List of Sustainable Actions
List of Sustainable Actions
| Date/Time | Department | Name | Occupation | Description | SDG |
|---|---|---|---|---|---|
| 2025年04月19日 | College of Business and Public Management | 安怡宋 | student | Educational inequality is a social issue that has shaped my experiences and aspirations. Growing up in Hebei Province, China, I witnessed how unevenly distributed resources and rigid systems limited students' potential. Many talented and hardworking students were held back not by their abilities but by circumstances beyond their control. Over time, I came to see that this is not just a local issue but a global one. Around the world, access to quality education remains deeply unequal, reinforcing cycles of poverty and limiting opportunities for countless individuals. I believe that economic policies have the power to shape education in ways that promote fairness and opportunity. I am attempting to study the model of educational capital flow implied behind the regional education system by collecting materials, reading papers, and understanding cases from various countries around the world. The so-called economic base determines the superstructure. Therefore, viewing the issue of education from an economic perspective is unique and effective. Providing quality and fair education for all is not only a matter in the field of education; it also involves economic and policy areas. In the future, I will continue to study business-related knowledge and use my academic background in business to build a sustainable education system. | Goal 4: Quality education |
| 2025年04月20日 | College of Business and Public Management | SiluYang | student | The "Four Seasons Smart Water Circulation" stepped ecological water storage landscape system. I. Intelligent Water Conservation and Seasonal Regulation and Storage Stepped rainwater storage system: 12 storage tanks (total 50 tons) are built along the slope to the lake, each occupying approximately 4 square meters. They are scattered in concealed areas such as the campus green belt and the edge of the sports field to avoid concentrated land occupation affecting traffic. Rainwater is collected by gravity during the rainy season. Precise drip irrigation is carried out through soil sensors during the dry season. Visual management platform: The water storage tank displays the water level and water-saving data of the water storage tank in real-time. Ii. Landscape Integration and Educational Scenarios Cultural and ecological landmark: The water storage tank invited students from the School of Architecture to paint regional elements of Wenzhou. A rain garden and stone benches were built around it. The water storage tank was equipped with transparent observation Windows to display the process of rainwater purification. Immersive education: Small fountain devices are installed on the top of some water storage tanks, and touch-sensing devices are set up beside the fountains. When touched, the fountains are triggered, and audio science popularization videos about rainwater are played, enhancing the fun and educational value. Iii. Long-term Operation Student self-governance: We can launch the "Red Scarf Environmental Help Team" in collaboration with the Youth League Committee and some schools. We can also work with the Youth Volunteer Association to recruit system maintenance volunteers, divided into monitoring and art groups. The activities are included in the social practice hours. Cost balance: Apply for government subsidies and recruit business through tank advertising. Iv. Core Achievements Water conservation and flood control: Improved irrigation efficiency and reduced time for water accumulation during heavy rain to recede. Education: Encourage students' water-saving behaviors and become a regional demonstration base for water-saving education. |
Goal 6: Clean water and sanitation |
| 2025年04月20日 | College of Business and Public Management | XuwuZhao | student | At WKU, in collaboration with SCS (Student Committee on Sustainability) and the WKU Wall WeChat Account, the new "Found at WKU"（寻在温肯） Lost and Found Initiative has been launched. Through the Campus Assist mini-program, posters, emails, and other promotional materials, lost items will be regularly collected in a designated room, where student volunteers will photograph and upload them to the WeChat mini-program platform. This initiative aims to reduce the frequency of lost items and prevent unnecessary repurchases. As a result, it effectively conserves resources, minimizes waste, prevents the repurchase of the same items, and reduces environmental impact, all while promoting the principles of sustainability. | Goal 12: Responsible consumption and production |
| 2025年04月20日 | College of Business and Public Management | GengleZhang | student | Proposal: Bring Your Own Cup (BYOC) Initiative at Social Dog Café To reduce the use of single-use plastics and paper packaging, we propose launching a "Bring Your Own Cup" (BYOC) initiative in partnership with our on-campus café, Social Dog. Students who bring their own reusable cups will receive exclusive discounts or reward points with every purchase. This simple practice promotes sustainable habits while significantly cutting down on the use of plastic straws, disposable lids, and paper sleeves. The campaign will be supported through visual reminders at the café counter, digital screens, and campus social media platforms to increase visibility and participation. In the long term, we aim to reduce the number of bottled water sales points on campus and promote the installation and use of water refill stations. By turning a small daily action—carrying a personal cup—into a meaningful habit, we can help build a more eco-conscious, low-waste, and responsible campus culture. |
Goal 6: Clean water and sanitation |
| 2025年04月20日 | College of Business and Public Management | XuwuZhao | student | At WKU, we actively encourage all faculty members to utilize the "Lockdown Browser" during tests and assessments with students, as it helps in minimizing paper usage. This digital approach contributes significantly to reducing paper waste, aligning with our commitment to sustainability. In addition, we uphold a "no-paper" policy during meetings for faculty and staff, promoting paperless communication to further decrease our environmental footprint. For WKU-sponsored events and competitions, we advocate for the use of existing digital platforms, such as mobile TVs and email systems, to replace traditional methods of distributing printed posters and flyers. This not only supports our sustainability goals but also fosters a more efficient and eco-friendly approach to event communication and outreach. | Goal 13: Climate action |
