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2014 ISCN Conference Opening
The 8th Annual ISCN Conference is being held at the University of Hong Kong. This year's conference will focus on new challenges and ideas by running next generation initiatives and tools, assessing achievements and exchanging best practices, and exploring new challenges and ideas. The conference aims to contribute to addressing global risks by providing a global platform for over 55 globally leading sustainability schools and 5 co-host organizations to explore campus sustainability together.
ISCN 2016: Keynote Address
This document discusses the vital role that universities can play in supporting the UN's Sustainable Development Goals (SDGs). It outlines three main ways universities can contribute: through innovation and technology diffusion to drive economic growth; by focusing on problem-solving research related to the SDGs; and by teaching about sustainable development and the SDGs to students. The document also provides examples of university initiatives aligned with the SDGs, such as the Deep Decarbonization Pathway Project and the SDSNedu online academy for sustainable development education. Overall, the document argues that universities are well-positioned to advance progress on the global goals through research, education, and networking between sustainability experts.
Israel Ruiz: Leveraging the Town-Gown Relationship
This document discusses leveraging the town-gown relationship between MIT and Cambridge, Massachusetts. It outlines that they collaborate due to shared resources, challenges, and opportunities. Some examples of collaborative sustainability activities between MIT and Cambridge include the Net Zero Task Force, Cambridge Compact for a Sustainable Future, and planning for the Kendall Square Eco District. The Compact focuses collaborative efforts on issues like building energy efficiency, renewable energy, and transportation. MIT and Cambridge also use the campus as a living lab for sustainability research partnerships that provide mutual benefits.
2014 ISCN Working Group 2: Key Findings
Working Group 2 discussed key issues around campus planning, climate preparedness, human health, and sustainable food initiatives. They found that some universities have established expert groups on climate adaptation and risk management. Environmental refugees and communicating preparedness were also discussed. The group proposed collaborating through online workshops on climate preparedness and increasing attention to chemicals and green chemistry on campuses.
ISCN 2016: Working Group 1: Buildings and Their Sustainability Performance
The KTH Live-In Lab is a testbed for sustainable housing located on the KTH campus in Stockholm, Sweden. It consists of 305 student apartments that serve as an innovation area free of building permit restrictions. The lab aims to test innovations in sustainable design and energy efficiency through various research projects. It generates around 230,000 kWh of energy annually using over 1,150 square meters of solar panels and 50 waste water heat exchangers, along with ground source heat pumps and heat storage systems. The goal is to create a plus energy building and support research, education and collaboration around sustainable housing development.
ISCN 2016: Working Group 2: Campus-wide Planning and Target Setting
This document outlines campus sustainability efforts in Japan and showcases good practices at several universities. It discusses the establishment of CAS-Net JAPAN, a campus sustainability network, to promote cross-institution collaboration. Key themes for CAS-Net JAPAN include establishing sustainability organizations, action plans, and evaluation systems. The document also summarizes projects at Kyoto University using an environmental tax system, student involvement in environmental management at Chiba University, and Hokkaido University's sustainability assessment system. Finally, it outlines Fukushima College's regional rehabilitation training program in renewable energy, nuclear safety, and disaster mitigation following the Fukushima nuclear accident.
Maki Ikegami: The Challenge for Creation of Sustainable Campus at Hokkaido Un...
- Is there a Campus Master Plan with reference to sustainability? The plan contains policies and schemes to construct a sustainable energy system and enhance sustainability beyond energy issues.
- Is the community utilizing the university's facilities? Facilities, infrastructure, historical assets, and the campus environment are utilized by the community. Environmental projects are also carried out with the local community.
- Is there an evaluation mechanism for researchers' work on administrative affairs related to sustainability? The results of researchers' work for administrative affairs are disseminated across the university and implemented.
Colin Reiter: Green Buildings in Operation
The University of Melbourne is committed to sustainability in its campus operations. It seeks minimum Green Star ratings for all new buildings and major renovations through the Green Building Council of Australia. Analysis shows that two new 5-star rated buildings at the university use 35-29% less electricity than older, comparable buildings of similar size and activity. While innovative green building elements and technologies provide benefits, they can also result in higher maintenance costs and difficulties achieving original energy targets. There are opportunities for research collaboration between the Group of Eight universities on analyzing the performance of their certified green buildings.
