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Achieving our Carbon Neutral Target
Lee Qi Ni | Lye Zi Ying | Sam Shi Xiang | Jonathan Wong Xiao Lun | Peck Hwee LengAB0401 Seminar 4 Group 2
To: Joy Chua, Program Director of NTU’s Sustainable Earth Office
Overview
• Long-term Goal• Main Sources of Carbon Emissions• NTU’s Current Efforts• Review and Comparison of Alternatives• Recommendations • Measuring Effectiveness of Recommendations• Executive Summary
Long-Term Goal
• Zero carbon emissions(Unlikely to achieve unless NTU buys large numbers of Carbon Offset credits @ high costs, which is not the best use of NTU’s finances.)
• Modify target to reduce NTU’s carbon emissions by at least 50% in the long run.
Main Sources of Carbon Emissions
• Transport (78.72%)• Water, Electricity, Heat and Stationery: (20.42%)• Waste (0.86%)
NTU’s Current Carbon Emissions Levels: • Per Student:521kg/year• Per Staff: 5051 kg/year
NTU’s Current Efforts
• Building more hostels (reduce commuting)• Recycling bins • Light and air-conditioning sensors to save electricity • Sustainable Earth Office
We suggest NTU to focus on:
• Reducing commute (major contributor to NTU’s carbon emissions)
• Less focus on electricity and waste (less than 30% of NTU’s carbon emissions)
Solution 1: Expand E-Learning
• Currently: Saving 4.92% of total carbon emissions(2 weeks of e-learning, with some physical and some online lessons)
• Future: Shift all lectures and some seminars online (students only need to come for tutorials/laboratories)
• Estimated to reduce the frequency of commuting by 35%, reducing total carbon emissions to 376kg per student.
Potential Impact of E-Learning• Environment:
– 89% reduction in travel-related carbon emissions– Although E-Learning increases carbon emissions from computing by
25kg/student, it reduces travel emissions by 365kg/student. – Paper use does not change much
• Cost– Can teach more students with less lecturers (more cost effective)
• Effectiveness– ‘Learners learn more using computer-based instruction than they do
with conventional ways of teaching, as measured by higher post-treatment test scores.’
(data assumes the moving of all physical lessons online)(2007 study “Towards Sustainable Higher Education: Environmental impacts of campus-based and distance higher education systems” by Stockholm Environmental Institute and the United Kingdom’s Open University Design Innovation Group)
(2000 published survey titled ‘Training and Retraining’, commissioned by the American Psychological Society by Fletcher and Tobias)
E-Learning: Impact on Stakeholders• NTU: Need to upgrade server to accommodate more students accessing recorded lectures.Might need to extend tutorial times to allow students to ask questions about lectures.Smoother traffic inflow into campus due to reduced commute to lectures.
• Staff: More time to do research, prepare for lessons etc. as they do not need to conduct lectures repeatedly.
• StudentsCan absorb lecture content better as they can view recorded lectures multiple times, time saved on commute can be used for projects/revision.
• GovernmentNTU’s reduced CO2 emissions can lower Singapore’s overall CO2 emissions as well.
• General Public Might feel that NTU is teaching less with no physical lectures.On the other hand, NTU might have a better image for being environmentally friendly (need to publicise the link between online lectures and reduced CO2 emissions)
Solution 2: Buying Carbon Offset Credits from CO2 Australia
What’s Real• Australia government-
accredited carbon credits
• Can reduce the amount of CO2 in Australia’s atmosphere
What’s Not Real• Trees might not store so
much CO2• Might not have so much
carbon offset credits to sell
• Does not physically reduce Singapore’s CO2 levels
• Buying from CO2 Australia is symbolic at best • No reduction of actual carbon emissions• No change in habits that produced CO2 in the
first place.
• NTU should reduce carbon emissions• Do not buy Carbon Offset credits
Solution 2: Buying Carbon Offset Credits
Solution 3: Other Alternatives
• Remove shuttle bus service • Provide free bicycles within campus• Set air-conditioning to 25 degrees Celsius • Reduce lesson days to reduce commute days
Remove shuttle bus service As carbon emissions for transport is one of the highest contributor, we should
look at tackling the main source. With the removal of the shuttle bus service, we can look at reducing the carbon emissions contributed by NTU by a significant amount. Furthermore, with bus service 179 and 199 already long in place before the shuttle service and has been serving the NTU community, the removal of the shuttle bus service will not affect the students and staff at NTU as it is not the only way in and out of NTU.
