By drawing on academic and popular literature, students participating in this module will work together on three tasks: (i) to frame the challenge of how to establish a green campus; (ii) to identify and select a range of ideas and best practice examples that can develop green solutions within universities; and (iii) to put together a “leadership proposal” in the form of a presentation pitch that communicates a practical vision of a real-life “green campus”. Throughout the module, students will interact with members of the University, including its managers, professionals, societies, and communities.
Module leader: Adam Mannis
Lecturer in Construction Management and Engineering Sustainability in the School of Engineering. Adam teaches Sustainable Development as a global and interdisciplinary topic, using real examples (outside the classroom) for ISS students to compare with the situation in their own countries, cities, and campuses.
Aims
- To apply a range of analytical tools and frameworks that enable module participants to critically appraise the studying and living environment of the University of Liverpool (as a test example), whilst also comparing the situation with their own campuses from their differing countries/nations
- To create and evaluate a practical set of proposals for delivering a “green campus” that firstly draws on best practice examples, and secondly ensures that student end-users are actively involved in the planning and implementation phases
- To develop confidence in understanding and communicating cross-disciplinary ideas in different formats to diverse audiences
- To Improve skills in research and collaborative learning.
Content
The following topics will be considered on the module:
- The contribution of green university campuses to the principles of education for sustainable development
- Features of “best practice” green campuses, plus analytical tools for their measurement and assessment
- Case studies of green campus activities from the University of Liverpool, especially those led by its students
- Comparable international examples of green campuses/universities established in other countries
- Student-led communication mechanisms and campaigns that both promote and deliver green campuses
- Production of a leadership proposal through a presentation pitch of a “green campus” vision and action plan.
Structure
The module will be delivered over a three-week period in six two-hour sessions (four hours per week, total 12 hours contact time). The final 2 sessions will be for assessment.
In addition, it is expected that students will spend 34-38 study hours outside of the classroom contact hours on activities including assigned reading, optional reading of areas of personal interest, homework tasks, web research and preparation for assessment. Students should be aware that to fully benefit from the face-to-face classroom sessions, they will need to have done the preparation work assigned beforehand.
Teaching methods
The teaching approach will include the following:
- Taught sessions
- Small group working
- Group discussions
- Presentations
- Site visits and team interactions.
Assessment
Assessment will be by:
- Group presentation (15 minutes)
- Multiple choice/short answer questions (two papers of ten questions each).
Standard University policies apply regarding late submission of assessments.
Learning outcomes
On completion of this module, students will be able to:
- Extract, summarise and evaluate information from a range of resources
- Put together an effective set of proposals for the planning and implementation of a campus-based “green” campaign
- Display confidence in understanding and communicating complex ideas in written language and mixed media.
Skills
Key skills that will be developed:
- Collaboration and teamwork, through group discussions, activities and tasks in class, supplemented by real-life project visits to the city of Liverpool
- Communication - orally in group discussions, activities and tasks in class, and in writing by production of assessed assignment
- Synthesising complex information, through site visits and term interactions, and presentation of group work.
Reading
The University Library website provides access to many relevant books, as well as academic journals and databases.
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