The document summarizes UBC's innovative approach to integrating sustainability efforts across its academic and operational domains. It discusses how UBC has established the UBC Sustainability Initiative to bring together these areas and leverage the university's assets and partnerships to advance sustainability research, teaching, and campus operations. Key aspects include establishing sustainability targets, developing flagship projects like the Bioenergy Research and Demonstration Facility, and engaging students, faculty, and partners to test new solutions and share knowledge.
This document describes a bottom-up assessment of the sustainability of Hokkaido University's campus conducted as a living lab. Focus groups were held with campus users to evaluate the campus's physical characteristics and landscape through SWOT analysis and strategic assessment. The individual results were combined to create a collective assessment. This led to a strategic choice analysis and multi-criteria decision making analysis to evaluate the campus's performance and identify options for future development and planning.
Opus is a full-service real estate development company with over 55 years of experience developing higher education facilities. They take a collaborative approach, working with clients from initial concept through project completion. Opus has developed over 8 million square feet of space for colleges and universities, including classrooms, housing, and athletic facilities, focused on creating dynamic learning environments. Their goal is to design and build high-quality, sustainable campuses that support educational missions and attract students.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
ISCN 2016: Working Group 3: Integration of Research, Teaching and FacilitiesISCN_Secretariat
This document discusses aligning university learning with sustainability. It suggests that surroundings strongly influence understanding of sustainability. Universities should create experiential learning around sustainability challenges. Most students will be alive in 2100, so universities must prepare them for future challenges. Students are categorized as generalists, specialists, flexitarians, or authorities based on career focus and sustainability knowledge. Research examines employer views on important student knowledge, skills, and attributes for sustainability-focused careers. Soft skills like communication and strategic thinking are highly valued, alongside both general and specific sustainability knowledge. Experiential learning is key to developing these skills and mindsets aligned with sustainability.
The Maastricht University Green Office was established in 2010 as a student initiative to coordinate sustainability projects across the university. It is now officially recognized by the university and coordinates projects related to education, research, operations, and community outreach. Run primarily by student employees and volunteers, it empowers students to help advance the university's sustainability efforts and has achieved successes like developing the university's first sustainability policy and initiatives to reduce energy usage.
The document summarizes a presentation given by Jack Spengler on re-envisioning health and sustainability. It discusses the mission of the Center for Health and the Global Environment at Harvard to improve health through research, engagement, and considering impacts on people, places, and the planet. It also outlines concepts for measuring sustainability through factors like materials, human capital, natural capital, social capital and knowledge capital. The presentation proposes that sustainable development is inclusive human well-being that does not decline across generations.
This document describes a bottom-up assessment of the sustainability of Hokkaido University's campus conducted as a living lab. Focus groups were held with campus users to evaluate the campus's physical characteristics and landscape through SWOT analysis and strategic assessment. The individual results were combined to create a collective assessment. This led to a strategic choice analysis and multi-criteria decision making analysis to evaluate the campus's performance and identify options for future development and planning.
Opus is a full-service real estate development company with over 55 years of experience developing higher education facilities. They take a collaborative approach, working with clients from initial concept through project completion. Opus has developed over 8 million square feet of space for colleges and universities, including classrooms, housing, and athletic facilities, focused on creating dynamic learning environments. Their goal is to design and build high-quality, sustainable campuses that support educational missions and attract students.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
ISCN 2016: Working Group 3: Integration of Research, Teaching and FacilitiesISCN_Secretariat
This document discusses aligning university learning with sustainability. It suggests that surroundings strongly influence understanding of sustainability. Universities should create experiential learning around sustainability challenges. Most students will be alive in 2100, so universities must prepare them for future challenges. Students are categorized as generalists, specialists, flexitarians, or authorities based on career focus and sustainability knowledge. Research examines employer views on important student knowledge, skills, and attributes for sustainability-focused careers. Soft skills like communication and strategic thinking are highly valued, alongside both general and specific sustainability knowledge. Experiential learning is key to developing these skills and mindsets aligned with sustainability.
The Maastricht University Green Office was established in 2010 as a student initiative to coordinate sustainability projects across the university. It is now officially recognized by the university and coordinates projects related to education, research, operations, and community outreach. Run primarily by student employees and volunteers, it empowers students to help advance the university's sustainability efforts and has achieved successes like developing the university's first sustainability policy and initiatives to reduce energy usage.
The document summarizes a presentation given by Jack Spengler on re-envisioning health and sustainability. It discusses the mission of the Center for Health and the Global Environment at Harvard to improve health through research, engagement, and considering impacts on people, places, and the planet. It also outlines concepts for measuring sustainability through factors like materials, human capital, natural capital, social capital and knowledge capital. The presentation proposes that sustainable development is inclusive human well-being that does not decline across generations.
AASHE 2010 Student Green Fee ManagementMieko Ozeki
(1) The University of Vermont implemented a Clean Energy Fund in 2009 funded by a $10 per student fee to support renewable energy projects, education, and research on campus.
(2) An implementation team was created to manage the projects since the initial proposals lacked expertise, and processes needed to be developed for distributing funds and working with various campus stakeholders.
(3) Lessons learned included having clear roles for all involved, thorough documentation of processes and people, and developing a strong management plan to support long-term project implementation and integration with academics.
