Smart and learning campus as living lab to foster education for sustainable development: an experience with air quality monitoring

Purpose Higher education institutions are widely known both for their promotion to education for sustainable development (ESD) and for their contribution as living labs to urban management strategies. As for strategies, smart and learning campuses have recently gained significant attention. This paper aims to report an air quality monitoring experience with focus on the smart and learning campus and discuss its implications for the university context with regard to ESD and sustainable development goal (SDG) integration. Design/methodology/approach The air quality monitoring was held at the main campus of University of Passo Fundo and focused on three pollutants directly related to vehicle emissions. The air quality index (AQI) was presented on a website, along with information regarding health problems caused by air pollution, main sources of emissions and strategies to reduce it. Findings The results showed how the decrease in air quality is related to the traffic emissions and the fact that exposing students to a smart and learning environment could teach them about sustainability education. Practical implications This case study demonstrated how monitoring air quality in a smart environment could highlight and communicate the impact of urban mobility on air quality and alerted to the need for more sustainable choices, including transports. Originality/value This paper contributes to the literature by showing the potential of a smart-learning campus integration and its contribution towards the ESD and the UN SDGs.

Importance of a Critical Mass

This chapter turns to the role of racial-ethnic identity-based campus organizations in helping or hindering students to manage feelings of being othered. Upon arrival on campus, racial-ethnic minority students find themselves dramatically outnumbered by White students, taught by largely White professors, and learning about White historical figures and artifacts. Because of the segregated nature of American K–12 schooling, this shift into suddenly being racially-ethnically outnumbered can be a significant challenge to campus integration. Mounting feelings of social isolation add an additional layer of stress atop an already difficult transition. Away from home for the first time, many minority students feel culturally lost as they begin their new life as college students. Students' perspectives on being othered ranged from feeling that their peers appreciated their differences to feeling stereotyped as the sole representative of their group. The extent to which they had counterspaces helped them process those feelings and celebrate their differences as diversity.