Context

BSc Sustainability students expressed over several years that they felt that there was a difference in the knowledge that they had and that of the general UCD student population in relation to climate change. They felt that a knowledge of climate change was essential for all students of the UCD community and that a shared vocabulary for this would be essential to the student experience.

Drivers

A key driver for the project is the climate anxiety that students within the BSc Sustainability have identified in the face of a changing environment. To combat this sense of helplessness in the face of a changing climate, it is crucial for all members of the UCD student community to be empowered to understand the fundamentals of climate change and be emboldened by suggestions on how to positively engage with sustainability efforts. This will encourage them to make positive change within their lives and communities.

Approach

Design Thinking has been used to frame the approach to the project, with help provided by the Innovation Academy. This was a way to teach students about design thinking while making the steps within the project part of an iterative process that aimed to understand the needs of the student users of the Toolkit.

Aims

• The successful completion of the Toolkit, which would be designed based on robust survey data obtained from the UCD student body.
• The establishment of a student-led Climate Chats group to encourage student engagement in climate change in an ongoing way.

Objectives

• To provide UCD students with a resource that they can use to educate themselves about climate change and learn how to take positive steps towards more sustainable living.
• To provide the UCD student community with a resource that can bridge the gaps in relation to climate literacy and ensure that all students are well-informed in this area, regardless of discipline.
• To teach the students involved in the project about qualitative and quantitative research through hands-on engagement.
• To expand the knowledge of the two interns on the project in relation to e-learning technologies.
• To empower the students involved in the project to take ownership of individual responsibilities as part of the Research Team.
• To engage students from the BSc Sustainability and other cohorts in the feedback process to ensure that version one of the Toolkit is as effective as possible.
• To provide a blueprint for a Sustainability Toolkit resource for other universities and organisations in Ireland and abroad.

Three of the student partners (Kendra, Laoise and Riya) initially pitched the idea of the ‘Climate Chats’ events to me, along with Orla Kelly. The need for a forum to allow students to talk about climate change, eco-anxiety and other issues facing them brought about a discussion about the need for a wider resource for students. This was the beginning of the larger Toolkit project, which came directly from the needs and wishes of these students. The staff have partnered with these students from the very start of the project in a collaborative way, giving them ownership over their own tasks and responsibilities. We formed a Research Team, consisting of the four students on the project – Ellen was recruited to give a younger student’s perspective, as she was very involved with her class group and in the Student Union. We met once per month during term time to discuss an agreed agenda to keep the progress on the project moving. Meetings were set up with knowledgeable staff in areas related to survey design and data analysis to give the students the tools to succeed. Through the six-week summer internship, Laoise and Kendra were supported by staff members to create the SCORM package for the Toolkit, but also worked independently, as there was a good foundation of trust established.

Results

Key deliverables

• The creation of the Sustainability Toolkit - built by students, for students.
• The Toolkit was released on Brightspace for engagement from UCD students.
• The Toolkit will be released on Moodle for engagement from other universities and stakeholders.

Short-term impacts

• The project has improved the research and technical skills of the student Research Team.
• It has honed the skills of project management in the staff involved, as well as mentoring skills.
• The project has enhanced the future employability of the student Research Team, due to the new skills learned.
• Two members of the Student Research Team have engaged in another research project with Dr Orla Kelly, looking at climate change awareness data from another study, expanding their research skills.
• An event similar to Climate Chats may be adopted by the University of Sussex, as they are planning to establish a similar group, so there has been a potential cross-university impact.

Long-term impacts

• The creation of a Toolkit that can the amended year-on-year by future cohorts of students, based on new information or changing requirements.
• The facilitation of a growing knowledge in relation to climate change for the UCD student community.
• The potential for collaboration with other Higher Education Institutions who are interested in establishing their own versions of the Toolkit, or implementing the established version.
• A project that will work towards establishing UCD as a thought leader in sustainability within Ireland.

Resources

• UCD Sustainability Dashboard – the SATLE-funded projects were linked by common staff members. The Dashboard features in the Toolkit.
• Climate Chats meetings take place once per month during term time and is now facilitated by the newly-formed Sustainability Society (SUS Soc). The dates are circulated via the SUS Soc Instagram page. and the website here. Staff and students are welcome.
• Kirsten Southard (Project Lead) – Kirsten.southard@ucd.ie, 01-716 2389
• The data from the UCD student survey (323 responses from across Colleges) could be useful for someone undertaking research in a similar area, subject to UCD Ethics approval.