The Sustainability Strategy - University of British ColumbiaEric832w
This document provides an overview of the University of British Columbia's (UBC) sustainability strategy for 2006-2010. The strategy was created in response to UBC's sustainable development policy and aims to improve social, economic, and environmental performance. It outlines goals, objectives, and action plans across three pillars: social, economic, and ecological. Some key commitments include reducing energy and water use, increasing sustainable transportation options for students/staff, ensuring ethical purchasing, and integrating sustainability into teaching/research. The strategy reflects UBC's dedication to being a leader in campus sustainability.
The document describes several university corporate social responsibility projects including:
1) MIT's aim to transform into a model for responding to climate change through campus operations, education, research and innovation.
2) BSU's proposed "Campus Sandbox" project to build an eco-friendly campus using recycled materials and solar power for students to work on projects.
3) Yale's wind power project involving several wind turbine sites fully providing power to the campus.
4) Penn's Eco-Reps program promoting sustainable behaviors through peer education, projects and outreach events.
This document describes the development of interdisciplinary learning objects on One Health and information literacy for graduate students. A planning group from Veterinary Medicine, Public Health, and Environmental Studies received a grant to develop online modules breaking content into small learning objects. Topics included research ethics, epidemiology, and accessing global health information. The goal was to provide interdisciplinary education while reducing faculty workload. Students would access learning objects individually or combined into courses.
The document discusses the development of a campus sustainability plan at WPI. It outlines a two-phase process to create the plan. Phase one involves benchmarking, analyzing strengths and opportunities, and proposing potential goals. Phase two will commit to specific goals and develop detailed action plans. Four working groups were formed to provide input. A draft vision and potential goals were presented to gather community feedback. The next phase will develop specific action plans to achieve the goals.
This document provides an overview of the Alternative University Appraisal (AUA) Project. The AUA Project aims to develop an alternative model for assessing universities' performance in education for sustainable development (ESD). It was launched in 2009 with support from several universities in Asia and the Pacific region. The project seeks to value universities engaged in ESD and improve their practices through self-appraisal, peer consultation, and learning communities. A 3-step process is outlined to first develop an ESD appraisal model, then a peer consultation model, and finally an assessment system.
The design proposes a learning commons facility for a post-secondary institution to support evolving learning styles and the shift from teaching to learning. The space would provide resources, group study areas, and IT in a central location. Sustainable features like daylighting and a green roof are incorporated. The design aims to promote student ownership and a diversity of learning through collaborative and informal spaces connected to a café.
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:環境リーダーシップの養成と今後のあり方:AKEPTとUSMでの経験の共有 /Leading Change for Environmental Leadership and Beyond: Sharing the Experiences of AKEPT and USM
発表者:ザイナル・アビディン・サヌシ 氏(マレーシア高等教育省高等教育リーダーシップアカデミー副所長)/ Dr. Zainal Abidin Sanusi(Deputy Director, Centre for Leadership Training, Higher Education Leadership Academy, Ministry of Higher Education, Malaysia)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
Day 1 tefi7 1 welcome & opening session 2013v2Dianne Dredge
The document summarizes the opening session of the TEFI7 conference held in Oxford, UK in April 2013. It discusses:
1) The history, mission and goals of the Tourism Education Futures Initiative (TEFI) network, which aims to inspire and support tourism educators.
2) Developments and activities of TEFI, including learning experiences like values inventories and implementing values in curricula.
3) Upcoming TEFI Change Conferences, inspirational gatherings for change-makers to be held in locations like Nepal, designed to facilitate reflection and exchange of experiences outside the classroom.
"Разработка и реализация студенческих экологических проектов и инициатив" Сем...Peter Kiryushin
This document summarizes a seminar on developing student environmental projects and initiatives. It discusses establishing goals and expectations for the training. It also describes opportunities and barriers to sustainability initiatives at Central European University, including its graduate student body. The Sustainable Campus Initiative aims to institutionalize long-term sustainability strategies at CEU by involving students, faculty and staff. Examples are provided of SCI projects that promote sustainability through events, research, implementation activities, and tools like a website and videos. Benefits to SCI members include practical experience and awareness raising. Future developments could include expanded recycling, campaigns, and assessing sustainability progress.
Assessment, ePortfolios and Blackboard - Leslie McInnes, Educational Designer...Blackboard APAC
UTS is in the early stages of adopting the Blackboard Portfolio. This presentation considers the potential of portfolios for developing authentic assessment and discusses the current uptake, issues and challenges faced in achieving the portfolio's potential. Our rollout of the Blackboard portfolio comes at a time of sharpened focus on authentic assessment. At UTS this focus is embodied in Learning.futures, an initiative that incorporates practice-oriented learning, authentic assessment tasks, development of graduate attributes beyond disciplinary knowledge and significant opportunities for students to receive feedback. The adoption by masters' programs in Nursing, Pharmacy, Education and Data Science and Innovation has been encouraging and these courses are engaging with the portfolio in a range of interesting ways _ from whole course professional identity development to showcasing clinical experience and curating content for potential employers. After an incident free initial implementation in February 2015, students have encountered a number of issues with the software. These yet to be resolved issues have coloured the experience for participants. The portfolio has promise but also many challenges and this presentation invites comment and discussion on three key areas:
- Managing Faculty collaboration/assessment across whole programs
- Provision of scaffolding in developing students' portfolio skills
- Provision of support for both students and staff in managing the software.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
This document lists environmental and sustainability organizations at UC Berkeley, providing their names, contact information, missions or descriptions, and websites. It includes organizations related to issues like climate change, conservation, energy, food, and environmental justice. There are over 30 student groups, departments, and non-profits represented. The document serves as a resource for students to learn about and get involved with sustainability initiatives at Cal.