Recommended
2014 ISCN Conference Opening
The 8th Annual ISCN Conference is being held at the University of Hong Kong. This year's conference will focus on new challenges and ideas by running next generation initiatives and tools, assessing achievements and exchanging best practices, and exploring new challenges and ideas. The conference aims to contribute to addressing global risks by providing a global platform for over 55 globally leading sustainability schools and 5 co-host organizations to explore campus sustainability together.
ISCN 2016: Keynote Address
This document discusses the vital role that universities can play in supporting the UN's Sustainable Development Goals (SDGs). It outlines three main ways universities can contribute: through innovation and technology diffusion to drive economic growth; by focusing on problem-solving research related to the SDGs; and by teaching about sustainable development and the SDGs to students. The document also provides examples of university initiatives aligned with the SDGs, such as the Deep Decarbonization Pathway Project and the SDSNedu online academy for sustainable development education. Overall, the document argues that universities are well-positioned to advance progress on the global goals through research, education, and networking between sustainability experts.
Israel Ruiz: Leveraging the Town-Gown Relationship
This document discusses leveraging the town-gown relationship between MIT and Cambridge, Massachusetts. It outlines that they collaborate due to shared resources, challenges, and opportunities. Some examples of collaborative sustainability activities between MIT and Cambridge include the Net Zero Task Force, Cambridge Compact for a Sustainable Future, and planning for the Kendall Square Eco District. The Compact focuses collaborative efforts on issues like building energy efficiency, renewable energy, and transportation. MIT and Cambridge also use the campus as a living lab for sustainability research partnerships that provide mutual benefits.
2014 ISCN Working Group 2: Key Findings
Working Group 2 discussed key issues around campus planning, climate preparedness, human health, and sustainable food initiatives. They found that some universities have established expert groups on climate adaptation and risk management. Environmental refugees and communicating preparedness were also discussed. The group proposed collaborating through online workshops on climate preparedness and increasing attention to chemicals and green chemistry on campuses.
ISCN 2016: Working Group 1: Buildings and Their Sustainability Performance
The KTH Live-In Lab is a testbed for sustainable housing located on the KTH campus in Stockholm, Sweden. It consists of 305 student apartments that serve as an innovation area free of building permit restrictions. The lab aims to test innovations in sustainable design and energy efficiency through various research projects. It generates around 230,000 kWh of energy annually using over 1,150 square meters of solar panels and 50 waste water heat exchangers, along with ground source heat pumps and heat storage systems. The goal is to create a plus energy building and support research, education and collaboration around sustainable housing development.
ISCN 2016: Working Group 2: Campus-wide Planning and Target Setting
This document outlines campus sustainability efforts in Japan and showcases good practices at several universities. It discusses the establishment of CAS-Net JAPAN, a campus sustainability network, to promote cross-institution collaboration. Key themes for CAS-Net JAPAN include establishing sustainability organizations, action plans, and evaluation systems. The document also summarizes projects at Kyoto University using an environmental tax system, student involvement in environmental management at Chiba University, and Hokkaido University's sustainability assessment system. Finally, it outlines Fukushima College's regional rehabilitation training program in renewable energy, nuclear safety, and disaster mitigation following the Fukushima nuclear accident.
Maki Ikegami: The Challenge for Creation of Sustainable Campus at Hokkaido Un...
- Is there a Campus Master Plan with reference to sustainability? The plan contains policies and schemes to construct a sustainable energy system and enhance sustainability beyond energy issues.
- Is the community utilizing the university's facilities? Facilities, infrastructure, historical assets, and the campus environment are utilized by the community. Environmental projects are also carried out with the local community.
- Is there an evaluation mechanism for researchers' work on administrative affairs related to sustainability? The results of researchers' work for administrative affairs are disseminated across the university and implemented.
Colin Reiter: Green Buildings in Operation
The University of Melbourne is committed to sustainability in its campus operations. It seeks minimum Green Star ratings for all new buildings and major renovations through the Green Building Council of Australia. Analysis shows that two new 5-star rated buildings at the university use 35-29% less electricity than older, comparable buildings of similar size and activity. While innovative green building elements and technologies provide benefits, they can also result in higher maintenance costs and difficulties achieving original energy targets. There are opportunities for research collaboration between the Group of Eight universities on analyzing the performance of their certified green buildings.
Davis Bookhart: Innovation: points for consideration
The document discusses innovation at universities and outlines some key points. It aims to provide a realistic view of what is possible in university innovation and where to focus attention. The document notes that while research is part of universities' core mission, theoretical research is not always good at commercializing ideas. It also discusses using academic training and hands-on learning to challenge students to solve real-world problems, as well as the advantages and challenges of collaboration between universities and other organizations to foster innovation.
