Who is the Tutor’s Toolkit for?
Academics and practitioners teaching fashion design, communication and business including tutors, course leaders, programme leaders and academic leaders. It is can be used for curriculum design and development at undergraduate and postgraduate levels of study.
Reasons for using the Tutor’s Toolkit
To adapt a course or piece of existing curriculum to enhance its sustainability content or approach.
To design a new course or piece of curriculum with Fashion Design for Sustainability as its starting point.
To develop your own or your team’s knowledge, understanding and application of Fashion Design for Sustainability.
The Course Designer is a tool to guide you through the key concepts in the FashionSEEDS Reader to help you when designing or adapting teaching and learning. It has a series of steps and activities that can be worked through individually or in a group to facilitate a values-based approach to curriculum design.
The Design Canvas is a follow-on tool to support you to identify your strategic priorities with a holistic understanding of fashion design for sustainability and to design teaching and learning activities making full use of the FashionSEEDS key concepts and resources on this platform.
The FashionSEEDS Cards provide a curated selection of guidance, information and links to support tutors facilitating or designing courses, and to build their own personal expertise. The Cards have been designed for people with different backgrounds and they also take into consideration the pressures on teaching staff, most importantly the lack of time which is a common obstacle and experience across institutions.
The Learning Activity Tool consists of 24 teaching activities that have been formalised to supplement teaching in fashion design and sustainability. The activities have been developed to be integrated into existing courses or to be used as inspiration for building new course content within different topics.
The Fashion Tutor as Sustainability in Practice - is made up of three elements: Ways of Being, Ways of Knowing and Ways of Doing. They can be engaged with separately or in tandem. Their contents have been developed by the project team leader out of a longitudinal study with team members, via a series of reflections, and from broader tutor insights gathered in phase one of the research (see Benchmarking Report) and feedback from tutor engagement activities, (see Framework Document)