Here, you'll find the “Navigational Charts” for educators and those responsible for curricula and models.
We hope they'll help you dive into the TASK™ matrix and link TASK™'s key themes, sources, and learning objectives to your own curriculum and repositories.
In brief:
Our navigational charts (only in English, for the time being) are intended to provide guidance on each subject assessed by TASK™ and should beadapted by educators to suit their courses and teaching.
They are organized around the 3 TASK™ frameworks:
🌎 Earth Systems
🏘️ Human Welfare
🔭 Levers of Opportunity
Each of the frameworks in the TASK™ matrix are broken down into several topics. Each topic assessed by TASK™ (28 in all) has its own chart which explains its place in the TASK™ theoretical framework, essential concepts and ideas, key resources, and learning objectives provided by Sulitest. The charts are grouped into 3 documents around the 3 frameworks mentioned above.
For more information on how to use them, please read our Guidelines below.
The charts, grouped around the 3 TASK™ frameworks:
The charts are designed to help instructors revise their syllabi in line with TASK™.
The charts align to the TASK matrix and, more generally, to TASK™ assessment questions.
The chart’s key ideas follow a basic structural logic: i.e., basic principles, current trends, cause, impacts, and solutions.
The charts provide guidance only: they do not purport to represent a definitive or exhaustive overview of each subject.
The charts should be adapted by instructors to the context of the specific courses they teach and the pedagogy they use.
The charts will evolve over time and Sulitest welcomes instructor feedback on the content and usefulness of each chart.
All TASK™ Navigational Charts are conceived and designed, foremost, with the instructional and pedagogical needs of the faculty in mind. Their primary purpose is to inform the ongoing process of reviewing and revising course learning objectives and corresponding curricular content. The charts are aligned with the structure of sustainability knowledge as articulated by Sulitest in its position paper. They also align to the TASK™ psychometric assessment tool that Change Leader institutions now have at their disposal to assess student learning outcomes and larger programmatic impact.
To this end, the Sulitest Content Team adopted the following principles in the drafting of each TASK™ Navigational Chart:
1. Alignment with the TASK™ Matrix
Each chart, through its key ideas (presented in a table), pedagogical objectives, and key resources is aligned with the matrix and language of sustainability developed by Sulitest (which you can find in the position paper). The metadata comes directly from the sources that inspired the conceptual origins of the three theoretical frameworks that form the context of TASK™. More specifically, the set of key ideas (which correspond to the titles of each box in each chart's table) and associated points, taken as a whole, constitute an inventory of the issues and concepts from which the TASK™ multiple-choice questions (MCQs) are formulated. Similarly, the learning objectives correspond to the TASK™ matrix, the key resources, and the TASK™ MCQs. More specifically, the essential concepts presented in the Navigational Charts for Earth Systems and Human Welfare are presented in a numerical order that more or less follows the structure of the TASK™ matrix. For the third TASK™ framework - Levers for Opportunity - the structure varies slightly, given the distinct nature of the 8 corresponding topics.
2. Synoptic and indicative
The Navigational Charts have been designed to provide a general overview of the content of each TASK™ topic as described in the key resources listed above, and as presented in the TASK™ MCQs. They in no way claim to give an exhaustive view of each topic. Rather, they are indicative and provided to help teachers better grasp and “visualize” the knowledge of each TASK™ topic. Each subject is complex and we have therefore done our utmost to strike a balance among them. We look forward to your feedback on our success in this regard.
It should also not be concluded that for every key idea header - let alone every bullet point - there is necessarily a corresponding TASK™ assessment question. The Sulitest content team obviously uses Navigational Charts to identify suitable topics for TASK™ assessment questions. However, this chart is meant to guide and inform educators in the process of selecting new learning materials, readings, presentations, discussions, and classroom activities, not as a “checklist” guaranteeing a good score for candidates.
3. Adaptable and iterative
It is important that each educator makes the Navigational Charts TASK™ their own, adapting them to their own field of study and teaching approach. As previously stated, the charts are not designed to provide a definitive and complete catalog of subject content (e.g. climate change), nor to be integrated in their entirety into an existing course.
As such, teachers are invited to determine individually which parts of the TASK™ content are appropriate or relevant for their courses. Teachers from the same subject area can then determine together what is missing from the curriculum in relation to TASK™ content (and what is already included), and then extend the process to include teachers from other departments. The overall aim is to ensure that all students receive basic training on the entire TASK™ matrix during their years of study.
Indeed, it is our hope at Sulitest that teachers will engage in a process, repeated over the years, of integrating TASK™ content into their curriculums, adapt it to each course, and share it within the institution's various disciplines and departments. No single teacher, course, or program can provide students with the entirety of sustainability knowledge. In higher education, the pioneers of change admit that integrating sustainability into the institution's culture requires considerable effort. With these Navigational Charts and TASK™ assessment tools, Sulitest Impact supports institutions in this process.