Sustainability Fellowships

Student Exchanges

IARU Students Attend International Sustainable Campus Network Conference in Stockholm, Sweden

Photo (from left to right): Mikayla Tran, University of California, Berkeley; Rupert Stuart-Smith, University of Oxford; Elsie Moore, Yale University; Whitney Pailman, University of Cape Town

As part of the International Alliance for Research Universities’ (IARU) ongoing student education initiatives and exchanges, four students from member universities had the opportunity to attend the International Sustainable Campus Network (ISCN) conference in Stockholm, Sweden from 11-13 June 2018. The students were active participants during the three-day conference and helped to facilitate the joint IARU/ISCN special event on the role of academia in advancing the Sustainable Development Goals. The students are working together to develop a report on this special event but they wanted to share a few of their other noteworthy conference experiences.

Elsie Moore, Yale University

While there were many sessions I greatly enjoyed during the conference, one of my favorites was the dinner and event at the KTH Live-in Lab. Built by of Einar Mattsson Group and designed by Semrén + Månsson Architects, the KTH Live-in Lab is a testbed for sustainable housing. With 305 student apartments, the Live-in Lab provides a residential environment for businesses to test products, for researchers to conduct studies, and for students to learn. Jonas Vogel, director of the KTH Live-In Lab, talked with us on the first evening of the conference about the journey to create the Live-in Lab, its aims and capabilities, and some of the ongoing challenges. Photos from this event are available here.

To me, part of what makes the Live-in Lab so noteworthy is its data collection. Detailed data is collected on a multitude of sustainability metrics – such as heating, cooling, water use, electricity, as well as CO₂, light, and air supply.[i] As an early career researcher, I frequently find myself interested in exploring a question but unable to do so because of data limitations. The Live-in Lab is an innovative way to collect data that can be used by multiple sectors. For example, it provides a space for businesses to test sustainable design and adapt it before going to market but also for university researchers. This type of multi-sectoral collaboration provides a platform for innovative partnerships that I think are key in addressing global sustainability challenges.

By 2050, over two-thirds of the world population will live in cities.[ii] With this rapid urbanization, I think it is essential to develop sustainable housing that has low to no impact on natural systems, but also is inviting and enjoyable for people to reside in. As a recent public health graduate, I am interested in how the built environment can promote co-benefits for sustainability and human health. The KTH Live-in Lab apartments appear to do this. They have everything one could need – a bathroom, kitchen, sleeping and living space – all designed with impeccable Swedish taste.

A few participants had the opportunity to stay at the KTH Live-in Lab while attending the conference. During the final awards ceremony, they shared their thoughts and commented that staying there had made them hyper aware of their personal sustainability choices, such as the length of their shower and energy use. It was a pleasure to get to experience the KTH Live-in Lab and I look forward to continuing to follow and learn from it.

Whitney Pailman, University of Cape Town

The 2018 ISCN conference was a dynamic showcase of the integration of the sustainable development goals in teaching, research and campus practices. It brought together innovative case studies from universities across the globe, through robust dialogue, enthusiasm and commitment to advancing solutions to pressing global challenges.

Being hosted at KTH provided an amazing opportunity to experience the campus and culture, also reflected in its architecture – a rich blend of history and modernity. An example of a recently completed green building with a modern touch and an intriguing brick facade in the shape of a beaver’s tail, is the Undervisningshuset, or “Teaching House”, where the conference lunches, poster presentations and breakaway sessions were held. This building, designed by Christensen & Co Architects in collaboration with the KTH Building Department, students and teaching staff,[i] is a demonstration of a flexible and functional work and teaching space which optimises natural light. It illustrates how teaching and learning environments interface with the built environment and the importance of incorporating functionality, practicality and purpose into green and sustainable building design.

Looking beyond the walls of university campuses, the various conference sessions highlighted that universities are indeed microcosms of society and are thus poised to be at the forefront of solutions to sustainable development challenges. From the many insightful presentations, Professor Khatharya Um’s plenary address titled, Global Refugees: Critical Issues and Relevance to Sustainable Development Goals, really caught my attention. She highlighted the role universities can play in serving society and the need to incorporate community service into a university’s core curriculum. She also acknowledged the importance of addressing the systemic issues that lie at the root of many sustainable development challenges, including a lack of access to opportunities, inequality and poverty. This was also echoed in the closing address of Professor Sigbritt Karlsson, President of KTH.