ISCN 2016: Session 1: Food Sustainability at the Micro and Macro Level
Bastian Flury, Project Manager, ETH Zurich – World Food System Center with contribution from Christine Bratrich, Director ETH Sustainability
ISCN 2015 Pre-Conference - IARU Green Guide
Melissa Goodall, Associate Director, Yale University Office of Sustainability, speaks about the IARU Green Guide for Universities.
ISCN 2015: WG 3, James Evans
This document discusses how universities can be transformed through co-production using living labs and shared territories. It proposes that campuses can act as living labs to strategically align co-production projects around sustainability. Living labs provide a framework to connect these projects temporally and thematically. Specific projects then act as shared territories that bring different actors together to collaborate and critically reflect. The document outlines several potential co-production projects at the University of Manchester campus relating to transportation, energy, and the local economy to demonstrate this approach.
ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
Julie Newman, Director, Office of Sustainability, MIT
Maki Ikegami, Coordinator, Hokkaido University
ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, Gitile Naituli
Gitile Naituli, Professor of Management at Multimedia University of Kenya and Commissioner National Cohesion & Integration Commission, Chair of Mainstreaming Environment and Sustainability in Africa
ISCN 2015: WG 1 Key Findings
Working Group 1 of the ISCN 2015 focused on the sustainability of buildings and infrastructure on university campuses. The group discussed key issues like the value of green building certification systems and incentives to drive sustainable change. A challenge is renewing older, existing buildings to be more sustainable. Goals for 2015/2016 include broadening engagement within campus communities on sustainable infrastructure and behavior, expanding discussions to consider buildings within the context of sustainable campus neighborhoods, and researching best practices in sustainable building design and operations.
ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, John Robinson
John Robinson Associate Provost, Sustainability, University of British Columbia Sustainability Initiative
Anthony Cortese: Challenges and Opportunities for Campus Sustainability
Climate change poses a threat to society because it is both real and human-induced. The document outlines strategies for institutions to integrate sustainability into their mission, plans, policies, incentives and communications in order to educate about and lead on addressing climate change. Key areas of focus include making sustainability integral to the institution's mission and plans, implementing policies and metrics, providing incentives and training, prioritizing sustainable development, collaborating with other sectors, and communicating progress.
Jan Sadlak: Measuring Work and Performance of the University
This document discusses the use of metrics and rankings to measure higher education institutions' work and performance, particularly regarding sustainability. It provides reasons why metrics are increasingly used, such as higher education's more central role in society. Examples of sustainability-focused rankings are described. Both benefits and limitations of rankings are outlined. The document argues that while rankings provide useful data, they cannot fully capture universities' complexity, and institutions should not prioritize rankings over their core missions. Overall metrics and rankings are an established part of quality assessment but must be interpreted carefully.
ISCN 2016: Pre-conference workshop
This document provides an overview of the agenda for the ISCN 2016 pre-conference. It includes:
- A joint session on insights from ISCN and IARU with presentations on overviews of both organizations and member experiences.
- A workshop scenario where participants convene as university executives to develop guiding principles for a new sustainable university. They discuss functions represented and challenges in choosing principles.
- A second activity where groups determine focus areas for the new university in the first 3, 5, and 10 years and how the focus would scale over time. Discussion follows on fitting these principles within existing universities and reimagining frameworks.
ISCN 2016: Plenary 2: Leadership for Managing a Changing Planet
This document outlines key competencies for sustainability from Leuphana University of Lüneburg. It discusses 7 key competencies: critical thinking, systems thinking, futures thinking, values thinking, interpersonal competence, problem-solving competence, and strategic thinking. It then describes Leuphana's teaching-learning environment which connects students locally and globally through virtual and real-world experiences. Finally, it discusses Leuphana's curriculum and research projects for developing leadership to foster sustainability.
ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
This document summarizes a presentation about sustainability labelling of courses and programs at the University of Gothenburg. It describes the university's environmental management system and efforts to promote sustainable development. Courses are labelled as either sustainability-focused or sustainability-related based on criteria related to sustainability concepts. In 2014, 2% of courses and 3% of programs received sustainability labels. By 2015, those numbers increased to 6% and 9%, respectively. The labelling system aims to integrate sustainability into education and make the university a role model for sustainable development through the education of future decision-makers.
Davis Bookhart: Introducing Innovation, Collaboration, Scalability, Metrics f...
