STARS as a Multi-Purpose Tool for Advancing Campus Sustainability in US

2014 ◽  
Author(s):  
Monika Urbanski ◽  
Paul Rowland
Keyword(s):  
Campus Sustainability

Global Campus Sustainability Ranking

2019 ◽  
pp. 743-752
Author(s):  
Yusuf A. Aina ◽  
Ismaila Rimi Abubakar ◽  
Habib M. Alshuwaikhat
Keyword(s):  
Campus Sustainability

scholarly journals Growing an edible campus

2021 ◽  
Author(s):  
Sean O’Brien Murray ◽  
Stéphanie Walsh Matthews
Keyword(s):  
Education Research ◽  
Community Engagement ◽  
Food Production ◽  
Teaching Practice ◽  
Physical Structure ◽  
Practice Research ◽  
Team Members ◽  
Campus Sustainability ◽  
Post Secondary ◽  
The Creation

An Edible Campus can be broadly defined as the production of food on a post-secondary institution’s campus. This research contributes to the creation of a Canadian Edible Campus Database (ECD) that can be used as a network for future collaborations within the campus sustainability community, thus creating opportunities for education, research and community engagement. The database contains information about practices, size, and origin of Edible Campuses across Canada. The database also creates a participant pool for a survey aimed at understanding the diversity of Edible Campuses. Edible Campus team members were asked to respond to questions regarding the goals, barriers and benefits for their food production initiatives. It is the finding of this research that Edible Campuses often exceed beyond ‘greening the school’ by demonstrating sustainability through the physical structure, teaching practice, research, and relationships with people and nature.

A grid approach to managing sustainability: evidence from a multiple Italian case study

2016 ◽  
Vol 17 (6) ◽  
pp. 875-894 ◽  
Author(s):  
Deborah Agostino ◽  
Martina Dal Molin
Keyword(s):  
Content Type ◽  
Campus Sustainability ◽  
Italian Case ◽  
Grid Approach ◽  
Simultaneous Evaluation ◽  
Multiple Case ◽  
Practical Tool ◽  
Real Practice ◽  
Depth Interviews

Purpose The purpose of this paper is to explore the coherence between sustainability conceptualization (the “what”) and its implementation (the “how”) in terms of implemented actions and stakeholders’ interactions. The paper proposes a grid approach for the simultaneous evaluation of sustainability conceptualization and implementation. Design/methodology/approach This research is based on a multiple case study conducted in ten Italian Universities. In-depth interviews with general directors and administrative staff responsible for sustainable activities have been conducted together with documents and websites analysis. Findings The coherence between sustainability conceptualization and its implementation showed heterogeneity of practice. Results propose a grid approach, which highlights six different approaches to explain the connection between the “what” and the “how” of sustainability. Research limitations/implications The research is focused on Italian universities and may have overlooked approaches to campus sustainability specific of other countries. Practical implications Understanding the coherence between the “what” and the “how” of sustainability can provide university managers with a practical tool of analysis when approaching and evaluating the sustainable campus. Originality/value While higher education scholars are widely exploring the conceptualization of a sustainable campus and its implementation, little is known about the coherence between these two realms, despite their importance to facilitate the transition of sustainability vision into real practice. This study contributes to this area by proposing a grid approach to evaluate the coherence between sustainability conceptualization and implementation.

Campus sustainability tours: exploring an uncharted tool

2017 ◽  
Vol 18 (6) ◽  
pp. 908-922
Author(s):  
Ellen R. Trahan ◽  
Leslie A. North ◽  
Margaret M. Gripshover ◽  
Jeanine M. Huss
Keyword(s):  
Environmental Sustainability ◽  
Quantitative Research ◽  
Claim Data ◽  
Content Type ◽  
Campus Sustainability ◽  
The Subject ◽  
Western Kentucky ◽  
Western Kentucky University ◽  
Practical Implications

Purpose This paper aims to explore the development narrative and usage of environmental sustainability tours available at universities and takes an in-depth look into the Western Kentucky University (WKU) Green Tour. Design/methodology/approach Questionnaires and interviews were conducted with sustainability leaders involved in tours at their university to discover how they were developed and used. An assessment of the WKU Green Tour used surveys and pre- and post-tests to determine the reach of the tour to the campus population, student learning and faculty use. Findings There is a lack of data on sustainability tours, making it difficult to design new tours and validate their status as an essential tool. In the case of WKU, the need for data was confirmed, as current practices that were assumed to be effective proved ineffective. Multiple suggestions for improved tours are provided. Research limitations/implications The case study used in this paper is not representative of all university sustainability tours as they can vary widely. Given the lack of research on the subject, especially quantitative research, it is a valuable study. Practical implications Though sustainability tours are touted as a valuable tool for all campuses, more data are needed to validate this claim. Data suggest the tours are effective tools for increasing knowledge, but there is need for further assessment of tours and how they can be used to create a sustainably literate campus. Originality/value This study is the first to assess sustainability tours using mixed-methods.

