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Support Day University of Greenwich 20.05.14. Welcome Emily Thompson-Bell Students’ Green Fund Programme Manager, NUS Gordon Franks Higher Education Policy.

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Presentation on theme: "Support Day University of Greenwich 20.05.14. Welcome Emily Thompson-Bell Students’ Green Fund Programme Manager, NUS Gordon Franks Higher Education Policy."— Presentation transcript:

1 Support Day University of Greenwich

2 Welcome Emily Thompson-Bell Students’ Green Fund Programme Manager, NUS Gordon Franks Higher Education Policy Adviser, HEFCE

3 Welcome 11am: Welcome 11.15am:Partnerships within the local community 11.45am: Groupings by region 12.30pm: Lunch 1.15pm: Social Enterprise 1.45pm: Energy in private-rented housing 2.15pm: Shaping Education 2.45pm: Driving student engagement 3.15pm: Examples of good practice 3.45pm: Closing Q&A session

4 Partnerships within the local community Greenwich, Southampton, Roehampton, Newcastle and Sheffield (Uni, Hallam and College)

5 Introduction to your project Sheffield on a Plate - Sheffield Hallam, Sheffield College & University of Sheffield Students’ Union city-wide partnership project 3 institutions (2 universities, College) 2 local “umbrella” charities Inspiring students about food sustainability Growing food, buying local, cooking good food, minimising waste, engaging with food poverty, embedding sustainability in campus food outlets

6 Introduction to your project Growhampton – Roehampton University Students’ Union The Growhampton project has a big focus on food growing. We are creating an edible campus with a main growing site, four smaller growing gardens for each college and an edible trail linking everything together. Central to our project is the café, a social space and outlet for local, organic and ethical food. We are working with a social enterprise based in the heart of the local community. Their aim is to support unemployed youth to find jobs and have set up ‘The Feel Good’ bakery which supplies fresh, healthy sandwiches to local businesses. We are growing spinach and lettuce for their sandwiches and providing a retail outlet through the café.

7 Introduction to your project Greenwich Sustainability Hub - University of Greenwich Students’ Union Outreach to schools (ESD)– Hadlow College; Greenwich Winter Garden; local schools Outreach to businesses (GI) - World Heritage Greenwich; Royal Museums Greenwich; Old Royal Naval College; Widehorizons; Baxter Storey Colleges Network; Trinity Laban Conservatoire of Music and Dance; Hadlow College; Bromley, Goldsmiths, North West Kent, Canterbury

8 Introduction to your project Doing: Project Manager; Project Assistant; Sabbatical Officer; University Project Support; Interns Deciding: SUSU Chief Executive; Chair of UoS Sustainability Action; NUS SGF Programme Manager; Southampton City Council Consulting: Student volunteers; organisations being audited; UoS academics; business representatives Informing: University of Southampton; SUSU; wider community; HEIs Business Audits Students audit Southampton organisations and implement solutions to improve ethical and environmental practices

9 Introduction to your project Newcastle has 7 strands to its Green Fund projects, each with various partnerships – from Newcastle Beekeepers' Association to University departments, and from youth projects & schools to allotment holders and park rangers. The Dere Street Orchard is one of these strands, led by students and with 2 main partnerships : the landowner, and the Rupert's Wood project.

10 Key project targets Our first targets were to establish the growing spaces and design, build and open our café. We aim to engage students, staff and the community through activities in the growing spaces and through providing them with an alternative sustainable café option. The partnership agreement mutually supports two social enterprises to be better and to be more financially viable. Both of the enterprises benefit the community by providing healthy, local, fresh food choices. We aim to continue to provide the Feel Good Bakery with high quality produce grown by students from Roehampton. We aim to continue to provide the Feel Good Bakery with a retail outlet to support their business model. Sheffield on a Plate 14,600 students engaged over 2 years 400 student volunteers involved 500 staff involved 10,000 web hits 1,500 social media followers Growhampton

11 Key project targets Greenwich Sustainability Hub Reach 12 Students employed as Green Ambassadors 120 Volunteer hours registered 5,000 students engaged in Hub projects and events Impact SUUG achieves Green Impact Bronze by FE institutions engaged and 3 Hub Colleges achieving Green Impact Bronze 10 SMEs achieving Green Impact Outcomes Increase in student-led sustainability activities, opportunities & campaigns Increase in pro-environmental actions and behaviours Involved students are more employable BEES 100 students as accomplished BEES Involve 250 students in Southampton Blackout Engage 100 Union and University staff through the BEES programme Auditing of 24 local organisations 240 employees engaged with the BEES programme

