Julie Newman, Director, Office of Sustainability, MIT Maki Ikegami, Coordinator, Hokkaido University

1. ISCN 2016: WG3
Integration of Research,
Teaching and Facilities

2. Agenda
Introduction by co-chairs (approx. 15 min)
Three presentations (10 min each = 30 min)
• Eddi Omrcen, University of Gothenburg
• Davis Bookhart, Hong Kong University of Science and Technology
• Maria Alessandra Woolson, University of Vermont
Panel discussion with first three presenters (20 min)
Coffee break (30 min)
Two presentations (10 min each = 20 min)
• Giorgia Silvestri, Rootability
• Thomas Block, Ghent University
Panel discussion with the two presenters (20 min)
Breakout group activity (30 min)
Breakout group summary & Concluding thoughts by co-chairs (approx. 15 min)

3. Working Group 3: Integration of research,
teaching, facilities & outreach
Principle 3 of the ISCN-GULF Sustainable Campus
Charter
To align the organization’s core mission with
sustainable development, facilities, research,
and education should be linked to create a
“living laboratory” for sustainability.
ISCN 2016

4. Question posed to group
Sustainability skills and competencies:
How is your organization integrating
‘sustainability’ on campus to develop
skills and impart guidance to faculty,
staff and students?
ISCN 2016

5. ISCN 2015
WORKING GROUP 3 BREAK-OUT SESSION

6. Key Issues Discussed
Integration of academia and operations
Collaboration with stakeholders beyond the university
Lasting sustainable institutional change
Attitude to resources and behaviour change
Engaging faculty
Evaluation/self-evaluation/defining and measuring success
Criteria to identify/account for sustainability research
Sense of place – situated knowledge
Resourcing and scaling
Education for instilling curiosity and critical questioning
Political influence of universities and reach e.g. universities at COP 21
ISCN 2015

7. Key findings from WG3 2015
Campus as living labs:
A framework to strategically align coproduction activities
temporally and thematically.
Collaboration between stakeholders on and beyond
campus:
A need for a new vision for the role of Universities in society
in the face of accelerating change and growing complexity
Aim for strategic engagements
ISCN 2015

8. MIT URBAN LIVING LABORATORY:
Leveraging the campus for sustainable
solutions

11. How much diverse are the campuses in Japan?
Maki Ikegami
Coordinator
Hokkaido University, Japan

12. Green area with attractive historical architecture.
Huge area of the very city center is devoted to the campus.

13. Hokkaido University has a culture open to the city and visitors:
- Campus was born and has been developed together with the city
- That’s why the very city center is devoted to the campus
- This made the campus rich in green, open, and interactive spaces
httpkitatabi-blog.at.webry.info
北側よりみた札幌農学校校舎 (around 1880)
Hokkaido University Archives
札幌農学校移転新築校舎完成予想図 (1901)
Hokkaido University Archives

14. After implementing ASSC (Assessment System for Sustainable
Campus) in our campus management,
the next step is to open a participatory process for the new
Campus Master Plan development.
Diverse stakeholders from across the campus with participation from City of Sapporo.

15. Nagoya University
https://www.lang.nagoya-u.ac.jp/map.html
Social Background of Nagoya (2.3 million population):
The biggest port in Japan,
TOYOTA based in the same prefecture,
Active private sector (industry oriented economy)
Robust top-down
and bottom-up
system has been
developed toward
Eco-campus.

16. CMG : Campus Management Group
Students,
Researchers,
(Users)
Dept. of
Architecture
(Faculty
members)
Project Partners
Related
Administration
Services
Commissioning
Adviser
Design office,
construction,
management
companies
CP & EM Office: Campus Planning & EnvironmentManagementOffice
(a team of 6 professors)
大学執行部
President & Trustees
Local Municipality &
Society
Board:
Communication,
Participation
Collaborative
Research
CP &EM
Office FDO
FDO: Facilities Department Office
Regional agreement Open facilities, outreach
Nagoya University