I also found the Next Generation Innovation breakout session, during the IARU/ISCN event, particularly interesting, as it illustrated how universities can harness innovation and entrepreneurial thinking to develop solutions that are context relevant and responsive to societal challenges. By creating environments that stimulate innovation and collaboration among students and researchers, universities can incubate world changing ideas and invest in the next generation of innovators and entrepreneurs who can take forward this year’s conference theme of acting with a purpose.

Rupert Stuart-Smith, University of Oxford

I attended this year’s ISCN conference primarily to present my recently published report, Behaviour Change Interventions for Reduced Energy Use: Best Practice for Universities, written on behalf of IARU. The report is designed to support university sustainability teams in devising effective initiatives to reduce universities’ contributions to climate change through behavioural changes.

At the conference, I explained the crucial role that behavioural change interventions hold in efforts to decarbonise our campuses. Changes to building fabric are often seen as the most reliable means of reducing energy use but are expensive and are constrained by the way we use our buildings. The long lifespan of buildings and retrofits also locks in high energy demand far into the future. Well-planned initiatives to change energy use behaviours at our universities, however, can be a highly effective and economical means of quickly reducing the contribution of our operations to climate change and allow energy use reductions from building fabric changes to be realised.

Yet far too many universities continue to implement poorly designed initiatives which fail to deliver long-term energy use reductions. This report provides a comprehensive eight-stage framework for designing enduring, high-impact policies to change social norms around energy use at universities.

If a behavioural change initiative is to be truly successful, it must be holistic. Students and staff must be educated about the importance of reducing energy use, and how to do so, they should be persuaded and incentivized to take action, should be enabled to do so both by the physical environment in which they operate (e.g. giving access to a thermostat) and the rules they have to follow, and energy saving behaviours should be modelled by peers and mentors. An approach which relies on any one of these strategies alone is unlikely to establish new social norms around energy use.

Mikayla Tran, University of California, Berkeley

Among the many engaging sessions of the ISCN Conference, I found myself particularly interested in the student breakout session that took place on the second day, titled: “Student engagement and reinforcing sustainability in HEIs.” Hosted by facilitator Malin Eriksson and chair Veine Haglund as students of KTH Royal Institute of Technology, the student session aimed to both showcase examples of and critically analyze the role of students in decision-making processes for higher education institutions.

The first of three presentations, “Veggie at my place & Student Networks” by Moa Persson illustrated the ability of students to share ideas, generate creative projects, and collaborate to promote a culture of sustainability. As a coordinator at the University of Gothenburg and Chalmers University of Technology, Persson supports students within sustainability by overseeing student networks such as the Gothenburg Students for Sustainability Alliance (GSSA) and Students for Sustainability Sweden. These extended networks thoroughly captured my attention due to the broad range of resources available for students as well as the ease of collaboration between members. As a student myself, I find these organized networks invaluable due to the incredible wealth of knowledge accessible to motivated, passionate students. The students of GSSA created group cooking nights called “Veggie at my place” in order to support sustainable cooking, exemplifying the creative, collaborative projects that can be achieved through these networks.

Supporting student influence in a similar fashion, Alexis Engström acts as a course coordinator at the student-led center for environment and development studies (CEMUS) at Uppsala University. In his presentation on “CEMUS: Education & Societal Change in Troubled Times,” Engström outlined the ways in which CEMUS engages students through festivals, open lectures, and film-screenings on sustainability. As a student studying the societal implications of climate change, I was particularly intrigued by CEMUS’s commitment to utilizing education as a tool for empowerment, as well as its transdisciplinary approach to sustainability. I believe this humanitarian focus is crucial to combating climate change on a holistic level, as a transdisciplinary education not only stimulates critical thought, but also engages a wider range of students.

University of Toronto students Danielle Pal, Nathan Postma, Emily Shaw, Nicolas Côté, and Rashad Brugmann also highlighted the importance of students’ educational experience in promoting sustainability through their presentation on “Normalizing Sustainability at the University of Toronto: The Expanded Student Engagement Project.” By documenting sustainability-related courses, student groups, and community engaged learning courses, the students aimed to promote sustainability initiatives, enhance networks, and foster a sense of common identity. These inventories are crucial to improving visibility and access to sustainability courses and groups within higher education institutions, creating pathways of opportunities for interested students. I found this final presentation particularly inspiring due to the depth of leadership and innovation displayed by the University of Toronto students. As someone who is only entering her second year of university, I find these inventories to be incredibly useful for students like myself who are eager to get involved in sustainability efforts on campus as much as possible.