Professional engineering practice professor mike bramhallcampone
This document discusses efforts at Sheffield Hallam University to improve student employability. It outlines four interconnected elements that comprise the university's employability offer: work-related learning, developing transferable skills, career planning, and personal development planning. Case studies are presented on interdisciplinary projects involving engineering and other fields to develop professional skills. The importance of career mentoring relationships with employers is also discussed. Graduate identity and the senior student experience are examined as factors in assisting the transition to working life.
This document outlines UBC's vision and plans for advancing regenerative sustainability across its campus operations, academics, and community by 2035. Some key points:
- UBC aims to embed sustainability in all facets of the university to improve human and environmental well-being, not just reduce harm.
- Goals include developing sustainability pathways in all academic programs, excellence in sustainability research, regenerative infrastructure, an affordable and socially sustainable community, and respectful collaboration with the local Musqueam Nation.
- Recent initiatives include climate action planning, signature projects in buildings and energy systems, and growing engagement programs with over 2,000 participants annually. Lessons emphasize leadership, institutional culture change, and enabling champions across campus
The Sakai Project originated in 2003 with universities collaborating to create an open source learning management system. It grew into the Sakai Foundation in 2005 which coordinates development and provides support. Recent updates include improved UIs, accessibility, and a potential merger with Jasig under a new umbrella organization called Apereo.
Attuning curricula towards Education for Sustainable Development_COMahony.pdfCatherineOMahony7
Digital tools are synonymous with contemporary education such that we are living in a post-digital world (Fawns, 2019). These tools can support education for sustainable development (ESD), but require acquisition of key skills, thoughtful design and consideration of how to traverse the digital divide to ensure an accessible, engaging, quality learning experience for all students. ESD requires an interdisciplinary perspective encompassing the global and multicultural context of sustainability challenges, and it emphasizes action-oriented pedagogies aligned with authentic assessment approaches. Blended learning provides opportunities for learning across disciplines, institutions and international boundaries, but necessitate careful navigation of structural issues such as the allocation of FTEs and administration of novel teaching approaches. Assessment design can be reconfigured towards creative, action-oriented outputs such as advocacy podcasts/vodcasts, analysis of open data sets etc. While barriers to assessment reform exist, accrediting bodies and employers increasingly emphasise the critical role of graduates in sustainability and climate change mitigation and adaptation.
This paper shares details of a digital toolkit and open course for Higher Education staff on Learning and Teaching with the SDGs. It considers the inhibitions identified by staff in relation to their own sustainability expertise (Guiry et al, 2022), showcases practice-based examples and considers the potential for ESD to be a path of mutual exploration and learning for staff and students in support of a sustainable future.
Digital tools are synonymous with contemporary education such that we are living in a post-digital world (Fawns, 2019). These tools can support education for sustainable development (ESD), but require acquisition of key skills, thoughtful design and consideration of how to traverse the digital divide to ensure an accessible, engaging, quality learning experience for all students. ESD requires an interdisciplinary perspective encompassing the global and multicultural context of sustainability challenges, and it emphasizes action-oriented pedagogies aligned with authentic assessment approaches. Blended learning provides opportunities for learning across disciplines, institutions and international boundaries, but necessitate careful navigation of structural issues such as the allocation of FTEs and administration of novel teaching approaches. Assessment design can be reconfigured towards creative, action-oriented outputs such as advocacy podcasts/vodcasts, analysis of open data sets etc. While barriers to assessment reform exist, accrediting bodies and employers increasingly emphasise the critical role of graduates in sustainability and climate change mitigation and adaptation.
This paper shares details of a digital toolkit and open course for Higher Education staff on Learning and Teaching with the SDGs. It considers the inhibitions identified by staff in relation to their own sustainability expertise (Guiry et al, 2022), showcases practice-based examples and considers the potential for ESD to be a path of mutual exploration and learning for staff and students in support of a sustainable future.
Center for Inclusive Design and Environmental AccessIDeACenterUB
The Center for Inclusive Design and Environmental Access (IDeA Center) is a multi-disciplinary research center founded in 1984 at the State University of New York at Buffalo. The IDeA Center practices inclusive design through research, development, education, and outreach activities aimed at increasing social participation for groups marginalized by traditional design. The Center's core staff includes architects, engineers, and other design professionals conducting research on topics such as housing, transportation, product design, and standards development to promote universal design principles.
The document discusses the AMS Institute, a scientific institute in Amsterdam that works with partners in business, government, and civil society to address challenges facing cities. It focuses on developing integrated solutions through its interdisciplinary research themes and an approach called urban living labs. The institute aims to give students hands-on learning experiences working on real-world urban problems through its Master's program in metropolitan analysis, design, and engineering. It is establishing its new campus at the MarineTerrein site as an urban living lab to test solutions and involve citizens.