| 2025年04月20日 | College of Business and Public Management | CunhanGong | student | The core goal of SDG 1 (No Poverty) is to eliminate poverty in all its forms, ensure that all people (especially those in vulnerable situations) have access to basic resources, economic opportunities and social protection, and enhance resilience. "Student Aid for All" Program Background and Objectives Poor students face economic pressure, unequal access to resources, and lack of confidence. As an international university, Wenzhou-Kean University can help low-income students complete their studies through financial support, improve their long-term development capabilities, and help achieve educational poverty. Specific measures 1Financial support: Special scholarships and emergency assistance funds detail：Establish tiered scholarships (such as full/partial tuition reduces, textbook subsidies), and establish an "emergency assistance fund" to deal with sudden economic crises (such as family changes, illness, etc.) 2Capacity building: work-study and career empowerment Detail:campus job development: flexible work-study positions are set up in libraries, laboratories, etc. to balance study and work. Skill matching training: pre-job training (such as office software, basic data analysis) is provided according to job requirements to improve employability. mentor program: matching poor students with mentors, providing career planning guidance and industry resource links. 3Psychological and social support network detail:Invisible assistance: Identify students in need through campus card consumption data and proactively provide meal subsidies or living supplies Peer support group: Establish a mutual aid community to share part-time job information, learning resources and psychological counseling Innovation highlights “Funding-Ability-Opportunity” closed loop: not only provide financial assistance, but also focus on enhancing the competitiveness of poor students during their growth period through skills training and alumni network. Data-driven precision assistance: use campus big data (consumption, grades) to dynamically adjust assistance strategies. Social responsibility practice: cooperate with enterprises to develop “social responsibility internship positions”, and enterprises will sponsor students and give priority to hiring them |
Goal 1: No Poverty |
| 2025年04月20日 | College of Business and Public Management | CunhanGong | student | SDG 10 (Reduced Inequalities) aims to reduce inequalities within and among countries, promote social, economic and political inclusion, ensure equal opportunities, eliminate discriminatory policies and promote the empowerment of disadvantaged groups. Project Background and Significance As a Sino-US joint university, Wenzhou-Kean University has a multicultural faculty and student community. However, cultural differences may lead to hidden inequalities. This project aims to break down cultural barriers and build a truly inclusive campus community. 1.Ethnic culture exchange platform detail：Establish an ethnic culture student association Hold "Ethnic Customs Week" every semester (exhibitions, food, art performances) Develop "Ethnic Language Corner" exchange project 2.Implicit Bias Action detail：Conduct "unconscious bias" training for faculty and staff Introduce inclusion modules in freshman orientation Establish a team of student volunteers called "equality ambassadors" 3.Urban-rural student integration project detail：Establishing a "urban-rural partner" pairing project (1 urban student + 1 rural student) Opening a "college survival skills" workshop (including urban life guidance, financial knowledge, etc.) Creating a shared learning space (equipped with free learning resources Innovative features "3D" support system: Dedicated + Diverse + Dynamic Digital empowerment: Development of "WEKU Inclusive" applet (including translation, event reservation, and help functions) Experiential learning: Design of cross-cultural scenario simulation training courses |
Goal 10: Reduced inequality |
| 2025年04月21日 | College of Science, Mathematics and Technology | HengyiZhu | student | At present, in areas like Slac, GHK, and Starbucks stores, due to the frequent use of coffee, the extensive use of disposable coffee cups has exacerbated resource waste and environmental pollution, imposing a significant burden on cleaning work. To this end, consider introducing an intelligent coffee cup recycling system. Students can sort and put the cup bodies, LIDS, and sleeves into the recycling bins and earn points as rewards through the application. This improves the efficiency of resource recycling and stimulates students' environmental awareness. This system combines weight sensors with movement mechanisms to ensure efficient and orderly recycling work and enhances user engagement through interactive games and data feedback. This action embodies the sustainable campus principle of conserving resources, improving human well-being and ecological balance, and aims to promote the green transformation of the campus through technological means. | Goal 11: Sustainable cities and communities |