The document discusses four broad themes - innovation, collaboration, scalability, and metrics - in the context of campus sustainability efforts. It proposes splitting the university mission into four parts: research and discovery, training, campus operations, and collaborative impact. These four areas are depicted moving in circular linkages through research, operations, community engagement, and training students. The discussion focuses on how the four areas work separately and together, the directional movements between them, and strengthening their interconnections. This framework is compared to sustainability efforts version 1.0 and 2.0, characterized by isolated vs. integrated areas of focus and incremental vs. transformational changes.
ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
This document discusses challenges and opportunities for integrating sustainability education in higher education. It addresses teaching sustainability from a liberal arts perspective, with a focus on interdisciplinary and experiential learning. Specific examples are provided, including a student-driven initiative to require sustainability education across all majors. The document concludes by discussing a leadership for sustainability framework and examining mindsets, structures, and systems to create conditions where life can thrive over the long term.
ISCN 2015: WG 1, Dante Archangeli
Buildings account for 40% of global greenhouse gas emissions. Improving the energy efficiency of existing buildings through programs like LEED's EBOM can significantly reduce emissions. HKU's CYC and TTT building retrofit project in Hong Kong demonstrated energy savings of 30-33% through upgrades like HVAC and lighting improvements. However, achieving the certification required demonstrating actual performance, which depends on organizational support and user behaviors. EBOM projects can be challenging but provide lessons for improving building operations and sustainability efforts in China and Asia.
Jean-Christophe Carteron: Metrics for "Next Generation" Office of Sustainability
This document discusses metrics for measuring sustainability in higher education institutions. It outlines the scope of responsibility for HEIs, including their role as educational institutions and their environmental, economic and social impacts. It presents examples of metrics used to measure performance in teaching & training, campus management, research, and community involvement. The document advocates developing a knowledge-based model and online test to assess students' minimum level of knowledge about sustainable development. It proposes using such a test to map literacy, evaluate curricula, and promote awareness among students and staff. Overall, the document argues for moving beyond discrete metrics to a more holistic approach of assessing impacts in addition to means used.
ISCN 2016: Session 1: Food Sustainability at the Micro and Macro Level
The document discusses food sustainability at the micro and macro scales and the role foundations can play. It summarizes Dr. Davide Usai's presentation about how foundations can support food sustainability through strategic partnerships between academia and foundations. Foundations can play a role at the macro scale through global initiatives and networks that support R&D and sharing best practices. At the micro scale, foundations can localize innovation and promote adoption of solutions. The presentation provides examples of the work of FMPS, including partnerships and educational projects, to support sustainable local food systems.
ISCN 2016: Members Only Summit
The document outlines the agenda for an ISCN Members Only Summit, including four discussion sessions on ISCN program development, collaboration and leadership, sustainability reporting structure and gender balance at universities, and handprinting. It then provides more details on the sustainability reporting structure and gender balance discussion, including findings from reviewing the reporting structures and gender balance in leadership positions at 74 ISCN member universities from around the world.
ISCN 2016: Working Group 2: Campus-wide Planning and Target Setting
The document summarizes research on social networking between university campuses and surrounding cities. It describes the layout and facilities of the Campus Luigi Einaudi in Turin, Italy, which houses 8000 students. It discusses both institutional and informal efforts to facilitate place-making and relationships between the campus and neighborhood, including the UniToGO initiative and a student-led mapping project called UniCarto. Initial findings from UniCarto focus on themes like commuting, activities for non-local students, and bottom-up cultural projects.
ISCN 2019 - Partnerships for Progress
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 Universities
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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Davis Bookhart: Innovation: points for consideration
The document discusses innovation at universities and outlines some key points. It aims to provide a realistic view of what is possible in university innovation and where to focus attention. The document notes that while research is part of universities' core mission, theoretical research is not always good at commercializing ideas. It also discusses using academic training and hands-on learning to challenge students to solve real-world problems, as well as the advantages and challenges of collaboration between universities and other organizations to foster innovation.
ISCN 2016: Session 1: Food Sustainability at the Micro and Macro Level
Bastian Flury, Project Manager, ETH Zurich – World Food System Center with contribution from Christine Bratrich, Director ETH Sustainability
ISCN 2015 Pre-Conference - IARU Green Guide
Melissa Goodall, Associate Director, Yale University Office of Sustainability, speaks about the IARU Green Guide for Universities.
ISCN 2015: WG 3, James Evans
This document discusses how universities can be transformed through co-production using living labs and shared territories. It proposes that campuses can act as living labs to strategically align co-production projects around sustainability. Living labs provide a framework to connect these projects temporally and thematically. Specific projects then act as shared territories that bring different actors together to collaborate and critically reflect. The document outlines several potential co-production projects at the University of Manchester campus relating to transportation, energy, and the local economy to demonstrate this approach.
ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
Julie Newman, Director, Office of Sustainability, MIT
Maki Ikegami, Coordinator, Hokkaido University
ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, Gitile Naituli
Gitile Naituli, Professor of Management at Multimedia University of Kenya and Commissioner National Cohesion & Integration Commission, Chair of Mainstreaming Environment and Sustainability in Africa
ISCN 2015: WG 1 Key Findings
Working Group 1 of the ISCN 2015 focused on the sustainability of buildings and infrastructure on university campuses. The group discussed key issues like the value of green building certification systems and incentives to drive sustainable change. A challenge is renewing older, existing buildings to be more sustainable. Goals for 2015/2016 include broadening engagement within campus communities on sustainable infrastructure and behavior, expanding discussions to consider buildings within the context of sustainable campus neighborhoods, and researching best practices in sustainable building design and operations.
ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, John Robinson
John Robinson Associate Provost, Sustainability, University of British Columbia Sustainability Initiative
Anthony Cortese: Challenges and Opportunities for Campus Sustainability
Climate change poses a threat to society because it is both real and human-induced. The document outlines strategies for institutions to integrate sustainability into their mission, plans, policies, incentives and communications in order to educate about and lead on addressing climate change. Key areas of focus include making sustainability integral to the institution's mission and plans, implementing policies and metrics, providing incentives and training, prioritizing sustainable development, collaborating with other sectors, and communicating progress.
Jan Sadlak: Measuring Work and Performance of the University
This document discusses the use of metrics and rankings to measure higher education institutions' work and performance, particularly regarding sustainability. It provides reasons why metrics are increasingly used, such as higher education's more central role in society. Examples of sustainability-focused rankings are described. Both benefits and limitations of rankings are outlined. The document argues that while rankings provide useful data, they cannot fully capture universities' complexity, and institutions should not prioritize rankings over their core missions. Overall metrics and rankings are an established part of quality assessment but must be interpreted carefully.
ISCN 2016: Pre-conference workshop
This document provides an overview of the agenda for the ISCN 2016 pre-conference. It includes:
- A joint session on insights from ISCN and IARU with presentations on overviews of both organizations and member experiences.
- A workshop scenario where participants convene as university executives to develop guiding principles for a new sustainable university. They discuss functions represented and challenges in choosing principles.
- A second activity where groups determine focus areas for the new university in the first 3, 5, and 10 years and how the focus would scale over time. Discussion follows on fitting these principles within existing universities and reimagining frameworks.
ISCN 2016: Plenary 2: Leadership for Managing a Changing Planet
This document outlines key competencies for sustainability from Leuphana University of Lüneburg. It discusses 7 key competencies: critical thinking, systems thinking, futures thinking, values thinking, interpersonal competence, problem-solving competence, and strategic thinking. It then describes Leuphana's teaching-learning environment which connects students locally and globally through virtual and real-world experiences. Finally, it discusses Leuphana's curriculum and research projects for developing leadership to foster sustainability.
ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
This document summarizes a presentation about sustainability labelling of courses and programs at the University of Gothenburg. It describes the university's environmental management system and efforts to promote sustainable development. Courses are labelled as either sustainability-focused or sustainability-related based on criteria related to sustainability concepts. In 2014, 2% of courses and 3% of programs received sustainability labels. By 2015, those numbers increased to 6% and 9%, respectively. The labelling system aims to integrate sustainability into education and make the university a role model for sustainable development through the education of future decision-makers.
Davis Bookhart: Introducing Innovation, Collaboration, Scalability, Metrics f...
The document discusses four broad themes - innovation, collaboration, scalability, and metrics - in the context of campus sustainability efforts. It proposes splitting the university mission into four parts: research and discovery, training, campus operations, and collaborative impact. These four areas are depicted moving in circular linkages through research, operations, community engagement, and training students. The discussion focuses on how the four areas work separately and together, the directional movements between them, and strengthening their interconnections. This framework is compared to sustainability efforts version 1.0 and 2.0, characterized by isolated vs. integrated areas of focus and incremental vs. transformational changes.
ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
This document discusses challenges and opportunities for integrating sustainability education in higher education. It addresses teaching sustainability from a liberal arts perspective, with a focus on interdisciplinary and experiential learning. Specific examples are provided, including a student-driven initiative to require sustainability education across all majors. The document concludes by discussing a leadership for sustainability framework and examining mindsets, structures, and systems to create conditions where life can thrive over the long term.