ISCN 2019 - Assessing SDGs Implementation Within UniversitiesISCN_Secretariat
The document outlines plans for NTU's EcoCampus Living Laboratory initiative. The goals are to reduce campus energy, water and waste intensity by 35% by 2020 using 2011 as a baseline, through research collaboration between academia and industry. Key areas of research include green building systems, renewable energy integration, sustainable mobility, and analyzing user behavior for energy conservation. The campus has already implemented various renewable energy and efficiency projects. If successful, EcoCampus aims to be a model for the most sustainable, smart and technologically advanced campus worldwide.
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AASHE 2010 Student Green Fee ManagementMieko Ozeki
(1) The University of Vermont implemented a Clean Energy Fund in 2009 funded by a $10 per student fee to support renewable energy projects, education, and research on campus.
(2) An implementation team was created to manage the projects since the initial proposals lacked expertise, and processes needed to be developed for distributing funds and working with various campus stakeholders.
(3) Lessons learned included having clear roles for all involved, thorough documentation of processes and people, and developing a strong management plan to support long-term project implementation and integration with academics.
The Sustainability Strategy - University of British ColumbiaEric832w
This document provides an overview of the University of British Columbia's (UBC) sustainability strategy for 2006-2010. The strategy was created in response to UBC's sustainable development policy and aims to improve social, economic, and environmental performance. It outlines goals, objectives, and action plans across three pillars: social, economic, and ecological. Some key commitments include reducing energy and water use, increasing sustainable transportation options for students/staff, ensuring ethical purchasing, and integrating sustainability into teaching/research. The strategy reflects UBC's dedication to being a leader in campus sustainability.
The document describes several university corporate social responsibility projects including:
1) MIT's aim to transform into a model for responding to climate change through campus operations, education, research and innovation.
2) BSU's proposed "Campus Sandbox" project to build an eco-friendly campus using recycled materials and solar power for students to work on projects.
3) Yale's wind power project involving several wind turbine sites fully providing power to the campus.
4) Penn's Eco-Reps program promoting sustainable behaviors through peer education, projects and outreach events.
This document describes the development of interdisciplinary learning objects on One Health and information literacy for graduate students. A planning group from Veterinary Medicine, Public Health, and Environmental Studies received a grant to develop online modules breaking content into small learning objects. Topics included research ethics, epidemiology, and accessing global health information. The goal was to provide interdisciplinary education while reducing faculty workload. Students would access learning objects individually or combined into courses.
The document discusses the development of a campus sustainability plan at WPI. It outlines a two-phase process to create the plan. Phase one involves benchmarking, analyzing strengths and opportunities, and proposing potential goals. Phase two will commit to specific goals and develop detailed action plans. Four working groups were formed to provide input. A draft vision and potential goals were presented to gather community feedback. The next phase will develop specific action plans to achieve the goals.
This document provides an overview of the Alternative University Appraisal (AUA) Project. The AUA Project aims to develop an alternative model for assessing universities' performance in education for sustainable development (ESD). It was launched in 2009 with support from several universities in Asia and the Pacific region. The project seeks to value universities engaged in ESD and improve their practices through self-appraisal, peer consultation, and learning communities. A 3-step process is outlined to first develop an ESD appraisal model, then a peer consultation model, and finally an assessment system.
The design proposes a learning commons facility for a post-secondary institution to support evolving learning styles and the shift from teaching to learning. The space would provide resources, group study areas, and IT in a central location. Sustainable features like daylighting and a green roof are incorporated. The design aims to promote student ownership and a diversity of learning through collaborative and informal spaces connected to a café.
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:環境リーダーシップの養成と今後のあり方:AKEPTとUSMでの経験の共有 /Leading Change for Environmental Leadership and Beyond: Sharing the Experiences of AKEPT and USM
発表者:ザイナル・アビディン・サヌシ 氏(マレーシア高等教育省高等教育リーダーシップアカデミー副所長)/ Dr. Zainal Abidin Sanusi(Deputy Director, Centre for Leadership Training, Higher Education Leadership Academy, Ministry of Higher Education, Malaysia)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
Day 1 tefi7 1 welcome & opening session 2013v2Dianne Dredge
The document summarizes the opening session of the TEFI7 conference held in Oxford, UK in April 2013. It discusses:
1) The history, mission and goals of the Tourism Education Futures Initiative (TEFI) network, which aims to inspire and support tourism educators.
2) Developments and activities of TEFI, including learning experiences like values inventories and implementing values in curricula.
3) Upcoming TEFI Change Conferences, inspirational gatherings for change-makers to be held in locations like Nepal, designed to facilitate reflection and exchange of experiences outside the classroom.
"Разработка и реализация студенческих экологических проектов и инициатив" Сем...Peter Kiryushin
This document summarizes a seminar on developing student environmental projects and initiatives. It discusses establishing goals and expectations for the training. It also describes opportunities and barriers to sustainability initiatives at Central European University, including its graduate student body. The Sustainable Campus Initiative aims to institutionalize long-term sustainability strategies at CEU by involving students, faculty and staff. Examples are provided of SCI projects that promote sustainability through events, research, implementation activities, and tools like a website and videos. Benefits to SCI members include practical experience and awareness raising. Future developments could include expanded recycling, campaigns, and assessing sustainability progress.