| 2025年04月21日 | College of Business and Public Management | ChuyaLin | student | The United Nations Sustainable Development Goal 8, "Decent Work and Economic Growth", aims to provide decent and dignified employment opportunities for all by promoting inclusive and sustainable economic growth. As an international university jointly established by China and the United States, Wenzhou-Kean University (WKU) plays an active and unique role in promoting the realization of this goal. 1. Improving students' employability: International education empowers youth development Wenzhou-Kean University adopts an all-English teaching system and introduces the educational philosophy and curriculum system of Kean University in the United States to provide students with high-quality education in line with international standards. The school's Career Services Office provides students with multi-faceted career guidance services, including resume modification, mock interviews, career counseling, job fair organization, and alumni resource docking, effectively helping students to achieve a smooth transition from "learners" to "workers". 2. Strengthening practice and innovation: accumulating energy for decent employment In the core concept of "decent work", the accumulation of practical experience is particularly important. Wenzhou-Kean University actively creates real workplace experience opportunities for students through a variety of internships and innovative entrepreneurship projects. Students can apply to go to the headquarters in the United States for exchange studies or internships, participate in corporate project cooperation, business competitions, Maker Space, etc., to exercise practical skills and innovative spirit. In addition, the school has a variety of "student assistant" positions, such as library management, administrative assistance, media operations, etc., providing paid on-campus work opportunities, so that students can get decent and standardized part-time experience on campus. This system takes into account students' study arrangements and employment preparations, and embodies the sustainable development concept of respecting labor and improving employment quality. 3. Create an inclusive and equal working environment WKU attaches great importance to the construction of a multicultural and equal employment environment on campus. The school employs a large number of Chinese and foreign faculty and staff to create an open, diverse, and equal working and learning community. In the employment and management policies, attention is paid to equal treatment and respect for people from different cultural backgrounds. In addition, the school guarantees basic treatment for basic positions such as cleaning, security, and canteen through a perfect third-party outsourcing mechanism, and strives to build a campus ecology that respects labor and protects rights and interests, which also reflects the core value of sustainable development that "everyone should have a decent job". |
Goal 8: Decent work and economic growth |
| 2025年04月21日 | College of Business and Public Management | ZhengZiye | student | Nowadays, extreme climate disasters have more frequently, for instance globally in 2024, tropical cyclones, heat waves, floods and other disasters displaced 3 million people. And as college students, we can take an active role in climate action. Here are some actions that can take place in campus to deal with climate issues. Firstly, our school has campus shared bikes "Hello bikes", they are a convenient and green travel option. Giving priority to riding them can reduce carbon emissions. Additionally, in daily life, we should also save water and electricity, refuse disposable items and reduce resource consumption. Later, joining environmental protection clubs, promote climate knowledge and encourage more students to pay attention to climate change. These three actions contribute youthful strength to promoting green development. | Goal 13: Climate action |
| 2025年04月21日 | College of Business and Public Management | Hoong ShernKong | student | To promote SDG 12, I propose launching WKU Green Loop, a smart system that encourages a campus-wide circular economy. It’s more than just swapping, it’s a lifestyle shift powered by technology. Students and faculty can donate reusable items like clothes, stationery, books, small appliances, and more through drop-off bins across campus. But here’s the twist: each donated item is logged using a simple QR code system. Users scan items into a WKU Green Loop mini app (linked to our campus system), and earn “Green Points” for every item they donate or pick up. These points can be redeemed for campus perks like discounts at the bookstore, free coffee, or early class registration slots. A monthly leaderboard will recognize top contributors, and we can host special “Green Flash” days where point values are doubled. The app will also show real-time stats like “10kg waste saved” or “120 items reused this week,” making sustainability visual and rewarding. It’s not just recycling, it’s redesigning the way we value everyday things. WKU Green Loop builds a fun, digital-first, and student-powered model of responsible consumption that can inspire other universities to follow. |
Goal 12: Responsible consumption and production |
| 2025年04月21日 | College of Business and Public Management | Hoong ShernKong | student | At WKU, food waste is a bigger issue than we might think. While the dining hall discards leftovers, many students often leave behind food they couldn’t finish. Instead of letting perfectly good meals go to waste, I propose the Leftover Love Project, a simple system that connects surplus food with students who need it. Here’s how it works: At the end of the dining hours, leftover meals and untouched food are carefully packed into eco-friendly containers. Students can reserve these meals for free via an easy-to-use app or social media page, on a first-come, first-served basis. We’ll have a “Leftover Love” fridge or pickup area in a common space where students can grab their meal and enjoy it later. The project also helps those who might be skipping meals to save money. It builds a supportive campus culture. Student volunteers can assist with collecting and promoting the project, making it an opportunity for everyone to get involved in helping reduce waste and fighting hunger. At WKU, we have the chance to turn uneaten food into kindness, and waste into something positive. By sharing leftovers, we can make a real impact and show that small acts of generosity can change lives. |
Goal 2: Zero hunger |
