ISCN 2016: WG3

Integration of Research, Teaching and Facilities

AgendaIntroduction 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)

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

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

ISCN 2015WORKING GROUP 3 BREAK-OUT SESSION

Key Issues Discussed

Integration of academia and operationsCollaboration with stakeholders beyond the university Lasting sustainable institutional changeAttitude to resources and behaviour changeEngaging facultyEvaluation/self-evaluation/defining and measuring successCriteria to identify/account for sustainability researchSense of place – situated knowledgeResourcing and scalingEducation for instilling curiosity and critical questioningPolitical influence of universities and reach e.g. universities at COP 21

ISCN 2015

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

MIT URBAN LIVING LABORATORY: Leveraging the campus for sustainable solutions

How much diverse are the campuses in Japan?

Maki IkegamiCoordinator

Hokkaido University, Japan

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

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

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.

Nagoya Universityhttps://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-downand bottom-up

system has been developed toward

Eco-campus.

CMG : Campus Management Group

Students, Researchers,

(Users)

Dept. of Architecture

(Facultymembers)

Project Partners

RelatedAdministration

Services

CommissioningAdviser

Design office, construction,management

companies

CP & EM Office: Campus Planning & Environment Management Office (a team of 6 professors)

大学執行部President & Trustees

Local Municipality &Society

Board:

Communication,Participation

CollaborativeResearch

CP &EMOffice FDO

FDO: Facilities Department Office

Regional agreement Open facilities, outreach

Nagoya University