Assessment, ePortfolios and Blackboard - Leslie McInnes, Educational Designer...Blackboard APAC
UTS is in the early stages of adopting the Blackboard Portfolio. This presentation considers the potential of portfolios for developing authentic assessment and discusses the current uptake, issues and challenges faced in achieving the portfolio's potential. Our rollout of the Blackboard portfolio comes at a time of sharpened focus on authentic assessment. At UTS this focus is embodied in Learning.futures, an initiative that incorporates practice-oriented learning, authentic assessment tasks, development of graduate attributes beyond disciplinary knowledge and significant opportunities for students to receive feedback. The adoption by masters' programs in Nursing, Pharmacy, Education and Data Science and Innovation has been encouraging and these courses are engaging with the portfolio in a range of interesting ways _ from whole course professional identity development to showcasing clinical experience and curating content for potential employers. After an incident free initial implementation in February 2015, students have encountered a number of issues with the software. These yet to be resolved issues have coloured the experience for participants. The portfolio has promise but also many challenges and this presentation invites comment and discussion on three key areas:
- Managing Faculty collaboration/assessment across whole programs
- Provision of scaffolding in developing students' portfolio skills
- Provision of support for both students and staff in managing the software.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
This document lists environmental and sustainability organizations at UC Berkeley, providing their names, contact information, missions or descriptions, and websites. It includes organizations related to issues like climate change, conservation, energy, food, and environmental justice. There are over 30 student groups, departments, and non-profits represented. The document serves as a resource for students to learn about and get involved with sustainability initiatives at Cal.
Professional engineering practice professor mike bramhallcampone
This document discusses efforts at Sheffield Hallam University to improve student employability. It outlines four interconnected elements that comprise the university's employability offer: work-related learning, developing transferable skills, career planning, and personal development planning. Case studies are presented on interdisciplinary projects involving engineering and other fields to develop professional skills. The importance of career mentoring relationships with employers is also discussed. Graduate identity and the senior student experience are examined as factors in assisting the transition to working life.
This document outlines UBC's vision and plans for advancing regenerative sustainability across its campus operations, academics, and community by 2035. Some key points:
- UBC aims to embed sustainability in all facets of the university to improve human and environmental well-being, not just reduce harm.
- Goals include developing sustainability pathways in all academic programs, excellence in sustainability research, regenerative infrastructure, an affordable and socially sustainable community, and respectful collaboration with the local Musqueam Nation.
- Recent initiatives include climate action planning, signature projects in buildings and energy systems, and growing engagement programs with over 2,000 participants annually. Lessons emphasize leadership, institutional culture change, and enabling champions across campus
The Sakai Project originated in 2003 with universities collaborating to create an open source learning management system. It grew into the Sakai Foundation in 2005 which coordinates development and provides support. Recent updates include improved UIs, accessibility, and a potential merger with Jasig under a new umbrella organization called Apereo.
Attuning curricula towards Education for Sustainable Development_COMahony.pdfCatherineOMahony7
Digital tools are synonymous with contemporary education such that we are living in a post-digital world (Fawns, 2019). These tools can support education for sustainable development (ESD), but require acquisition of key skills, thoughtful design and consideration of how to traverse the digital divide to ensure an accessible, engaging, quality learning experience for all students. ESD requires an interdisciplinary perspective encompassing the global and multicultural context of sustainability challenges, and it emphasizes action-oriented pedagogies aligned with authentic assessment approaches. Blended learning provides opportunities for learning across disciplines, institutions and international boundaries, but necessitate careful navigation of structural issues such as the allocation of FTEs and administration of novel teaching approaches. Assessment design can be reconfigured towards creative, action-oriented outputs such as advocacy podcasts/vodcasts, analysis of open data sets etc. While barriers to assessment reform exist, accrediting bodies and employers increasingly emphasise the critical role of graduates in sustainability and climate change mitigation and adaptation.
This paper shares details of a digital toolkit and open course for Higher Education staff on Learning and Teaching with the SDGs. It considers the inhibitions identified by staff in relation to their own sustainability expertise (Guiry et al, 2022), showcases practice-based examples and considers the potential for ESD to be a path of mutual exploration and learning for staff and students in support of a sustainable future.
Digital tools are synonymous with contemporary education such that we are living in a post-digital world (Fawns, 2019). These tools can support education for sustainable development (ESD), but require acquisition of key skills, thoughtful design and consideration of how to traverse the digital divide to ensure an accessible, engaging, quality learning experience for all students. ESD requires an interdisciplinary perspective encompassing the global and multicultural context of sustainability challenges, and it emphasizes action-oriented pedagogies aligned with authentic assessment approaches. Blended learning provides opportunities for learning across disciplines, institutions and international boundaries, but necessitate careful navigation of structural issues such as the allocation of FTEs and administration of novel teaching approaches. Assessment design can be reconfigured towards creative, action-oriented outputs such as advocacy podcasts/vodcasts, analysis of open data sets etc. While barriers to assessment reform exist, accrediting bodies and employers increasingly emphasise the critical role of graduates in sustainability and climate change mitigation and adaptation.
This paper shares details of a digital toolkit and open course for Higher Education staff on Learning and Teaching with the SDGs. It considers the inhibitions identified by staff in relation to their own sustainability expertise (Guiry et al, 2022), showcases practice-based examples and considers the potential for ESD to be a path of mutual exploration and learning for staff and students in support of a sustainable future.
Center for Inclusive Design and Environmental AccessIDeACenterUB
The Center for Inclusive Design and Environmental Access (IDeA Center) is a multi-disciplinary research center founded in 1984 at the State University of New York at Buffalo. The IDeA Center practices inclusive design through research, development, education, and outreach activities aimed at increasing social participation for groups marginalized by traditional design. The Center's core staff includes architects, engineers, and other design professionals conducting research on topics such as housing, transportation, product design, and standards development to promote universal design principles.