While delivering a speech on leadership for sustainable development during the last day of the conference, President of KTH Royal Institute of Technology Sigbritt Karlsso commented, “If the students are coming and saying something, then the school should put effort in continuing their engagement.” The three projects presented during the student breakout session showcased ways to continuously support and cultivate a culture of sustainability amongst the student population at higher education institutions. This work is crucial to successfully empower the next generation of leaders to approach sustainable development from a place of heightened interest and care for the communities around them. It was truly eye-opening to witness the scope of resources and individuals who hope to inspire future students’ work in sustainability, and I am excited to carry this newfound motivation with me as I continue my studies. I was delighted with the interest with which the report was received at ISCN. I hope that it will prove a useful tool for universities across the world in their efforts to reduce their contributions to climate change and cut greenhouse gas emissions.

Elsie Moore, MPH, is a fellow at the Yale Office of Sustainability. For more information about the IARU student exchange or the forthcoming SDG report, please contact her at This email address is being protected from spambots. You need JavaScript enabled to view it.

Whitney Pailman, University of Cape Town

Whitney Pailman, MPhil, is a PhD candidate in Energy and Development, based at the Energy Research Centre at the University of Cape Town. Her research explores business and regulatory models for energy transitions in Sub-Saharan Africa.

Rupert Stuart-Smith, University of Oxford

Rupert Stuart-Smith is a student at the School of Geography and the Environment, University of Oxford and was the IARU Sustainability Fellow for 2017. His report for IARU can be found here.

Mikayla Tran is a Society and Environment major at University of California, Berkeley and a Carbon Neutrality Initiative Fellow for the Office of Sustainability.

[i] Lab, K. L.-I. "The test bed's structure." Retrieved July 2018 from https://www.liveinlab.kth.se/om-labbet/testbaddens-uppbyggnad-1.614286.

[ii] DESA, U. N. "68% of the world population projected to live in urban areas by 2050, says UN." News. from https://www.un.org/development/desa/en/news/population/2018-revision-of-world-urbanization-prospects.html.

[iii] Hus, A. "Undervisningshuset." Retrieved July 2018, from https://www.akademiskahus.se/vara-kunskapsmiljoer/byggprojekt/vara-byggprojekt/stockholm/undervisningshuset/.

Download the report here.

IARU Sustainability Fellowship Reports

Green labs - Elisa Baumer, 2014
My time at Yale

Sustainable Campus Project at Peking University - Hiroya Eto, 2014

Story Telling with Intent - Tim Hedgeland, 2014
The Sustainability Story That Makes Your Point Wins

Report on IARU Internship Program at the University of Tokyo - Fan Xing, 2014

Video conferencing at the University of Cambridge - Frederick Lowther-Harris, 2014
Identifying and implementing improved video conferencing practices at the University of Cambridge

Education For Sustainable Development - Kaela Shiigi, 2014
Checklist and Action Plan
Report

Climate Neutral Toolkit at Berkeley - Timothy Hedgeland, 2014
A carbon neutral UC, an ideal toolkit for engaging with faculty, staff, and students - A guide to how you can engage the campus community and help UC become carbon neutral.

Biodiversity Report at Oxford - Anna-Mateja Delas, 2014
Review of Biodiversity Strategies, their implementation within the Higher Education Sector, and the impact of future legislation for the University of Oxford

Sustainability Fellowship Reports 2013

Video Conferencing at the University of Copenhagen – Odette Shenfield, 2013
This project aimed to optimize video conferencing (VC) at the university to ultimately reduce the need for air (and other) business travel. This was done through reviewing current VC facilities for improvement, finding out about people’s attitudes towards VCs and instituting strategies such as incentives for choosing video conferencing over air travel and creating a Business Travel Toolkit.

Green Laboratories at the University of Copenhagen – Aurora Edington, 2013
This project aimed to consolidate the achievements of IARU universities in the area of making laboratories more sustainable which is important given the intensity of research at all ten member universities. The report ultimately made recommendations to the University of Copenhagen on enhancing its green labs initiative.