12 Key project targets Newcastle Green Guerrilla Gardeners Reach Targets include : 1000 new students engaged in volunteering, 680 into training & learning opportunities, 220 university staff engaged and 750 children & adults from wider community supported to adopt sustainable behaviours Outcome Targets include : 20% increase in student participation in pro- environmental actions, 680 Impact Targets include : 240 CO2 saved through direct impact of the project, an increase in Newcastle University's ranking in the Green League, and sustainability integrated into curriculum. The Dere Street Orchard element of the project aimed to create a ¾ acre orchard, created by student volunteers, at the edge of Rupert's Wood (a woodland in Redesdale used by SCAN for summer camps and environmental experiences).

13 Greatest achievements and impacts Newcastle: Gained permission from landowner to develop a student led orchard. Southampton: Currently building relationships with partners - levels of engagement and excitement are indicating that the project will be successful in the long term. Roehampton: Found a growing site after successfully negotiating with the University. Produced first harvest of spinach for Good Bakery. Constructing café from 2 shipping containers – opening on 12 th May with Partners. Sheffield: Student Masterchef competition across the 3 institutions. 12 students took part. 5 week catering course plus academic/student mentoring. Local, sustainable ingredients and Professional standard for 50 people. Greenwich: Winter Garden Project – University of Greenwich development project & Heritage Lottery Fund - workshops delivered to 100 primary school students on food growing and sustainability pre industrialisation to now (16 th May). Other local schools and academics - potential for partnerships.

14 Challenges Developing strong partnerships takes time –something we have been short of. Clearly defining the roles in the partnership is essential for them to work effectively. Students may need encouragement and/or support to take the lead on projects and partnerships. Students can find it difficult to commit to a long term project. Practical issues e.g. transport can be an issue. Miscommunication of each partners objectives can happen. The academic calendar can be challenging as most projects are starting just as students leave. Not tailoring communication to the audience or institution can cause issues - what works in one institution doesn’t always work everywhere. Most challenges have been of a practical nature : a learning curve for the students How to fit a long-term project into the timescale of student volunteers' courses

15 What would we do differently? Getting involved earlier. Understanding peoples visions earlier. Make project a bit simpler and avoid over-complications. Improve existing projects and scale up: Video the Masterchef course & promote online- not just 12, audience of 100s Train the trainer - students on the course will teach local youth club in deprived area GSH to train trainee teachers on ESD and they deliver workshops No negative lessons from this strand : Partnership with landowner benefited from pre-existing relationship Natural linkages to other projects were all positive but could not all be reproduced at another site Much more work on finding a suitable site/permissions would be needed if we sought to replicate the project in a new location

16 Final reflections Closer working with University – projects give a reason to talk to one another. Able to reach out into community better through more established partners e.g. a deprived estate responded better to existing partner charity. Benefits for the partners e.g. Sandwich business would find it hard to connect to students without the on campus retail outlet and Greenwich Winter Garden needs more visitors to the site. Need to appreciate there are different levels of engagement, from giving information to decision making to direct involvement - we need to give partners what they needs Engaging volunteers in projects can lead to them getting involved in other projects in the local community. Project events have helped us reach out to new partners- including the local Council Scale of this strand allowed it to progress at a satisfying pace for students. Other strands will take longer and face more complex challenges. The leading students on this strand mostly disperse this summer, while the other strands retain their momentum.

17 Contact details Newcastle - And for informal updates on Facebook, search for Student Community Action Newcastle and Rupert's Wood Sheffield – Roehampton – Greenwich – BEES –

18 Regional Groups In a moment we will group you according to rough geographical region. Give a 5 minute overview of your project: Highlights so far Challenges Media engagement to date Aim to find activity on which you can collaborate regionally.