Similar to 2012 Integration Award University of British Columbia (20)
The document discusses the AMS Institute, a scientific institute in Amsterdam that works with partners in business, government, and civil society to address challenges facing cities. It focuses on developing integrated solutions through its interdisciplinary research themes and an approach called urban living labs. The institute aims to give students hands-on learning experiences working on real-world urban problems through its Master's program in metropolitan analysis, design, and engineering. It is establishing its new campus at the MarineTerrein site as an urban living lab to test solutions and involve citizens.
ISCN 2019 - Assessing SDGs Implementation Within UniversitiesISCN_Secretariat
The document outlines plans for NTU's EcoCampus Living Laboratory initiative. The goals are to reduce campus energy, water and waste intensity by 35% by 2020 using 2011 as a baseline, through research collaboration between academia and industry. Key areas of research include green building systems, renewable energy integration, sustainable mobility, and analyzing user behavior for energy conservation. The campus has already implemented various renewable energy and efficiency projects. If successful, EcoCampus aims to be a model for the most sustainable, smart and technologically advanced campus worldwide.
ISCN 2019 - Assessing SDGs Implementation Within UniversitiesISCN_Secretariat
This document provides an overview of the 2019 University Impact Rankings by THE (Times Higher Education). It discusses the objectives of measuring universities' positive impact on society and the UN Sustainable Development Goals. It also summarizes the aspects of impact explored, including research, stewardship, and outreach. Additionally, it outlines the scoring methodology and provides regional results and insights into the most frequently submitted impact areas, such as partnerships, education, and health. Finally, specific metrics are described for impact areas like health, cities, and governance.
Whole Systems Approach Award: University of Leeds, United Kingdom
Partnerships for Progress Award: University of Melbourne, Australia
Cultural Change for Sustainability Award: Yale University, United States
Honorary Member Award: CETYS University, Mexico
Harvard University has established Sustainable Healthful Food Standards to provide a more healthful and sustainable food supply on campus. The standards are grounded in the latest nutritional science and aim to double consumption of plant-based foods like fruits, vegetables, nuts and legumes while reducing consumption of red meat and sugar by 50%. An expert committee of Harvard faculty oversee annual reporting from all campus food vendors to track metrics like greenhouse gas emissions and make recommendations. The goals are to enhance food literacy, benefit public health and the environment, and drive positive changes in the broader food system through Harvard's purchasing power and research.
The document outlines a 5-step approach for developing a sustainability data practice: 1) ideation to define goals and metrics, 2) technology development to select tools, 3) data centralization to pool and standardize data, 4) analysis and automation to extract insights, and 5) accessibility to share results. It also lists 10 golden rules for sustainability data science, including embracing open source technologies, pooling data, scaling through automation, and making workflows reproducible.
The document discusses three carbon action plans created by the university to reduce emissions:
- CAP1 was optimistic about potential reductions using campus-level data
- CAP2 had reduced optimism and noted that individual building meters were still being installed
- CAP3 is currently in development
It also describes the university's efforts to install over 100 electricity, steam, and chilled water meters in buildings to collect around 10 million data points annually. The document outlines approaches to analyze the large amount of building energy use data, including normalization, benchmarks, energy signatures, and economics of improvements. A three-tiered framework is proposed to organize, analyze, and distribute useful information from the meter data to maximize energy management.
DTU conducted a student satisfaction survey to measure the impact of its efforts to transform and improve its campuses. The survey found high overall satisfaction levels, especially regarding outdoor areas and facilities. However, some areas scored lower, like indoor classroom climate and workspace availability. Further analysis identified the most important factors for general satisfaction, including social connections, access to instructors, and tidy facilities. DTU then developed a new study environment action plan focusing on addressing lower scoring issues like workspaces, noise reduction, and power outlets to further increase student satisfaction.
The document presents an overview of Unicamp's Integrated Master Plan project. The plan aims to integrate Unicamp's management as a sustainable university through territorial planning and guidelines for development over the next 50 years. It covers 16 planning areas such as urban infrastructure, mobility, environment and the relationship between the university and the surrounding community. The plan was developed through collaborative workshops with technical experts, professors and the local community. It establishes guidelines and a future scenario for sustainable development across the campus aligned with UN sustainability goals.
This document proposes a sustainable campus model for Unicatólica University in Cali, Colombia. It includes a methodology to create a base model through diagnosis and proposal of a management plan and sustainability projects. The model contains five dimensions: academic, operational, management, external relationships, and sustainability culture. It outlines 61 proposed projects across the dimensions and structures the sustainability plan around principles, dimensions, objectives, programs and projects. The document also discusses strategies for implementing the plan through a Sustainable Campus Unit, Environmental Decision Committee, and Environmental Operations Committee.
This study evaluated the effects of intercropping aromatic plants like rosemary and basil with olive trees in Minas Gerais, Brazil. The aromatic plants grew well but had no significant effect on olive tree productivity, including number of inflorescences, fruits, and average fruit weight. The neutral effect may be because not enough time elapsed for the aromatic plants to produce chemical compounds, their density was too low, or olive production was low that year due to climate variability. Intercropping could still be a viable practice and deserves further testing under normal weather conditions and with higher aromatic plant density to better understand potential effects.