| 2025年04月22日 | College of Business and Public Management | ChentingZhu | student | Having good health and a strong sense of well-being is essential for college students. It directly impacts our motivation, passion and the ability to learn. As a student, I will focus on eating a balanced and nutritious diet by choosing more vegetables, fruits, and whole grains instead of relying on takeaway and junk food. I can also encourage my friends to join me in this habit by sharing tips or cooking together. What’s more, having physical exercise regularly is also essential to our health. We could participate actively in PE classes and using the campus gym to help improve physical fitness and reduce stress. Besides physical health, mental health should not be overlooked. A healthy life-study balance plays a key role in maintaining mental well-being. To achieve this, I will manage my time wisely by setting a daily schedule that includes both my study plan and moments for relaxation. I will spent plenty of time with my friends and fucus on my hobbies such as participating in activities held by student groups. On a broader level, I hope WKU can continue to support student health by strengthening food safety regulations in the cafeteria and offering a wider variety of nutritious and tasty meals to encourage better eating habits. Additionally, the university could host more mental health awareness campaigns and provide accessible counseling services for students in need. By taking these actions both individually and collectively, we can work together to promote good health and well-being in our campus community. | Goal 3: Good health and well-being |
| 2025年04月22日 | College of Business and Public Management | XuwuZhao | student | To promote sustainable practices at Wenzhou-Kean University, Dining Halls 1 and 2 are launching a new initiative encouraging the use of reusable containers for takeaway meals. Students and staff are invited to bring their own lunchboxes, helping to reduce the use of disposable packaging and actively contributing to campus-wide waste reduction. As an incentive, individuals who bring their own containers will receive a small discount on their meal purchases. In addition to this initiative, the university will run awareness campaigns to educate the campus community on the environmental benefits of using reusable items. With a focus on reducing food waste and minimizing overall waste generation through prevention, reduction, and reuse, Wenzhou-Kean University is committed to lessening its environmental impact, supporting local economies, and fostering a strong culture of sustainability within the campus. |
Goal 11: Sustainable cities and communities |
| 2025年04月22日 | College of Business and Public Management | QinyunSong | student | During school holidays, many physical resources such as classrooms, labs, and experimental instruments are unused. These idle periods add up to nearly five months each year and it’s a waste of resource. As climate change and sustainability challenges grow more urgent, universities are in a unique position to lead by example. In that case, we propose creating a Campus Resource Sharing Platform to make better use of unused campus spaces and facilities during holidays. This platform helps improve how resources are used and supports the long-term goal of building a green and sustainable campus. We turn underused campus spaces into a shared resource system that maximizes infrastructure efficiency and supports sustainable development for both the university and its surrounding community. To better use campus spaces during holidays, we propose creating a Campus Resource Sharing Platform that opens certain parts of the campus to external users. Instead of making the whole campus accessible, we will limit access to a few manageable areas in order to reduce staffing demands and maintain a clean and orderly environment. In the initial phase, the spaces available for use will include CBPM C135 and C119, four to six standard classrooms in GEH, a computer lab reserved for exam purposes, and the swimming pool. The platform will be developed as a WeChat mini program. It will display bookable spaces and equipment, along with their prices and available time slots. All users must register with real names, which helps the university manage usage and allows users to search and reserve resources more easily. The platform is designed to serve local residents looking for quiet study spaces, computer labs, or sports facilities; small and medium-sized enterprises (SMEs) or startup teams seeking temporary project spaces; and educational institutions planning to hold exams or competitions. Beyond these, we also welcome companies with campus recruitment plans to use the university as a temporary office or project site for internships. This allows businesses to connect more directly with target students, while providing interns with a more familiar and efficient working environment. This initiative aligns closely with the United Nations’ Sustainable Development Goals, particularly SDG 11 Sustainable Cities and Communities. It is not just a solution for space, it’s a step toward a greener, smarter, and more inclusive campus ecosystem. | Goal 11: Sustainable cities and communities |
| 2025年04月22日 | College of Business and Public Management | KeChen | student | Used Book Sharing Project: Set up a "Second-hand Textbook Station" In an effort to promote sustainable reading habits and enhance educational equity, we propose the establishment of a "Second-hand Textbook Station" as part of our Used Book Sharing Project. This initiative aims to efficiently recycle used books and ensure they reach those who can benefit from them the most. Donation Collection: First and foremost, we will actively encourage students to donate their used books. Collection bins will be strategically placed in various high - traffic areas across the school campus, such as near the library entrance, cafeteria, and main academic buildings. Clear signage will be provided to inform students about the project and the types of books that are acceptable for donation. We will also organize special donation drives at the end of each academic semester when students are more likely to be clearing out their book collections. During these drives, volunteers will be on - hand to assist with the collection process, answer any questions, and provide receipts for tax - deductible donations if applicable. Sorting Process: Once the books are collected, a meticulous sorting process will commence. A team of trained volunteers will carefully go through each book. They will first categorize the books by subject, grade level (in the case of textbooks), and genre (for general reading materials). After that, the condition of each book will be evaluated. Books that are in good condition, with no missing pages, minimal writing or highlighting, and intact covers, will