Sustainable Design Guidelines for the University of Cambridge – Ivelina Grozeva, 2013
This project aimed to assess the effectiveness of the University’s current building certification scheme, BREEAM, in terms of achieving sustainable buildings. The report also outlines what the Design Guidelines should be and the means to achieve them.

Assessing and Reducing Plug Loads at the University of Cambridge – Katie Hagemann, 2013
This project aimed to identify opportunities to reduce plug loads and consequently outlines some of the major environmental considerations the University should weigh when deciding which equipment to replace and when. The report provides several methodologies that can be used to make these decisions and recommends steps the University can take to systematically replace outdated equipment in favor of more efficient alternatives.

Student Engagement in Sustainability at the University of Oxford – Cheryl Ng, 2013
This project aimed to determine how engaged students are in behaving in environmentally sound ways so as to make recommendations on how the Sustainability Team can use engagement and outreach initiatives to improve the University’s environmental performance.

Mind the Gap - Ditte Dalgaard, 2013
A project report on the gap between environmentally sustainable travels facilities provided the University of Oxford and staff and student’s requests for improvements of facilities.

Sustainability Fellowship Reports 2012

A response to the energy shortage after the Great East Japan Earthquake at the University of Tokyo – Catherine B. Diomampo, 2012
This project aimed to gather information on and evaluate the energy-saving measures implemented by the University in response to the energy crisis brought on by the destruction of the Fukushima power plant. The report provides valuable information on how to cope with an unexpected crisis.

Analysis and Proposals for Reducing Energy Use within the Department of Chemistry at the University of Cambridge – Aya Yaegashi, 2012
This project aimed to first identify the sources of excess energy consumption in the largest CO₂-emitting building on campus, the Chemistry Building, which accounts for about 10% of the entire University’s CO₂ emissions, and then proposes an action plan for cutting energy based on these data.

Mapping and Evaluating the Environmental Conditions and Energy Usage in the Cambridge University Library – Yi Shi, 2012
This project aims to demonstrate the possibility of executing a flexible set point mechanism for controlling the environmental conditions in the Cambridge University Library to improve its energy efficiency. It examines the energy usage of the library and revealed issues related to the sustainable design and cost-effective storage.

A Little Green Guide to Eco-Friendly Living at the National University of Singapore – James Fisher, 2012
This project aimed to produce a comprehensive but also easily-readable guide to leading a sustainable student life. It covers everything from purchasing to laundry and food.

Guide for Green Events at the National University of Singapore – Julie Skak, 2012
This project aimed to produce a guide to hosting more sustainable events, which can then be rewarded with the Green Event Certificate. It makes suggestions how to reduce, reuse and recycle to minimize the carbon footprint of an event.

Sustainability Fellowship Reports 2011

GreenKey iPhone Application at the Australian National University – Nikhila Ravi, 2011
This project resulted in the development of an iPhone app, loosely based on the Residential Hall Initiative Energy and Water Scorecard created in the previous year, to assist residents to be more environmentally conscious by assessing their current consumption and providing them with tips for improvement.

Changing Staff Energy-Use Behaviour at the University of Copenhagen – Charlotte Wood, 2011
This project aimed to investigate user behavior and offer an integrated approach for the University’s Sustainability Office (Green Campus) to reduce their on-campus energy consumption.

Energy Efficiency in the Bailey Grundy Barrett Building at the University of Cambridge – Maris Tebecis, 2011
This project involved an energy audit of the BGB Building, where the Estate Development Section is housed. This was complemented by informal observation and interviews with occupants on energy usage. Data was analyzed and recommendations were provided.

Sustainability Fellowship Reports 2010

Promoting Sustainable Behavior at UC Berkeley – Rachel James, 2010
This project compiled methods of promoting sustainable behavior in the campus community and ultimately offered a series of recommendations on sustainability communication strategies.

Todai Sustainable Campus Project (TSCP) at the University of Tokyo – Joanna Young, 2010
This project aimed to summarize the roles and responsibilities of the TSCP, the office devoted to creating a low carbon campus at the University, as well as its structure and logistics. The report also summarizes energy consumption, emissions and current energy saving measures in place at the University.

Environmental Awards Program at the Australian National University – Wei Chan, 2010
This project aimed to develop a new internal program that rewarded excellence in sustainable facilities management through the expansion and re-invigoration of the existing ANU Environmental Achievement Awards. The new program increases incentives and encourages sustainability efforts.