19 Grouping by Region Group 1 Liverpool Guild, Wigan & Leigh College SU, Cumbria SU, UCLan SU, Lancaster SU

20 Grouping by Region Group 2 Leeds SU, Sheffield (Uni, Hallam and College SUs), Bradford SU, Newcastle SU

21 Grouping by Region Group 3 Birmingham City SU, Northampton SU, Worcester SU, Staffordshire SU, Leicester SU

22 Grouping by Region Group 4 City University London SU, Roehampton SU, Greenwich SU, Bedfordshire SU, Brighton SU

23 Grouping by Region Group 5 Exeter Guild, FXU SU, Bristol SU, Gloucestershire SU, Southampton SU

24 Lunch

25 Social enterprise and student-led projects Lancaster, Leicester, Bedfordshire, Leeds, City and Gloucestershire

26 Introduction to your project Edible Campus – Lancaster University Students’ Union Project Overview: Scale up participation in food growing projects. Grow food in new and exciting locations. Inspire students with a passion for sustainable food through seasonal cooking demonstrations. Encourage & support sustainable enterprise. Student Led Projects/ Social Enterprise: ‘Broadbean’ Food Cooperative Pedal a Smoothie Eco Café Approach: Facilitation of student ideas Support from idea to project delivery Give it a go approach Business support advisor

27 Introduction to your project Hungry for Change – Leicester Students’ Union Food project aiming to get students thinking about the implications of the food they eat and why they have chosen to eat it Using food as a tool to open conversation and create dialogue on sustainability Practical approach from production, consumption and waste Facilitate innovation, knowledge sharing and diversity in approach and opinion Foster student leadership skills through development of mini-projects

28 Introduction to your project Bedfordshire Green Hub – Bedfordshire Students’ Union The Bedfordshire Green Hub aims to empower students to lead sustainability action within the University of Bedfordshire and beyond. Ambitious project has many initiatives from Student Eats Garden to Greening the Curriculum One initiative is the Student Led Green Project Fund – Originally starting life as Dragons ‘eco’ Den – learned from this process which was intense and too formal Now SLGPF is much more informal – students send in applications that are reviewed. Project Planning Workshops have been run with interested students

29 Introduction to your project Leeds Green Exchange – Leeds University Union The Student Fund £60,000 available over two years Average suggested amount from to £200 to £1000. Judged by a partnership panel of UoL, LUU staff and students. Available to any student in Leeds. - Leeds Met, Leeds College of Art, Leeds College of Music, City College, Leeds Trinity

30 Greener Gloucestershire Strand in Greener Gloucestershire Purpose built/Student ideas – All Student Led Intern Nucleus Web Presence Introduction to your project

31 Green Dragons, City University London Students’ Union Introduction to your project

32 Key project targets Edible Campus Reach & Outcomes: 3000 students engaging with practical volunteering opportunities & mass-participation events. Social media and web hits. Engaging staff – target of 500 staff engaging with practical sessions and events. Building a community around sustainable food projects on campus. Planting, nursing and maintaining installations of Edible Plants across campus. Providing a space for student enterprise to trial food production & self-sufficiency. Involvement of academic departments in practical work and research & evaluation. Impacts: Changing student perceptions of food and sustainability. Empowering students to champion food sustainability beyond their time at University. Transform areas of public space on campus to valuable resources for food production and education.

33 Key project targets Hungry for Change - Leicester Students’ Union Empowerment 300 portaplots for home growing Branding Opportunity Use of herbs throughout SU Restaurant Changing behaviours through issues of access & availability 1.Spice packs & fruit teas to be available in SU Shop 2.Farmers Market 3 times/year – Producers Market Recipes for Change Social Enterprise Access to affordable, fresh and sustainable food; teach students how to cook; recipe card collection 40 meals/day of vegetarian cuisine with seasonal ingredients Profits to be donated to A Place to Grow Community Garden To source seasonal ingredients from AP2G

34 Key project targets Bedfordshire Green Hub Targets for Bedfordshire Green Hub extensive and wide reaching (taking into account different initiatives) Specific targets for Student Led Green Project Fund include (Numbers to be decided at end of first year): Number of applications Number of students involved Number of projects ongoing Amount of money allocated Skills acquired by taking part

35 Key project targets 60 student led projects across the two years Mass engagement with students and community members in Leeds. 150 tonnes of carbon saved through student funding initiatives. To enhance employability and provide volunteering opportunities. To facilitate a network of sustainability across the city. To create projects with a legacy of sustainability. Leeds Green Exchange

36 Key project targets Greener Gloucestershire New Student Led Social Enterprises Student Involvement/Engagement Business Plan Funding

37 Key project targets Green Dragons, City University London Students’ Union

38 Greatest achievements and impacts Lancaster: The student-led food cooperative maintains a weekly stand at the ‘farmers market’ on a Thursday. This uses local suppliers including ‘Single Step’ wholefoods & ‘Growing with Grace’ introducing students to products and suppliers that would be otherwise inaccessible. Leicester: Has already engaged and brought together a diverse range of students in project planning; from community volunteers to student entrepreneurs, those interested in cooking to fitness fanatics, those wanting project and marketing experience, and of course plenty of environmentalists Bedfordshire: Student Led ‘Urban Gardening’ project has gone really well with potential to scale up across the whole University. We now have 6 new mini projects being completed before the end of term. Leeds: Our student lead Real Junk Food Project has already diverted 4 tonnes of food from landfill (the weight of a blue whale calf) and last week along fed 196 people over 300 meals. They’ve also been featured in local, national and international press.

