth more specific guidelines and recommendations on how to protect archaeological remains.
*EDI stands for Equality, Diversity and Inclusion.
This week, AdvanceHE released a report on how they are updating their professional standards framework, the UKPSF. The framework covers all areas of values and competencies that are essential for good practice.
Report provided in full to local community and to the national Institute of Archaeology, Tirana
Report provided in full to local community and to the national Institute of Archaeology, Tirana
The sustainability education project focused on the larger environment, culture and ecosystems of the region and how they were affected by cultural exchange and the introduction of new technologies from the seventeenth century. Students designed and delivered a number of short interactive learning sessions for the local community and school children. The former was delivered within community engagement events co-organised by the students. The latter shaped University research learning for a younger audience, all within an archaeological context involving hands-on learning.
Interview by Catherine Lee, editor, Nonesuch
The ESD team works closely with students and academic staff to embed these concepts into our curriculum. In doing so, our students learn how the decisions they make will impact on the world, and how they can challenge and build upon existing concepts of ecological sustainability and social justice.
To ensure that we understand the changing nature of the formal curriculum, we conduct regular reviews of the ESD content within all our units and programmes. This helps shape our engagement with academic schools. We provide a wide range ofonline resources, tailored for each school, as well as delivering training sessions to staff and students as part of the CREATE scheme, the University’s continuing professional development scheme for academics.
A key method for embedding ESD within the curriculum is through the Green Apple Scheme, a funding mechanism that supports academics who wish to develop new teaching and learning practices. Through this scheme, teaching staff receive support to develop projects that embed ESD principles within their discipline, and students can contribute ideas and suggestions to help shape the future of their courses.
Co-authors: Hector Flores (Tohoku Univeristy), Yang Wang (Osaka University), Ray Edmunds (Leeds University)
Link https://www.britishcouncil.jp/sites/default/files/renkei-tohoku-group-b.pdf
The University of Bristol Student’s Union (UBU) recently received sustainability-related funding from the NUS Green Fund. This money has been used to support the UBU Get Green Project. At the launch of Get Green, students were asked for ideas on how the project could support/fund their initiatives. They were asked to imagine a range of projects that could be delivered around campus (estates-based), in the formal and informal curriculum, in halls of residence, and the community. Ideas ranged from small-scale one-offs to larger long-term commitments, but all offer venues to engage the whole student body, and many offer excellent ways to engage the formal curriculum.