IARU Campus Sustainability: A How-To Guide – Marissa Van Epp, 2010
This project aimed to expand on the existing IARU Campus Sustainability Toolkit by developing a How-To Guide for implementing sustainability measures on university campuses, based on the experiences of the ten IARU member universities.

Sustainability Fellowship Reports 2009

Sustainable Eating in Residential Halls at the Australian National University – Austin Shiner, 2009
This project aimed to investigate current practices with regards to food in one of the residential halls and how these could be made more sustainable, keeping in mind student habits and desires, to ultimately make recommendations for change.

Sustainability Fellowship Reports 2008

Methods for the Measurement of Urban Ecosystem Function and implications for Managing the Australian National University Campus – Emily Green et al., 2008
This project was completed for the ACT Natural Resource Management Council and incorporated in the “Measuring and Monitoring Urban Ecological Function in Canberra” report released by the Commonwealth Scientific and Industrial Research Organisation (CSIRO). It resulted in an exhaustive summary of the ANU campus topography and terrain to gain a quantitative indication of the flood risk and ways to mitigate the risk.

Student Involvement at the Australian National University – John Hinkle, 2008
This project aimed to examine the level of student engagement in sustainability issues at the University, especially the role of the sustainability team, in developing this involvement. Both strengths and weaknesses were identified and recommendations were made.

Sustainability Projects at the University of Oxford – Alex Readford and Jacquelyn Truong, 2008
This project aimed to compile existing sustainability projects at the University as well as outline achievements and successes with regards to sustainability while also outlining ideas for improvement.

Sustainability Fellowship Reports 2007

Green Star Evaluation of Fenner School Buildings at the Australian National University – Caroline Howe, 2007
This project evaluated the existing Fenner School buildings through the GreenStar Education tool by analyzing each of the nine categories and identifying ways to improve on the existing GreenStar ratings of the buildings.

Carbon Offset Framework at the Australian National University – Sean Pool, 2007
This project aimed to analyze the viability of carbon offsetting and assess current carbon offsetting schemes to ultimately find the best solution in terms of dollars spent to carbon offset for the University.

How to apply

Commitment

Host institutions offer a competitive application process and assess selected students based on their skills, interests and background. Selected students are placed in one of ten IARU institutions where they work a standard 35-40 hour work week as a member of the host’s sustainability office. The student will receive guidance and supervision throughout their stay from a sustainability staff member.

Apart from working on their assigned project, students have the opportunity to participate in other activities of the local sustainability office such as sitting in meetings or going to seminars in order to learn about campus sustainability best practice and other topics of interest.

Students are generally expected to write a report detailing the outcomes of their fellowship placement. See IARU Sustainability Fellowship Reports for a sample of completed reports. Upon return to the home institution, students are expected to develop an active commitment to promoting and communicating sustainability initiatives on campus.

Who should apply?

Students who fulfill the following criteria, regardless of discipline:

self-disciplined, organized, dedicated and can work both independently and in a team
demonstrate a passion for the environment
competent in oral and written English
preferably students in 2^ndyear of undergraduate studies or above
interested in a career related to environmental protection and management

How to apply

Please note that only students attending one of the eleven IARU member universities may apply.

Please check your home university’s internship or career office or sustainability website for a listing of available Sustainability Fellowships as the application process varies between universities. If it doesn’t appear there, enquire with your university’s sustainability office.

Costs

Selected students are provided with a stipend that covers transport to and from the host university. The host university provides on-campus accommodation and in some cases, a meal plan as well.

Sustainability Fellowships

This prestigious summer program (or winter, for students in the southern hemisphere) involves an exchange of student interns between the ten IARU institutions.

The campus sustainability exchange began in 2009, with the aim of promoting collaboration between member institutions and developing and sharing best practices strategies in environmental management. During a six week internship placement, students work closely with professionals at the host university to support the development and implementation of campus sustainability projects. Selected students live in campus housing and work in the university's sustainability office for the duration of the program.

Scope

Project topics range from energy conservation, transport and waste reduction to student outreach and community engagement. These projects have an operational focus and in most cases generate outcomes that can be applied more widely with lessons learnt brought back to the students’ home universities.

Learning Objectives

Thanks to the internships, students will strengthen their understanding of sustainability principles and their practical application while gaining an appreciation of the complexity and interdepartmental cooperation needed to successfully implement environmental initiatives.