• NTU - Reduce carbon emissions. Save costs.• Staff - One less alternative around and into NTU• Students - One less alternative around and into NTU• Government - See NTU as more eco-friendly• General Public - See NTU as more eco-friendly• Service Providers - Singapore Bus Service faces pressure to
provide more frequent service
Other Alternatives
Provide free bicycles within campus With the removal of the shuttle bus service, we will still want to find an
alternative for our students and staff to travel around NTU more conveniently while ensuring carbon emissions are reduced. Thus, we plan to provide free bicycles for usage within campus. Students and staff can loan the bicycles that will be located strategically to provide a easy and convienient usage. Additional bicycle lots will be built to encourage students to ride their own bikes too. Bicycle paths will also be created around NTU
• NTU - Reduce carbon emissions. Increase costs.• Staff - Alternative around NTU• Students - Alternative around NTU• Government - See NTU as more eco-friendly• General Public - See NTU as more eco-friendly
Other Alternatives
Set air-conditioning to 25 degrees Celsius By setting the air-conditioning fixed at 25 degrees for the entire school system
as compared to allowing the toggling of the air-conditioning level, NTU can look at reducing it carbon emissions as less electricity and energy will be consumed. Furthermore, this measure is easy to implement as currently, NTU controls the air-conditioning level for each faculty centrally.
• NTU - Reduce carbon emissions. Reduce costs.• Staff - Have to adapt to fixed air-con temperature• Students - Have to adapt to fixed air-con temperature• Government - See NTU as more eco-friendly• General Public - See NTU as more eco-friendly
Other Alternatives
Reduce lesson days to reduce commute days Currently, NTU works on a five-day work week. Meaning to say classrooms and
lecture halls are used for five days a week. By reducing lesson days from the introduction of more e-learning week and tighter class scheldues, NTU can save on electiricity by using less of the classrooms and lecture halls, and reduce commute frequency; thus reducing carbon emissions.
• NTU - Reduce carbon emissions. Reduce costs.• Staff - Longer school days, but less commute days• Students - Longer school days, but less commute days• Government - See NTU as more eco-friendly• General Public - See NTU as more eco-friendly
Other Alternatives
Comparison of AlternativesCriteria of
assessmentFeasibility Disruption Long-term
EffectivenessCost
Solution 1:E-Learning
Possible to be implemented, not many changes needed to increase number of e-learning days from the existing framework.
Quality of teaching will not be compromised as lectures do not require much interaction. Students can watch recorded lectures at their own pace.
Some disruption to the current teaching and learning practices that staffs and students are used to.
Can overcome with proper planning and as we explore how to teach more effectively under this method.
E-learning can continue to be carried out over the years. Ensures sustained reduction in carbon emissions.
Allows teachers and students a choice to pace their learning at their own preference. (eg. Can pause and replay videos)
Low to moderate cost* of switching to E-Learning based on current technologies, able to save on the operation costs.
*related costs:1) Training for
teachers2) IT set-up/
equipment3) Administrative
arrangements
Comparison of AlternativesCriteria of
assessmentFeasibility Disruption Long-term
EffectivenessCost
Solution 2:Buy Carbon Offset
Credits
Not feasible, seen as a symbolic gesture as it does not solve the root of the problem and does not change habits that lead to increasing carbon emissions
Might have to purchase more and more credits in future with more developments.
No disruption to current operations or lifestyle of stakeholders
Makes up for the carbon emission in the short term but may not effectively serve as a reminder to reduce carbon emissions.
Possibly less motivation to purchase over time since there is no legal requirements and adds significant cost to the university.
Extra high cost needed to buy credits to make up for current emissions.
Higher carbon emissions in the future will further increase the costs.
Comparison of AlternativesCriteria of
assessmentFeasibility Disruption Long-term
EffectivenessCost
Solution 3:Remove shuttle
bus service
Feasible since students can take public transport into and around campus. Many bus trips by public transport companies are rather empty, far from maximum comfortable capacity.