39 Greatest achievements and impacts Gloucestershire: Had an incredible interest from students starting up their own businesses. The way of portraying sustainability in a social enterprise format has worked with increasing student knowledge and sympathy towards sustainability. Overwhelming amount of students getting involved in projects with growth, development and new enterprises on the horizons. Products are getting wider acclaim as they are going to retail on a large scale. City: Nine student-led projects are in their delivery phase currently launching and/or designing their activities for September. Three leaders have been working with Cass Mentoring Programme to turn their projects into social enterprises. More than City students have been directly/indirectly engaged to Green Dragons activities. The qualitative and quantitative data collected in March show that students feel more empowered and confident, while they have developed more sustainable attitudes. Green Dragons have been featured in national and international conferences.

40 Challenges Lancaster: Looking at creating a dedicated ‘Broad bean’ growing space. Our existing sites are a shared community resource so if produce were to be sold it would raise issues over ownership of produce/ products. Leicester: SU delegation of project responsibilities to students e.g. liabilities of H&S and insurances and barriers to easy interaction and support of small, local businesses. Bedfordshire: Getting students from the interested/ideas stage to actually starting a project and submitting application form. Leeds:  Getting students to apply or larger sums of money & promoting the project more generally.  Encouraging collaboration  Providing the right level of support and challenge for student-led projects Gloucestershire: Specialist staff time, namely web design. Our funding aspect has taken so long to launch due to staff constraints. Planning permission for our beehives around listed buildings on campus. City: Forging strategic internal partnerships in order to provide the appropriate student support; Using the right communication channels.

41 What would we do differently? Lancaster: The project gives students the opportunity to spark an idea for a social enterprise focused the food/ sustainability agenda. Such businesses enable students to take real control of their project plan and deliverables. Leicester: Collaborate externally to enable more effective changeover of recipes/products – make use of expertise to support student activity. Bedfordshire: Change application paperwork so it is less off putting and more informal. As well as dedicating more staff time to support. Leeds: Target specific courses and societies to capitalise on interests and enhance employability. Gloucestershire: More market research into products with students to refine product ranges and make them more exclusive and therefore fresh and exciting. Collaborate more within Academic departments. City: Develop a stakeholder mapping exercise at the beginning of the project and engage the senior management of the university.

42 Final reflections Lancaster: Removing barriers and getting students going and trying things out as soon as possible. Not all projects fit the same process. Networking with other students & local experts has been the most valuable element of enterprise projects. Leicester: Importance of integration into existing structures to ensure continuity and ease of implementation; we hope this will occur without complete dilution of our aims and motives. Bedfordshire: Those students who are running a project have reported developing loads of new skills, and these will be great case studies for promotion next year. Leeds: Two of our projects have already managed to find legacy for their schemes and are continuing into the future. As a University we will now be focussing on targeting courses and collaborating with other SUs in Leeds. Gloucestershire: The speed at which interest in social enterprise has grown is astounding. If this continues we will have an incredible bunch of students whose ideas have serious longevity. City: Three of our projects have been already working with Cass Mentoring Programme. Need to encourage more joint-up thinking and integration.

43 Contact details Lancaster (Joe, Darren & Tom) – Leeds (Alexis, Anna) Gloucestershire (Silas) – City (Maria) – Bedfordshire (Mary, Scott) - Leicester (Charlotte) -

44 Energy in private-rented housing Staffordshire, Northampton, Falmouth & Exeter, Worcester and Sheffield

45 Introductions to your project GreenPad - Staffordshire University Students’ Union Sustainable homes lettings service - home audits of student properties led by student team, meet a specific criteria to be advertised as GreenPads, smart metering system to encourage and reward positive environmental behaviour