SUSTAINABILITY FELLOWSHIP TESTIMONIALS

Benjamin Kobryner, Oxford

In the summer of 2016, having just completed my Geography degree, I was given the fantastic opportunity to spend some time working at the National University of Singapore. At university, I have developed a strong interest in the sustainability issues affecting our planet and this internship programme thus provided me with the chance to gain further (professional) insight in this field, with the hope of potentially starting a career in sustainability.

My main project at the Office of Environmental Sustainability focused on the Green Mark accreditation of university buildings and green building standards more generally. I was tasked with establishing what data was most important to capture and subsequently created a framework for a database that will be used to facilitate the comparison of the energetic performance of university buildings which have acquired Green Mark certification. Within my final report, I also identified commissioning programmes as a means of enhancing infrastructure sustainability. This work was very enriching as it required the use of both qualitative and quantitative research approaches and I was exposed to the particularities of an emergent industry. In addition to this project, I also contributed to the organisation of a tour for secondary school students that explained the sustainability features present in the new university campus. Whilst most of the day was spent conducting project research, completing data analysis and writing up my report, I frequently went to talks organised within the university and even in the centre of Singapore, including on water scarcity and the circular economy.

Settling into life in Singapore and at NUS could not have been easier thanks to all the great support I received from my supervisor, both in and outside of work. Overall, this internship has been a fantastic experience which I would highly recommend to anyone interested in sustainability, especially given the opportunity to simultaneously explore a new culture. I was very pleasantly surprised by Singapore, which is an incredibly vibrant country with numerous interacting cultures and great food.
Satowa Kinoshita, Cambridge

I’m an undergraduate Natural Sciences student at Cambridge. I’ve always been interested in environmental sustainability, and how to make that more prevalent in all aspects of society, from daily personal life, to institutions and organisations. The internship in summer 2015 was a perfect opportunity not only to engage in a real project and make a difference, but also to learn about issues and strategies that another part of the world faced and utilized.
In general, sustainability matters to me because I believe that the environment is crucial for human health, both physically and mentally, and we must protect it to prevent further curtailing the lifespan of the earth and life forms, including ourselves. I also believe that working towards environmental sustainability is a great opportunity for creativity and exciting innovations towards creating a system that is more caring and more livable.
Between July and September 2015, I worked with the Office of Environmental Sustainability at the National University of Singapore (NUS), identifying and recommending measures to reduce the energy consumption of the University’s Central Library. I did this by measuring and analysing data of the building, such as energy consumption log, utility bills, temperature and humidity, as well as walking through the building, logging where energy was being wasted. In addition, I conducted research both through the internet but also some field visits to seek inspiration, and also took surveys of the staff to determine occupancy comfort of the present state of the building.
I was able to produce a comprehensive report elucidating the current energy situation, such as the proportion for electricity vs air conditioning, as well as a detailed breakdown on where changes can be made. If the action points are followed, energy consumption could be cut down by at least 10% without any investment.
I gained project management skills and communication by working with a range of people. I also gained first-hand experience of the issues that facilities management face and the operations of a building.
Ishbel Cullen, ANU

From July to August of 2014 I lived and worked at the University of Cambridge as one of the IARU Sustainability Fellows. I worked for six weeks in the Environment and Energy Office on a project looking at Post Occupancy Evaluation (POE). POE is the process of systematically assessing building performance in-use, including a focus sustainability features. To complete the project I reviewed past approaches to POE, researched best practice for POE and make recommendations for how POE should be undertaken in the future at the University of Cambridge.
I really enjoyed working on my project and my experience exceeded my expectations going into the fellowship. I was very grateful for the opportunity to undertake such interesting and challenging work. Giving my final presentation to a full room of senior staff was a particularly new and exciting experience.
I loved living in Cambridge. It was very exciting to ride to and from work each day across the River Cam and past many of the historic colleges. Lunch times by the river, buying summer fruit from the market square and playing tennis in the long summer evenings were also highlights.
Participating in the IARU Sustainability Exchange was a wonderful learning experience and a lot of fun!
Yin Yue, NUS