ISCN 2015: WG 1, Dante Archangeli
Buildings account for 40% of global greenhouse gas emissions. Improving the energy efficiency of existing buildings through programs like LEED's EBOM can significantly reduce emissions. HKU's CYC and TTT building retrofit project in Hong Kong demonstrated energy savings of 30-33% through upgrades like HVAC and lighting improvements. However, achieving the certification required demonstrating actual performance, which depends on organizational support and user behaviors. EBOM projects can be challenging but provide lessons for improving building operations and sustainability efforts in China and Asia.
Jean-Christophe Carteron: Metrics for "Next Generation" Office of Sustainability
This document discusses metrics for measuring sustainability in higher education institutions. It outlines the scope of responsibility for HEIs, including their role as educational institutions and their environmental, economic and social impacts. It presents examples of metrics used to measure performance in teaching & training, campus management, research, and community involvement. The document advocates developing a knowledge-based model and online test to assess students' minimum level of knowledge about sustainable development. It proposes using such a test to map literacy, evaluate curricula, and promote awareness among students and staff. Overall, the document argues for moving beyond discrete metrics to a more holistic approach of assessing impacts in addition to means used.
ISCN 2016: Session 1: Food Sustainability at the Micro and Macro Level
The document discusses food sustainability at the micro and macro scales and the role foundations can play. It summarizes Dr. Davide Usai's presentation about how foundations can support food sustainability through strategic partnerships between academia and foundations. Foundations can play a role at the macro scale through global initiatives and networks that support R&D and sharing best practices. At the micro scale, foundations can localize innovation and promote adoption of solutions. The presentation provides examples of the work of FMPS, including partnerships and educational projects, to support sustainable local food systems.
ISCN 2016: Members Only Summit
The document outlines the agenda for an ISCN Members Only Summit, including four discussion sessions on ISCN program development, collaboration and leadership, sustainability reporting structure and gender balance at universities, and handprinting. It then provides more details on the sustainability reporting structure and gender balance discussion, including findings from reviewing the reporting structures and gender balance in leadership positions at 74 ISCN member universities from around the world.
ISCN 2016: Working Group 2: Campus-wide Planning and Target Setting
The document summarizes research on social networking between university campuses and surrounding cities. It describes the layout and facilities of the Campus Luigi Einaudi in Turin, Italy, which houses 8000 students. It discusses both institutional and informal efforts to facilitate place-making and relationships between the campus and neighborhood, including the UniToGO initiative and a student-led mapping project called UniCarto. Initial findings from UniCarto focus on themes like commuting, activities for non-local students, and bottom-up cultural projects.
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Davis Bookhart: Innovation: points for consideration
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ISCN 2016: Session 1: Food Sustainability at the Micro and Macro Level
ISCN 2016: Session 1: Food Sustainability at the Micro and Macro Level
ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
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ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, Gitile Naituli
ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, John Robinson
ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, John Robinson
Anthony Cortese: Challenges and Opportunities for Campus Sustainability
Anthony Cortese: Challenges and Opportunities for Campus Sustainability
Jan Sadlak: Measuring Work and Performance of the University
Jan Sadlak: Measuring Work and Performance of the University
ISCN 2016: Plenary 2: Leadership for Managing a Changing Planet
ISCN 2016: Plenary 2: Leadership for Managing a Changing Planet
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ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
Davis Bookhart: Introducing Innovation, Collaboration, Scalability, Metrics f...
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ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
ISCN 2016: Working Group 3: Integration of Research, Teaching and Facilities
Jean-Christophe Carteron: Metrics for "Next Generation" Office of Sustainability
Jean-Christophe Carteron: Metrics for "Next Generation" Office of Sustainability
ISCN 2016: Session 1: Food Sustainability at the Micro and Macro Level
ISCN 2016: Session 1: Food Sustainability at the Micro and Macro Level
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ISCN 2016: Working Group 2: Campus-wide Planning and Target Setting
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ISCN 2019 - Breakouts
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.
ISCN 2019 - Rapid Round
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.
ISCN 2019 - Rapid Round
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.
ISCN 2019 - Rapid Round
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
ISCN 2019 - Rapid Round
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.
ISCN 2019 - Rapid Round
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
ISCN 2019 - Partnerships for Progress
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.
ISCN 2019 - ConverStations
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.
ISCN 2019 - ConverStations
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.
ISCN 2019 - ConverStations
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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