46 Key project targets GreenPad Hiring a student team (12 Auditors) Have 40 properties listed by March (Assessed over 140 properties) Save over 140 tC0 2 Achieve a 50% reduction in properties offering the “all- inclusive” system over 2 years

47 Introductions to your project Planet Too – University of Northampton Students’ Union Student Switch Off+ off campus energy saving competition Green House Kits for students - Useful tips, opportunities and info - Pedometers, lettuce seeds, eco buttons Green House Awards for landlords - Bronze, Silver and Gold level awards - Similar to Green Impact

48 Key project targets Planet Too Distribute 300 Green House Kits (Dec 13) – 300 distributed Recruit 60 student houses Student Switch Off+ 1 st Year (Jan 14) – 50 recruited 90 student houses SSO+ 2 nd Year (Oct 14) 30 student landlords piloting Green House Awards (Oct 14) Save 480t CO2

49 Introductions to your project Green Living Project - Falmouth & Exeter Students’ Union Aim: Lowering energy costs in private student accommodation through take- up of energy efficiency measures such as insulation. Using Community Energy Plus’ established ‘Warm me up’ programme adjusted for a student audience, train up a team of Home energy assessors to visit student accommodation Branded Team Cosy, all marketing focuses on ideas of warm and comfortable house.

50 Key project targets Green Living Project Visit 200 homes to deliver a HEA 100 of these should take up energy saving measures (eg. Loft insulation) Save 11t CO2 over 2 years Train 6 Home Energy Assessors per year Educate students in basic energy saving behaviour changes

51 Introductions to your project Energize Worcester – University of Worcester Students’ Union Tackling poor energy habits in privately rented students houses Bespoke online app to feedback energy consumption and property profile instantly Accredited students Energy Advocates to support peers Multiple behaviour change intervention including smart meters Replicate same project model in Birmingham Guild in year two

52 Key project targets Energize Worcester To engage with 450 properties (avg.4.5 tenants per HMO) over the two years To reach out 2025 student tenants Recruit and train 10 Energy Advocates Recruit and train 25 Energy Assessors To conduct energy survey in 100 HMOs Install smart meters in 100 selected properties Estimated energy saving 2,171 MWh Estimated carbon saving 505 tonne CO 2 e Estimated saving on fuel bill £133,469

53 Introductions to your project Green Impact Student Homes – University of Sheffield Students’ Union AIM - to increase awareness of the importance of sustainability at home BY adapting the existing Green Impact model for private-rented accommodation. Dual approach – Green Accreditation scheme for landlords (building/structural focus) Friendly competition for students (behavioural focus). HEAR recognition for students and access to Sustainability Skills sessions. Trained student auditors.

54 Key project targets Reach: 100 houses involved in GISH over 2 years 100 GISH student leads trained in Sustainability Skills 500 students involved in GISH over 2 years 350 social media followers of GISH over 2 years Outcome: An increase in student participation in pro-environmental actions at Sheffield Landlords displaying GISH logos and publicising the scheme by word-of-mouth Two or three exemplar homes to be used for tours Rolling out GISH across other institutions and including it on the NUS E&E Behaviour Change Rate Card Impact: Participating landlords will have improved the attractiveness of their houses Participating students will be living in warmer homes, successfully adopting and persuading their housemates to adopt good environmental behaviours Students will leave university with a better idea of how to live sustainably and enhanced employability from the additional Sustainability Skills training. Green Impact Student Homes

55 Greatest achievements and impacts Worcester - Registered 74 students from 50 houses of multiple occupants. Staffordshire – 170 houses audited by students who collected energy data. Sheffield – Beat target of 30 houses in first year. 29 landlord, 3 student and 11 student&landlord properties. Northampton – 50 houses piloting Student Switch Off+

56 Challenges Initial engagement of students in the project – getting households to sign up to the project Communicating with students in private rented housing Communicating with and engaging landlords Getting the timings right – just fitting everything in! Landlords busy Landlords finding online workbook complicated

57 What would we do differently? Start earlier September onward Focus on adding value for those taking part Use social networks of sabbaticals more Getting students aware of energy usage and improving ‘energy literacy’. Allowing them to manage the energy of their homes, hopefully for life!