Campus sustainability in an entrepreneurial framework

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Christina Andruk ◽  
Zeynep Altinay
Keyword(s):  
Action Learning ◽  
Real Life ◽  
Pedagogical Practices ◽  
Learning Activity ◽  
Entrepreneurial Education ◽  
Teaching Resources ◽  
Content Type ◽  
Campus Sustainability ◽  
Innovative Learning ◽  
Research Frameworks

PurposeThis study aims to introduce a new framework for environmental entrepreneurship education.Design/methodology/approachThe authors test their environmental entrepreneurship framework using a Trash-to-Treasure experiential learning activity. The authors observed student entrepreneurs coordinate entrepreneurial efforts in a real-life context and collaborate with stakeholders across campus to achieve project goals. Grounded in action learning and action research frameworks, the authors describe how theory can be used to inform pedagogical practices and transform any sustainability event into problem-based innovative learning.FindingsThe authors report on two key outcomes: increased campus sustainability and contributions to entrepreneurial education and sustainability education. The authors conclude that student-run environmental businesses are win–win projects that truly integrate the three pillars of sustainability (people, profit, planet). The authors provide valuable teaching resources so that this project or similar campus greening initiatives could be implemented at any institute of higher education.Originality/valueDespite the recognized critical need for innovative workers that have an ethical and sustainable mindset, there has been relatively little research into the intersection of environmental and entrepreneurial education. This report provides a toolkit for educators to implement similar projects at their institutions.

Students’ Perception of Campus Sustainability in a Brazilian University

2021 ◽  
pp. 285-304
Author(s):  
Claudio R. P. Vasconcelos ◽  
Paula Ferreira ◽  
Madalena Araújo ◽  
Davidson Cordeiro ◽  
Shammio M. Dias Silva
Keyword(s):  
Campus Sustainability

Back and forth to the campus: Tackling invasions through service-learning activities in higher education

2020 ◽  
Vol 21 (7) ◽  
pp. 1413-1427
Author(s):  
María J. Servia ◽  
Anxo Cao ◽  
Yaiza R. Lueje
Keyword(s):  
Service Learning ◽  
Local Population ◽  
Content Type ◽  
Campus Sustainability ◽  
The Public ◽  
Multiple Dimensions ◽  
Open Debate ◽  
Service Activity ◽  
Good Potential ◽  
Real Community

Purpose Invasive species are under the spotlight because of their detrimental effects on biodiversity. However, management of invasions presents multiple dimensions frequently difficult to disentangle. This complex topic has been tackled through a service-learning project on an invasive insect (Vespa velutina), a bee-eating species invading Europe. Specifically, this paper aims to assess the educational needs and motivations detected in a local population for the control of V. velutina, and evaluate the educational achievements of students participating in the project. Design/methodology/approach The paper illustrates how students prepared the service activity, which consisted in a quiz and interviews to public in a honey festival located in an area that has invested heavily in the control of the hornet. They informed visitors on its biology and impacts, and collected information on visitors’ knowledge and attitudes towards the hornet. This information was taken back to the class and discussed in an open debate. Findings The service activity uncovered important knowledge gaps of the local population and revealed the attachment to controversial control methods. Students acknowledged that the project met a real community need and valued the contact with the public, and the presentation of the project in the Faculty favored a debate on invasions management and biodiversity protection under the framework of campus sustainability. Originality/value While students are familiar with actions on campus sustainability, they are seldom confronted with the evaluation of management decisions on complex topics involving multiple dimensions. This service-learning project showed a good potential for fostering in-depth debates and promoting student engagement in campus sustainable initiatives.

scholarly journals Assessment of knowledge and awareness of “sustainability” initiatives among college students

2019 ◽  
Vol 4 ◽  
pp. 6 ◽  
Author(s):  
Israel Msengi ◽  
Raymond Doe ◽  
Twana Wilson ◽  
Danny Fowler ◽  
Chelsey Wigginton ◽  
...  
Keyword(s):  
College Students ◽  
The United States ◽  
Waste Recycling ◽  
Self Report ◽  
Southeastern Part ◽  
Campus Sustainability ◽  
New Ideas ◽  
Alternative Power ◽  
Sustainability Initiatives ◽  
The University

Campus sustainability is essential for any university. Campus sustainability denotes the potential of the university to develop new ideas regarding sustainability through research, teaching, and practices. It necessitates improved academic infrastructures, setting right faculty priorities and practices that ensure that the university community is aware of sustainable practices, and that its practices reflect sustainability. This study assesses college students' knowledge and awareness of sustainability issues. After IRB approval, data were collected using the campus sustainability questionnaire. Students from a university in the southeastern part of Texas in the United States were selected and asked to participate in the study voluntarily by answering a self-report questionnaire. Findings indicate that only a minority of the students knew what sustainability was, but 95.8% indicated it was important. Although the university has committed to climate and sustainability agreements, majority of the students were not aware of it and only about 17% knew that the University's Strategic Plan has a sustainability component. Nearly 36% of the students reported receiving information about sustainability during their campus orientation. In terms of recycling, majority of the students indicated unawareness of e-waste recycling on campus; however, more than 70% reported that the library limited free printing in computer labs. More than half of the students also indicated that sustainability issues were not infused into curriculum courses or programs, and they had no knowledge of any alternative power source for the university. We concluded that a majority of the students were not conversant with sustainability issues and were largely unaware of campus sustainability initiatives. We recommended more effort to increase sustainability initiatives on campus by involving faculty, staff, and students in such endeavors. Educational programs should incorporate sustainability into their curriculum to increase students' knowledge and consciousness regarding these issues.

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