be set aside for distribution to students in need within the school. Slightly damaged books, but still readable, will be repaired if possible or earmarked for donation to rural schools that may have less stringent requirements for book condition. Distribution to Students in Need: For students within our own school who are in financial need or simply looking for cost - effective textbook options, we will set up a system where they can easily access the donated books. A dedicated space within the school library or a similar central location will be designated as the "Second - hand Textbook Station." Students can visit this station during specific hours, present their student ID, and browse through the available books. We will also create an online catalog of the available books, updated regularly, so that students can check in advance if the books they need are in stock. This will save them time and ensure a more efficient process. Donation to Rural Schools: In addition to serving our own student body, we recognize the importance of extending this initiative to rural schools that often lack access to a wide range of reading materials. We will partner with local educational charities, non - profit organizations, or directly with rural schools to facilitate the donation of books. Once the books are sorted and packed, we will arrange for transportation to these rural schools. This may involve coordinating with volunteer drivers, using delivery services, or partnering with local businesses that are willing to contribute to the cause by providing transportation. Before sending the books, we will communicate with the rural schools to understand their specific needs in terms of subject areas, grade levels, and reading interests, so that we can tailor the donation accordingly. By implementing this "Second - hand Textbook Station" as part of our Used Book Sharing Project, we hope to not only reduce waste and promote environmental sustainability but also create a more inclusive educational environment where every student, regardless of their financial situation or geographical location, has access to the books they need to learn and grow. |
Goal 1: No Poverty |
| 2025年04月22日 | College of Business and Public Management | KeChen | student | Food Redistribution Program: Partner with local NGOs to donate surplus cafeteria food to community food banks In an effort to combat food waste and alleviate food insecurity within our community, we propose a comprehensive Food Redistribution Program that focuses on forging strategic partnerships with local non - governmental organizations (NGOs) to donate surplus cafeteria food to community food banks. Partner Selection and Collaboration First and foremost, a thorough assessment of local NGOs will be conducted. We will research and identify organizations with a proven track record in food distribution and community support. Key factors in the selection process will include their compliance with food safety regulations, the extent of their network within the community, and their ability to handle large volumes of food donations. Once suitable partners are identified, formal meetings will be arranged to discuss the terms of collaboration. This will involve establishing clear communication channels, defining each party's responsibilities, and setting up a regular schedule for food pick - ups. The NGOs will play a crucial role in ensuring that the donated food is safely transported and properly stored at the community food banks. Cafeteria Operations and Surplus Management Within the cafeteria, a systematic approach to surplus food management will be implemented. Specially trained staff will be responsible for accurately identifying surplus food at the end of each meal service. This includes carefully monitoring food quantities during preparation, taking into account factors such as the number of diners expected and actual attendance. Food that remains unopened, in its original packaging, and within its expiration date will be set aside for donation. Additionally, prepared but uneaten food that meets strict food safety standards, such as hot dishes that have been properly stored and maintained at the appropriate temperature, will also be considered for donation. All surplus food will be labeled with details such as the date of preparation, ingredients, and any relevant dietary information to assist the food banks in distributing it appropriately. Food Safety and Quality Assurance Ensuring the safety and quality of the donated food is of utmost importance. The cafeteria will adhere to strict food handling protocols throughout the process. Surplus food will be stored in clean, sanitized containers and refrigerated or frozen immediately after being identified as surplus to maintain its freshness and prevent spoilage. Before handing over the food to the NGOs, a final quality check will be carried out by designated staff members. This will involve inspecting the food for any signs of contamination, spoilage, or damage. Only food that meets the highest standards of safety and quality will be approved for donation. The NGOs, in turn, will also be responsible for maintaining proper food handling procedures during transportation and storage at the food banks. Distribution at Community Food Banks Upon arrival at the community food banks, the donated food will be integrated into their existing distribution systems. The food banks will sort the food based on its type, shelf - life, and dietary requirements. They will then make the food available to community members in need through various channels. This may include operating food pantries where individuals can visit and select the food items they require, organizing mobile food distribution events in different neighborhoods, or collaborating with local soup kitchens and shelters to provide meals. The food banks will also keep records of the donated food, including the quantity received, types of food, and the number of individuals served, to evaluate the impact of the program and identify areas for improvement. Monitoring and Evaluation To ensure the long - term success of the Food Redistribution Program, a comprehensive monitoring and evaluation system will be established. Regular data collection will take place at each stage of the process, from the amount of surplus food generated in the cafeteria to the number of individuals who receive the donated food at the community food banks. This data will be analyzed to assess the program's effectiveness in reducing food waste and addressing food insecurity. Feedback will also be solicited from the cafeteria staff, the NGOs, and the community members who benefit from the program. Based on this information, adjustments will be made to the program as needed to optimize its performance and maximize its positive impact on the community. |