58 Final reflections Importance of educating Creating a legacy, things took longer then anticipated ¾ don’t know how to read an energy bill in the UK Really important to change student behaviour as they will carry on into adulthood People already know environment is important, they need to know what to do. Actions instead of issues Students were positive about projects

59 Thank You! - Staffordshire Greenpad – Katie Ferneyhough - Northampton Planet Too – Simon Pole -Falmouth & Exeter Green Living Project – Stephen Murphey -Worcester Energize Worcester – Peng Li -Sheffield Green Impact Student Homes – Kiran Malhi-Bearn

60 Embedding sustainability in the curriculum Bristol, Wigan & Leigh, Cumbria, Exeter, Liverpool

61 Introductions to your project Exeter Students’ Green Unit – Exeter Students’ Guild The Students’ Green Unit allows students to run their own sustainability projects with support from staff and academic mentors. We have also taken on responsibility for advocating Education for Sustainable Development in the University. We are working with Education Enhancement to develop strategic changes to the way sustainability modules are advertised to students.

62 Introductions to your project UBU Get Green – Bristol Students’ Union Student led Partnership focussed Utilising existing systems and processes Open access resources

63 Introductions to your project Greener Minds – University of Cumbria Students’ Union Online sustainability Module Available to all staff and students on University Blackboard site/ Mooch Intends to give all participants a basic- intermediate knowledge and introduction to the three pillars of sustainability via a core theme. Highly interactive, module using our own case studies and activities to outline sustainable methods.

64 Introductions to your project Green Guild Liverpool

65 Introductions to your project Starting from scratch - 10,000 students across 5 buildings, serving some of the most vulnerable groups in the community - No channel established for learner voice. A vision of an effective students’ union with sustainability remaining within its core purpose. Smart Green Scheme – Wigan and Leigh College

66 Key project targets Exeter Students’ Green Unit To improve the way both new and current students select their modules Help develop a tagging system to include all modules with a sustainability theme Negotiate with colleges to include optional sustainability modules on the college websites

67 Key project targets UBU Get Green Conduct a baseline of the formal curriculum Conduct a baseline of the informal curriculum Conduct a survey of student opinion Facilitate curriculum change agents Engage 500 students in ESD

68 Key project targets Greener Minds Engage Staff and Students in sustainability. Engage academics in the Greener Minds project and in the production of the module. Make the module relevant to all schools of education via the involvement of academics. Make the module accessible to ALL students; inclusion of long distance learners.

69 Key project targets Green Guild Aim 1(Baseline): To determine the level of awareness of, and engagement in, student 'pro sustainability' attitudes and behaviours Target 1: 1000 responses Aim 2 (Research): To research student perspectives on ESD in the curricula. Target 2: 30 Ambassadors 800 responses Aim 3 (Planning): Inform University curriculum planning through a range of means. Target 3: Present to L&T Conference, Engage with Curriculum Planning

70 Key project targets Aims of the project To develop an active Students’ Union affiliated to NUS with a strong learner voice across all College locations. To develop an understanding of the facets of sustainability (environment, economy, society) amongst staff, students and the wider community. To encourage student entrepreneurship through sustainability. To promote a sustainable college community. To further develop and promote links with the local and global community through curriculum and the Students’ Union. Smart Green Scheme

71 Greatest achievements and impacts Getting a monitoring question in the annual programme review process Strong academic engagement Very strong response to ESD Survey (593) High number of Green Course Ambassadors (22) Inclusion in the University’s Education Strategy Useful training from NUS with strong learning outcomes Sustainability embedded into vocational areas through the ‘Green Dragon’s Den’

72 Challenges Some academic involvement challenges, depending on faculty Terminology used in ESD Politics Resistance from individuals and colleges Making sure sustainability modules have original and interactive content Geographical location of university campuses Student engagement Willingness to engage from often over-worked college staff. ‘Don’t bring me problems’

73 What would we do differently? Timings and managing different projects Empower students in more meaningful ways- e.g. course reps Awareness of key deadlines in the staff academic calendar Run events for academic staff in collaboration with the Educational Development Division. More face to face interaction Target Teacher Education students to build aspects of sustainability into the curriculum

74 Final reflections Students are very receptive to ESD Work to engage the disengaged students ESD needs a higher value for it to be invested in. Whilst there is demand for ESD by students and at a university wide level- many changes to existing systems need to happen The timing of projects is crucial for their impact Focus on student empowerment and sustainability being student led rather than trying to get buy-in from staff.