Affects students who are used to taking buses within campus to classes
Classes are situated within walking distance in NTU. Students who regularly walk from classes to classes are unaffected
Effective in permanently slashing off large amounts of carbon emissions since transportation makes up the bulk of university’s carbon footprint
Operation costs greatly reduced
Relationship with current shuttle bus service provider greatly affected.
Comparison of AlternativesCriteria of
assessmentFeasibility Disruption Long-term
EffectivenessCost
Solution 3:Provide free
bicycles
Despite major changes and development needed, the huge long term savings and benefits* in return outweighs initial costs.
*Benefits:1) Zero carbon
emission mode of transport
2) better environment
3) healthier lifestyle/habit in people
Provides a zero-carbon emission and a healthy alternative to get around in the campus.
Minimal disruption as students used to getting around in campus by foot may continue to do so.
Pedestrians and cyclists will need to abide by the rules for safety.
Able to reduce carbon footprint on travel significantly.
Students may develop the habit of cycling to places of reasonable distances, able to reduce carbon footprint not only in school but also practice it outside of school in the long term.
High short term costs of setting up and providing infrastructure.
Extra efforts needed to ensure safety and security of biking assets in campus.
Comparison of AlternativesCriteria of
assessmentFeasibility Disruption Long-term
EffectivenessCost
Solution 3: Set air-
conditioning to 25 Celsius
Can be executed easily, reducing carbon footprint cost-efficiently in the long term
Staffs and students may have to adapt to the new room temperature.
Can be carried out over the years to consistently reduce carbon emissions annually
Minimal cost of centralising air-conditioning control and relocating switches to minimise temperature adjustments
Comparison of AlternativesCriteria of
assessmentFeasibility Disruption Long-term
EffectivenessCost
Solution 3: Reduce lesson
days
With proper arrangements, number of days students have to commute to school will be reduced, thereby cutting carbon emissions.
Students may have to adjust to longer school days but get to have more days off for their own revision
No disruption to some students who are already packing their school days so as to reduce number of days they need to travel to school
Fixed model can be replicated year on year to reduce number of school-reporting days and carbon emissions with less travel.
Administrative adjustments needed:
1) Scheduling of classes
2) Allocation of facilities, teachers and other resources
Recommendations
• Alternative 1: Extend E-learning to all lectures and some seminars
• Alternative 2: Do not buy carbon offset credits• Alternative 3: Other Solutions– Remove shuttle bus service – Provide free bicycles within campus– Set air-conditioning to 25 degrees Celsius – Reduce lesson days to reduce commute days
(Based on feasibility, disruption, long-term effectiveness, and costs as analysed in our comparison of alternatives earlier. )
Measuring Effectiveness of Recommendations
• People– Conduct student and staff surveys– NTU’s ranking to ensure E-Learning and reduction in
schooling days do not affect the education quality. • Profit– Calculate cost savings from removal of shuttle bus service and
savings from less electricity use. • Planet– Sustainable Earth Office can calculate NTU’s carbon emissions
to see if its measures are keeping within costs and reaping the intended benefits
Executive SummaryThis presentation was commissioned to review and compare various alternative paths; E-Learning, Buying Carbon Offset Credits, and other alternatives; that would lead towards our long-term carbon-neutral target. We identified the main source of NTU’s carbon emissions to be transport. Hence, our suggested measures are geared towards reducing commuting measures.
For E-Learning, shifting lessons to an online format would result in huge carbon emissions savings at relatively low costs, making it the most feasible option.
Buying carbon credits is not recommended as it does not help NTU to cut down on carbon emissions. It lacks long term feasibility as there is no change in the habits of NTU that caused emissions in the first place.
In addition, we’ve suggested 4 other alternatives (mentioned in paragraph below) and evaluated each of them based on the costs and benefits to all relevant stakeholders. The alternatives are also compared with each other using the criteria of feasibility, long-term effectiveness, disruption and cost.
In summary, to help reduce NTU’s carbon footprint; my team recommends a paradigm shift towards online lessons. Concurrently, we recommend to have a minimum temperature of 25°C in classrooms, scrapping the shuttle bus service and use bicycles for internal campus travel and help students to achieve a weekly timetable of 4 academic days.
To track the effectiveness of our suggested solutions, NTU can use the triple bottom line (people, profit, planet). NTU’s Sustainable Earth Office can use surveys, university ranking, cost savings, and tracking of NTU’s carbon emissions to assess the actual impact of these alternatives