The document summarizes a collaboration between ETH Zurich and Harvard to conduct peer reviews of their sustainability practices and annual reports. It identifies positive aspects of Harvard's sustainability report including its design, data transparency, and storytelling. Areas for improvement include having fewer goals, addressing positive bias, including more voices, and making comparability easier. The benefits of peer exchange are outlined as sharing challenges, independent review, building trust, and learning from each other. Lessons on planning effective exchanges include preparation, communication, logistics, building early trust, and continued follow up.
The document summarizes EPFL's travel policy and efforts to reduce carbon emissions from business travel. It finds that air travel accounts for 1/3 of EPFL's emissions and 95% of transport emissions. Studies showed potential for reducing emissions by replacing short flights and business/first class with trains and economy flights. A pilot project at the School of Life Sciences introduced guidelines favoring local participation, videoconferencing, and limiting promotions to 3 conferences/year. EPFL is working with other universities on sustainable travel and plans to revise its travel policy based on the pilot by evaluating incentives, restrictions, and monitoring tools. The approach focuses on raising awareness, creating shared visions, and introducing changes through incentives before fully evaluating and refining the
The PUC-RIO Zero Waste project aims to increase recycling rates on campus. In 2017, over 48% of materials in recycling bins were not recyclable or compostable. The project establishes standard waste bins and distribution across campus. It develops support materials like a proper disposal guide and staff training. An interdisciplinary team of students, faculty, and staff implement an environmental education campaign using posters, emails, and a webpage to communicate proper disposal procedures to the university community.
The document discusses e-waste (discarded electronic equipment) which contains toxic substances that are often buried in landfills. It estimates that 1.4 million metric tons of e-waste are discarded annually in Brazil, with 10% from information and communication technology. E-waste is classified into different categories based on the types of electronic products. It poses risks to human health due to hazardous elements like lead, mercury, and others. The CEDIR project at USP works to properly dispose of and recycle e-waste through collection, dismantling, separation, and sending materials to partners for decharacterization and recycling. It also trains wastepickers to increase recycling and their incomes while promoting social inclusion and environmental
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Thammasat University in Thailand has implemented several strategies and actions to reduce single-use plastic on its campus. These include banning plastic bottle cap seals, plastic bags in campus stores, plastic straws, and plastic cups in campus canteens. Later projects extended the bans to include plastic utensils. Through partnerships and campaigns, these policies have helped reduce single-use plastic consumption on campus significantly. Thammasat believes these small individual actions can create larger impacts and help address the global plastic pollution crisis.
This document outlines MIT's plan to establish conditions for sustainability success. It discusses hosting an implementation design forum on June 1st, 2018 with 100 participants to develop an implementation plan around 5 pathways to sustainable leadership. The pathways include becoming an exemplar that incorporates sustainability into all aspects of campus, a model for organizational transformation, a generator of new sustainability ideas and research, an innovator of educational experiences, and a partner to local and global communities. The document states that MIT's Office of Sustainability will provide oversight and governance to ensure commitments are implemented, and that sustainability data and visibility of goals and successes will be increased.
Blue Sky Energy Technology provides analytics on temperature using machine learning models. Their models account for variability in temperature and make predictions. They average actual temperatures to their predictions.
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2012 Integration Award University of British Columbia
1.
2.
3. An innovative model
Like many universities, UBC has a history of pursuing strong operational
sustainability goals and targets.
And like many universities, UBC emphasizes teaching and research on sustainability.
Where UBC demonstrates innovation is in taking a step further. We have
committed, at the corporate level, to the deep integration of our operational and
academic efforts.
The UBC Sustainability Initiative is the University’s agent in this innovation.
Our goal is to commit, integrate, demonstrate and inspire.
4.
5. Foundations
Sustainability is one of nine commitment areas in Place and Promise, UBC’s strategic
plan that shares the vision of creating “an exceptional learning environment” that
“advances a civil and sustainable society.”
In 1997, UBC was the first Canadian university to adopt a sustainable development
policy and, a year later, to open a campus sustainability office. UBC pioneered
development of green buildings and retrofits of energy and water systems in
existing buildings.
UBC has also built a strong academic reputation in sustainability research and
teaching.
In 2009, building on these foundations, 350 students, staff and faculty created the
Sustainability Academic Strategy. A key recommendation: Establish an integrated
function that brings together academic and operational efforts to explore and
exemplify sustainability.
6. Bold Moves
In 2010, UBC President Stephen Toope established the
UBC Sustainability Initiative (USI), charged with integrating the University’s academic and operational efforts in
sustainability.
In 2010, UBC set the most aggressive greenhouse gas emission reduction targets of any of the top 40 universities in the
world.
Now all major operational decisions
are viewed through a sustainability
lens. Faculty members are invited to
join key operational committees.
A road map of “living laboratory”
projects exists to address the targets.
7.
8. The USI Mandate
The USI strives to deeply integrate operational and academic sustainability and make the
campus a kind of societal test bed where we work with public, private and non-
governmental partners to prove out the technical, economic and behavioral aspects of
sustainability.
USI’s two cross-cutting themes are campus as a living lab (internal focus) and the
University as an agent of change (external focus).