75 Exeter- Emma Hutchings- and Norrie Blackeby- Bristol- Quinn Runkle- and Hannah Tweddell- Cumbria- Josephine and Kasia Litwa- Liverpool- Dave Wheatly- and Stephanie Lynch- Wigan and Leigh- Christina Donovan- leigh.ac.uk Contact

76 Driving Student Engagement Birmingham City, UCLan, Bradford

77 Introductions to your project University of Central Lancashire The Green Ladder Project Historically poor levels of student engagement levels around sustainability at UCLan. Students “honestly disengaged”. Community Volunteering Transformation Projects on campus x 4 Activist Academy Give It A Go & Green Week

78 Key project targets Green Ladder Targets Engage with 1,000 students each year 400 Green Week 150 students Give It a Go’s 25% increase in pro-environmental behaviours Transformation Projects on campus

79 Introduction University of Bradford Union of Students Cycling 4 All Project

80 Cycling 4 All Targets Increase disabled student engagement with UBU Provide sporting opportunities to disabled students Develop disabled students pro-environmental behaviours Produce a range of research projects within the university End of year disability sports day Link the project with other SU’s and members of the public Develop e-bikes for sustainable commuting for disabled students

81 Introduction

82 Eco Targets 8,000 unique webpage views over the two years 2,000 social media followers over the two years 30 students employed across the project over the two years 30 community events visited over the two years (potential of 3,000 individual people engaged) 20 non BCU educational institution visits carried out over the two years (potential of 2,000 individual students engaged

83 Eco Targets 20 non BCU educational institution visits carried out over the two years (potential of 2,000 individual students engaged 80% of BCU students aware of the project aims by student volunteers are engaged for more than 20 hours in the project over 2 years

84 Greatest achievements and impacts 31 participants (majority disabled) attending cycling 4 all event. “Best day ever.” Building an allotment involving the Schools of Landscape and Architecture, Art and Health. Built into students course work. Running Eco English – with 100 International students learning English via 2 weeks of sustainability themed activities and events.

85 Challenges Issues with capacity. No capacity to set up own communications resulting in lack of website, etc. Identifying and accessing disabled students. No platform or effective advocacy agency to help with this. Timescales. 2 years is not long enough to embed change. In post after Fresher's week so missed a vital time to engage with students. Finances. Spending is a problem. University systems cause problems in spending the budget. No access to purchase cards etc.

86 What would we do differently? Start in post 3 months earlier. Getting interns in post more quickly. Ensuring the project is truly student-led. Not have called it “Green”. Asked students to name it, brand it and own it. Tried to link up and buddy up with other projects earlier.

87 Final reflections Get out and about! Don’t expect students to come to you. You go where they are, e.g. Schools, depts, halls etc. To engage with students tell them about the benefits. To keep them engaged demonstrate the benefits. Engaging and changing behaviour requires different approaches for different people. There is a spectrum of engagement and it can take time. Unity and collaboration. Use partnerships to get stuff done. Being innovative means taking risks.

88 Contact details UCLan – Emma Birmingham City – Hari Bradford – Adam

89 Examples of good practice Russell Warfield Rachel Drayson

90 Ideas for engaging students in your M&E

91 How will we encourage people to take part in the research? Avoid labelling the research as ‘environmental’, ‘green’ or ‘sustainability- related’ as this can be off-putting for those without a pre-existing interest in these issues and therefore lead to biased results. At NUS, we usually describe our E&E surveys as ‘lifestyle surveys’ to encourage students to tell us about their lives at university or college. Explain why you’re carrying out the research, and what you will do with the results. Make sure the research methods you are using, and the language used within the research materials, are inclusive and easily understandable. Consider providing an incentive for participation, for example through offering payment for attending a focus group or offering a prize draw to all respondents to a survey. Use personalised reminders to encourage people to take part in your research. Choose methods that are accessible to your potential participants, allowing them to contribute appropriately to the research.

92 Here are some techniques your fellow projects have been using… Liverpool Guild of Students – using course reps to secure responses to surveys Lancaster University Students’ Union – using video blogs University of Northampton Students’ Union – getting survey responses face to face

93 Carrying out mid-point and follow- up research

94 Repeating your baseline questions plus… Assessment of levels of awareness and engagement with the project Motivations and barriers to participation in the project Changes in their behaviour over the past academic year Why these changes have taken place What element of the project can the changes be attributed to

95 Example questions will be posted at… bank

96 Good practice in your communications Growhampton blog/post/top-10-team-moments-april blog/post/top-10-team-moments-april Leeds Green Exchange MNXG2NE#t=52 MNXG2NE#t=52 Green Dragons

97 Q&A


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