Goal 2: Zero hunger |
| 2025年04月22日 | College of Business and Public Management | KeChen | student | Digital Detox Day: Designate one day each month as a phone-free day to promote in-person interaction and reduce screen time In a world where digital devices have become an inseparable part of our lives, the Digital Detox Day initiative emerges as a refreshing and necessary endeavor to break free from the shackles of constant screen engagement. By designating one day each month as a phone-free day, we aim to foster genuine in-person interactions, enhance mental well-being, and encourage a healthier relationship with technology. Pre-Event Promotion and Education To ensure the success of the Digital Detox Day, extensive promotion and education are essential. Weeks before the scheduled day, we will launch a multi-channel awareness campaign. Social media platforms, despite being part of what we're temporarily stepping away from, can be used initially to spread the word. Eye-catching posters with thought-provoking messages like "Unplug to Reconnect" and "A Day Without Screens, A Day with Real Life" will be displayed in public places such as schools, offices, community centers, and cafes. Short videos highlighting the benefits of reducing screen time, such as improved focus, better sleep, and enhanced social connections, will be shared on various online platforms. In addition to the visual and digital promotion, we will organize informational sessions. These sessions can be held in schools, workplaces, and community venues, where experts in psychology, technology, or wellness can speak about the impact of excessive screen time on our lives. They can also provide practical tips on how to make the most of the phone-free day, such as engaging in hobbies, reading books, or spending quality time with family and friends. Rules and Guidelines for the Phone-Free Day To make the Digital Detox Day meaningful, clear rules and guidelines need to be established. On this day, participants are encouraged to completely refrain from using their mobile phones, except in cases of emergency. This means no checking social media, no texting, no browsing the internet, and no using apps for entertainment or work-related purposes. For those who rely on their phones for work, special arrangements can be made in advance, such as redirecting important calls to a landline or designating a colleague to handle urgent matters. To help participants adhere to the rules, we can provide resources like a list of alternative activities to do during the day. This list can include outdoor activities such as hiking, cycling, or picnicking; indoor activities like painting, knitting, or cooking; and social activities such as having a board game night with friends or organizing a potluck dinner with family. Organizing In-Person Interaction Activities One of the main goals of the Digital Detox Day is to promote in-person interaction. To this end, a variety of community events and activities will be organized. In schools, teachers can plan group projects, discussions, or team-building exercises that require students to interact face-to-face without the aid of digital devices. In workplaces, employers can encourage employees to have in-person meetings, lunch breaks together, or team-building outings. In the community, local organizations can host events such as neighborhood block parties, cultural festivals, or volunteer activities. These events not only provide opportunities for people to connect with each other but also help build a stronger sense of community. Libraries can organize reading groups, book clubs, or storytelling sessions. Community centers can offer workshops on various topics like photography, dance, or music, where participants can learn and interact with others in person. Post-Event Reflection and Follow-Up After the Digital Detox Day, it's important to encourage participants to reflect on their experience. Surveys can be distributed to gather feedback on how the day went, what they enjoyed, and what challenges they faced. Participants can also be invited to share their stories and insights through online forums, social media groups, or in-person sharing sessions. This reflection process helps participants understand the impact of reducing screen time on their lives and encourages them to make positive changes in their daily habits. Based on the feedback received, we can make improvements to future Digital Detox Days. We can also use the success stories and positive experiences shared by participants to inspire more people to join the initiative. To maintain the momentum, we can suggest that participants gradually reduce their screen time in their daily lives, not just on the designated phone-free day. For example, they can start by setting aside specific times each day to disconnect from their devices and engage in other activities. |
Goal 3: Good health and well-being |