Agent of
Academic Change
Academic Campus as
Living
Laboratory
Operational
Operational
9. USI: A Horizontal Governance Structure
in UBC’s Vertical World
President and Vice-Chancellor
USI International Advisory Board on
Sustainability
USI Steering Committee
USI Student Sustainability Council VP Finance; VP Research + International;
Provost + VP Academic; Deans Applied Science + Science;
Principal College of Interdisciplinary Studies;
Graduate Student Society Representative USI Regional Sustainability Council
AVP Research and Vice Provost and AVP
International Academic Affairs
Executive Director
UBC Sustainability Initiative
Projects Manager,
50% USI/CIRS
Communications
Coordinator
Manager of Associate Director Administration
Communications USI/CIRS Manager
Projects Manager,
50% Events
CIRS Building
Project Coordinator Technician
Research and Partnerships Teaching and Learning Office Operational Management
Office Group
Research Fellows Teaching and Learning Fellows Campus Sustainability Office
10. Leveraging what’s come before
The USI is not an operational or academic unit. It does not have teaching or
research responsibilities, nor does it manage operational activities. Rather, it is a
horizontal governance initiative that cuts across the existing faculties,
departments and operating units.
The success of USI depends on the degree to which it can support, facilitate and
mobilize activities within those structures.
In August 2011, UBC received a gold rating through STARS (Sustainability Tracking,
Assessment and Rating System). The STARS rating speaks to the breadth and depth
of UBC’s integrated efforts in teaching and learning, research and partnerships,
and campus operations. USI has mobilized existing activities in ways that are
exciting, new and note-worthy for those involved.
11. Teaching and Learning
UBC’s ambition is to transform the curriculum with regard to sustainability.
UBC now offers 483 sustainability related courses and 25 degree programs. We are
actively developing learning pathways so that every student, whether studying
medieval literature or mechanical engineering, can add sustainability to their
program.
In 2011, USI established the Sustainability Education Resource Centre to support
both students and faculty in meeting this goal.
The USI Teaching and Learning Fellows program funds faculty who, in the past
year, developed learning pathways and sustainability oriented student attributes as
well as piloting Sustainability 101, an interdisciplinary course open to all
undergraduates.
12. Research & Partnerships
As a large, research-intensive university with considerable land, assets and utilities, UBC
can take action that others cannot by advancing debates, technologies, instruction, and
discoveries. Some 304 faculty and 57 departments are engaged in sustainability
research.
UBC has established formal strategic partnerships with organizations such as the City of
Vancouver, Honeywell, National Research Council, Modern Green Development
and our University
Neighborhood Association.
Together we view the
campus as a sandbox for
sustainability.
13.
14. Cornerstones of the Living Lab
The entire UBC campus is seen as an experiment in sustainability, a 1000-acre
sandbox in which 47,000 students, 11,000 faculty and staff, and partners can test,
teach, learn, apply and share the outcomes of their inquiries.
The 4 cornerstones of the living laboratory framework:
• Integration with UBC’s core academic mandate—research & teaching,
• Partnerships between the University and private, public and non-governmental
sectors,
• Sound financial use of UBC’s infrastructure, and
• The opportunity to transfer the knowledge UBC gains into practical, positive
action applicable to the greater community.
Flagship projects include the Bioenergy Research and Demonstration Facility
(scheduled to open in fall 2012) and the Centre for Interactive Research on
Sustainability.
16. A proposed approach to future campus projects:
The Regenerative Sustainability Gradient
Project G
Sustainability Rating
Project F
CIRS
Project E
Project D
UBC Academic and
Project C Community
Projects
Project B
LEED Project A
Gold
Time
Steam to Hot Water Space use efficiency UBC
BRDF Distributed Peaking
“Foundational”
Continuous Waste Heat Recovery
Optimization (Sinks and Sources) Projects
Smart Energy Systems Integration (Energy Demand and
Energy Use Reductions; PEDM; Renewables)
17.
18. The role of the university as an agent of change
“New forms of partnership between the private, public and NGO
sectors should be a critical component of the sustainability
agenda…identify and flesh out new, more integrated models of
interaction…transform the institutional rules and processes that
govern the universities’ relationships with the outside world.”
Stephen Toope, Submission to Secretary-General’s Global
Colloquium of University Presidents, New York
University, 2007
UBC’s partnerships ensure a two-way flow of knowledge that fuels
research and innovation, adds value to established sustainability
efforts and provides education and employment opportunities for
students.
For example, through our Memorandum of Understanding with the
City of Vancouver, 10 graduate students work with the City’s
Greenest City teams while the University uses city supplied wood
waste to help power our new biomass gasification plant.
19. Beyond technology
UBC considers the human
dimensions of sustainability on
campus as well.
One goal is to convert from a
commuter campus to a vibrant,
sustainable community where
students, faculty, staff and others
can live, work and learn.
To that end, UBC tripled transit
ridership to campus and took
away 50% of surface parking lots
and built housing on them.
20. How do you measure inspiration?
• 110 UBC staff champion sustainability by participating in the award-winning
Sustainability Coordinators Program
• 500 students, staff and faculty engage in the SEEDS program, applying the living
laboratory concept to campus challenges
• 3,715 people follow the UBC Sustainability Initiative on Twitter
• 29 sustainability student groups on campus
• 7,000 students positively impacted by Sustainability in Rez program
• 11 formal strategic partnerships for sustainability
• 483 courses in which students consider their world through a sustainability lens
• …and the list goes on