From July 1st - August 11th 2014, the IARU Sustainability Fellowship in ANUgreen made my summer vocation fulfilling and joyful. I was part of the CREW Campaign (Campaign to Reduce Energy and Water), initiated by ANUgreen. This campus streetlight auditing project kept me busy. The campus streetlight infrastructure map and the database of streetlights’ condition were updated to the latest version. Based on the site data I collected, I did a comparative study on current energy consumption and replacement of LED lights.
Living in a foreign country was an exciting experience. After office hours were spent with my friendly colleagues and friends from my residential hall. I picked up unique Australian food, sports, and outdoor activities easily as if I have known them for a long time. Office tea sessions and academic events provided me with great opportunities to meet and greet people with similar interests.
My IARU-ANUgreen internship was not only about skills concerning campus sustainability management, but also a horizon broadening experience in seeing environmental and social aspects as an integrated entity. Getting involved in both office administration and student activities gave me lots of insights into ways to improve campus sustainability and environmental education.
Karolina Kalinowska, Oxford

In the summer of 2013 I was fortunate enough to become part of the team at ANUgreen, working on projects both for IARU and for the ANU. My first project involved creating a comprehensive format and template for a guidebook that IARU produced as a preview to the 'Making Universities Sustainable' Conference in 2014. I also contributed to the initial stages of its production. My second project involved beginning a campaign to promote tap water and the water bubblers installed around the ANU campus. I also sat in on the sustainability team’s meetings to gain insight into how the team worked.
The fellowship was not only a chance to immerse myself in campus sustainability but also to explore a completely different part of the world – its culture, wildlife and landmarks – weekends were definitely for travelling!
Overall I had a fantastic experience, amongst wonderful people, in a stimulating environment. This invaluable opportunity has already opened so many doors for me – I became part of my home university’s sustainability team as a year-round intern!
Natalia Weir, ANU

In the middle of 2012 I was chosen to take part in a Sustainability Fellowship at Yale University. I major in corporate sustainability, geography and human ecology.
During my fellowship I developed a ten minute interactive multimedia presentation aimed at communicating environmental awareness to staff and students.
The purpose of it was to highlight the interdisciplinary nature of Yale's sustainability initiatives in the local and global community. My second project involved creating a range of sustainability activities and games with the aim of raising environmental awareness in a fun and interactive manner. What better way to learn about sustainability than through fun and laughter? Some of the games that I developed were Sustainability Charades and Fishbowl. Much to my colleagues' delight I was required to trial the games at the weekly staff meetings.
I had regular meetings with my supervisor who helped me along the way and took part in various planned activities such as a tour of a LEED Platinum certified building and volunteering at the organic Yale farm. Not only was this an amazing experience but I also made lifelong friends along the way. My evenings and weekends were spent hanging out with my newfound friends, we went berry picking and made jam and had regular board game and movie nights. ANU has opened up a world of opportunities for me that I never dreamed were possible and if you're interested in this program then definitely give it a go – you won't regret it.
Nikhila Ravi, Cambridge

I'm studying Engineering at the University of Cambridge and I did an internship with ANUgreen, the Australian National University’s Sustainability Office in 2011. I helped to create an iPhone application called 'Green Key' which was launched on the Apple online store last year!
The project was based on a student sustainability questionnaire developed by a previous intern, David Skophammer, from Yale University and the coding for the app was done by Victor Wibisono, a computer science student at the ANU.
The aim was to create a way to assist residents of halls and colleges at the ANU to evaluate their energy and water consumption in their individual rooms. The app takes user inputs about energy and water consuming activities/devices and generates a score to reflect the student’s monthly energy and water usage and generates a score which they can then share amongst their peers via Facebook or other social networking sites.
Overall I had a fantastic time at ANU and the team at ANUgreen were so friendly and welcoming! I also had the chance to travel to other parts of Australia and best of all, see the amazing wildlife. It was altogether an unforgettable summer!
Sean Pool, Yale

I was a member of the first class of IARU sustainability fellows in the summer of 2007. After working in my home office, the Yale Sustainability Office, I spent the summer at the Australian National University’s Sustainability Office in Canberra, Australia examining the risks and costs of universities using voluntary carbon offsets to achieve carbon reduction goals. I was even invited to present to a graduate level class about my findings about opportunities and challenges in the global voluntary carbon offset market.
I also spent one week at the National University of Singapore doing comparative analysis of the university's sustainability operations vis-a-vis Yale and the ANU. Thanks in part to the IARU Sustainability Fellowship program, I later went to work in federal energy and environmental policy at the Center for American Progress after my graduation from Yale in 2008.