| 2025年04月22日 | College of Business and Public Management | KeChen | student | Interdisciplinary SDGs Curriculum: Introduce a general education course focused on sustainability, co-taught by multiple departments In an era where global challenges related to sustainability demand comprehensive and innovative solutions, the Interdisciplinary SDGs Curriculum emerges as a pivotal educational initiative. By introducing a general education course centered around the United Nations' Sustainable Development Goals (SDGs) and co-taught by multiple academic departments, this curriculum aims to cultivate students' holistic understanding of sustainability, equipping them with the knowledge, skills, and mindset necessary to contribute to a more sustainable future. Conceptualizing the Interdisciplinary Approach The core of this curriculum lies in its interdisciplinary nature. Recognizing that sustainability issues are complex and multifaceted, involving economic, social, environmental, and technological dimensions, multiple departments will collaborate closely. Departments such as environmental science, economics, sociology, engineering, and law will pool their expertise. For instance, environmental science faculty can bring in-depth knowledge of ecological systems and climate change, while economics professors can analyze the economic implications and models related to sustainable development. Sociology experts can explore the social structures and human behaviors influencing sustainability, engineers can contribute ideas on sustainable technologies, and law professionals can discuss relevant policies and regulations. This cross-pollination of ideas from different fields will provide students with a rich and diverse perspective on the SDGs. Course Design and Content The curriculum will be meticulously designed to cover all 17 SDGs in a structured manner. It will start with an introductory module that provides an overview of the SDGs, their significance, and the global context in which they were formulated. Each subsequent module will focus on a cluster of related SDGs, delving deep into the issues, challenges, and potential solutions. For example, when studying SDGs related to clean water and sanitation, the environmental science department will explain the ecological aspects of water resources and pollution, the engineering department will showcase innovative water purification technologies, the economics department will analyze the cost-benefit of water infrastructure projects, and the sociology department will explore the social equity issues in accessing clean water. In addition to theoretical knowledge, the course will incorporate a significant amount of practical and project-based learning. Students will be assigned group projects where they have to identify a local sustainability problem, analyze it from multiple disciplinary perspectives, and propose a comprehensive solution. They might, for instance, take on a project to improve waste management in the campus area. Through this, they will learn to apply the concepts and skills they have acquired from different departments, enhancing their problem-solving and teamwork abilities. Teaching and Learning Methods To facilitate effective learning, a variety of teaching and learning methods will be employed. Lectures will be complemented by interactive discussions, case studies, guest lectures, and field trips. During the interactive discussions, students will be encouraged to share their ideas, challenge each other's viewpoints, and learn from different disciplinary standpoints. Case studies from around the world will be used to illustrate real-world applications of the SDGs, allowing students to understand the complexity of implementing sustainable development in different contexts. Guest lectures by professionals working in the field of sustainability, such as environmental consultants, policymakers, and social entrepreneurs, will offer students insights into the practical challenges and opportunities in the industry. Field trips to local sustainable projects, like organic farms, renewable energy plants, or zero-waste communities, will give students hands-on experience and a chance to observe sustainable practices in action. Assessment and Evaluation The assessment of students' learning in this interdisciplinary course will be comprehensive and multi-faceted. Traditional exams will be used to test students' understanding of theoretical concepts, but they will only account for a portion of the final grade. A significant portion of the grade will be based on students' performance in group projects, including their research, analysis, presentation, and collaboration skills. Regular class participation, including contributions to discussions and engagement in group activities, will also be evaluated. Additionally, students will be required to write reflective essays at different stages of the course, where they can express their thoughts on how their understanding of sustainability has evolved, and how they plan to apply what they have learned in their future studies and careers. This holistic assessment approach ensures that students not only gain knowledge but also develop the necessary skills and attitudes for sustainable development. |
Goal 4: Quality education |
| 2025年04月22日 | College of Business and Public Management | KeChen | student | Gender Equality Survey: Conduct campus-wide surveys and interviews to assess gender inclusiveness and propose improvements In an educational environment where diversity and equality are fundamental values, the Gender Equality Survey serves as a crucial tool to understand the current state of gender inclusiveness on campus and drive meaningful change. By systematically conducting campus-wide surveys and interviews, we aim to comprehensively assess the experiences, perceptions, and challenges related to gender equality among students, faculty, and staff, and subsequently propose targeted improvements to foster a more inclusive and equitable campus community. Pre-survey Preparation Establishing a Dedicated Team A diverse team of individuals with expertise in sociology, gender studies, statistics, and campus affairs will be assembled to oversee the survey. This team will be responsible for every aspect of the project, from planning and design to data analysis and report writing. Members will bring different perspectives and skills to the table, ensuring a well-rounded approach. For example, sociologists and gender studies experts will contribute their theoretical knowledge and understanding of gender dynamics, while statisticians will handle the technical aspects of survey design and data analysis, and campus affairs professionals will provide insights into the unique context and culture of the institution. Reviewing Existing Literature and Policies Before designing the survey, the team will conduct an in-depth review of existing literature on gender equality in educational settings. This will help identify key themes, indicators, and best practices to incorporate into the survey. Additionally, a thorough examination of the campus's current policies and initiatives related to gender equality will be carried out. Understanding what policies are already in place, how they are implemented, and their impact will provide a baseline for comparison and inform the survey questions. It will also highlight areas where policies may be lacking or need improvement. Designing the Survey Instrument Based on the literature review and policy analysis, a comprehensive survey questionnaire will be developed. The survey will be designed to gather both quantitative and qualitative data. Quantitative questions will use Likert scales to measure respondents' levels of agreement or disagreement with statements related to gender equality, such as "I feel that my gender identity is respected on campus" or "I believe that gender biases influence academic opportunities." Qualitative questions, on the other hand, will ask respondents to share their personal experiences, challenges they have faced, and suggestions for improvement. Open-ended questions like "Please describe an instance where you felt gender inequality on campus" will allow for rich, detailed responses that can uncover nuanced issues. To ensure the validity and reliability of the survey, a pilot test will be conducted among a small group of students, faculty, and staff. Feedback from the pilot will be used to refine the questions, clarify any ambiguous language, and improve the overall flow of the survey. Survey and Interview Implementation Promoting the Survey To achieve a high response rate, an extensive promotion campaign will be launched. Posters, flyers, and digital announcements will be distributed across campus, highlighting the importance of the survey and how it can contribute to creating a more inclusive environment. Emails will be sent to all students, faculty, and staff, providing clear instructions on how to access the survey and emphasizing the confidentiality of responses. Information sessions will also be organized, where members of the survey team will explain the purpose of the survey, answer questions, and encourage participation. Conducting the Survey The survey will be made available online through a secure platform, allowing respondents to complete it at their convenience. To accommodate those who may not have regular access to the internet, paper copies of the survey will also be available at designated locations on campus, such as the library, student center, and administrative offices. The survey will be open for a sufficient period, typically two to three weeks, to ensure that all interested parties have the opportunity to participate. Interviews In addition to the survey, in-depth interviews will be conducted with a diverse sample of students, faculty, and staff. The interviewees will be selected based on various criteria, such as different academic departments, gender identities, ethnic backgrounds, and levels of seniority. Interviews will be conducted in a private and comfortable setting, either in person or via video conferencing, depending on the preferences of the interviewees. The interview questions will be more open-ended and exploratory, allowing the interviewees to share their experiences, thoughts, and feelings in greater detail. Trained interviewers will use active listening techniques to encourage candid and meaningful conversations. Data Analysis and Reporting Data Cleaning and Coding Once the survey responses and interview transcripts are collected, the data will be carefully cleaned and prepared for analysis. This involves checking for missing values, outliers, and inconsistent responses. For the qualitative data from the interviews and open-ended survey questions, a coding process will be implemented. Codes will be developed to categorize and organize the responses based on common themes, such as experiences of discrimination, support systems, and suggestions for improvement. Multiple coders will independently code the data, and any discrepancies will be resolved through discussion and consensus. Quantitative Analysis For the quantitative data from the survey, statistical analysis will be performed using software such as SPSS or R. Descriptive statistics, such as means, medians, and frequencies, will be calculated to summarize the data. Inferential statistics, such as t-tests, ANOVA, and regression analysis, will be used to explore relationships between different variables, such as gender, academic program, and perceptions of gender equality. The results of the quantitative analysis will provide a broad overview of the prevalence and distribution of gender equality issues on campus. Qualitative Analysis The qualitative data will be analyzed using thematic analysis. This involves identifying, organizing, and interpreting patterns and themes within the data. Through an iterative process of reading, coding, and categorizing the responses, the team will uncover key themes and sub-themes related to gender equality. These themes will be used to provide in-depth insights into the experiences and perspectives of the respondents, highlighting the specific issues and challenges they face. Report Writing Based on the data analysis, a comprehensive report will be prepared. The report will include an executive summary, an introduction that explains the purpose and methodology of the survey, a detailed presentation of the findings from both the quantitative and qualitative analyses, and a section on recommendations for improving gender inclusiveness on campus. The recommendations will be specific, actionable, and prioritized based on the severity and frequency of the issues identified. The report will be shared with key stakeholders, including university administrators, faculty senates, student organizations, and the broader campus community. Follow-up and Implementation of Improvements After the report is released, a series of follow-up actions will be taken. Town hall meetings, focus groups, and feedback sessions will be organized to discuss the findings and recommendations with the campus community. These sessions will provide an opportunity for stakeholders to ask questions, share their thoughts, and contribute to the development of action plans. Based on the feedback received, specific action plans will be developed and implemented to address the identified gender equality issues. Regular progress reports will be issued to keep the campus community informed about the implementation of the improvements and the impact they are having on gender inclusiveness. |
Goal 5: Gender equality |
