Learning, Professional Development, and Resource Efficiency: The cascading impacts of student-initiated projects for campus sustainability

Abstract: Higher education institutions can function as living laboratories for sustainability initiatives that foster innovation and catalyze systemic change. This study examines the educational and professional outcomes of the University of Wisconsin–Madison (UW–Madison) Green Fund, a program using campus as a living laboratory to pilot sustainability initiatives on campus. The Green Fund supports student-initiated projects that address the environmental footprint, social impact, and operating costs of campus facilities. As the campus is utilized to explore sustainable solutions, the university can function as a microcosm for society, allowing for lower risk trials of emerging technologies and processes. A survey was conducted to understand the quantitative and qualitative outcomes of student participation in the Green Fund. The survey questions were aligned with the essential learning outcomes and a leadership framework of the institution. Respondents reported that Green Fund participation benefitted them professionally and academically, including by enhancing their academic and professional confidence, allowing them to explore their interests, and improving their leadership skills. Over 90% of respondents agreed that participating in the Green Fund will make a positive impact at UW–Madison and on their future professional life. In open-response questions, respondents noted the complex, interdisciplinary nature of sustainability as well as their individual interest in sustainability. The results indicate that the Green Fund provides skills and resources that are important for preparing the next generation to address wicked problems locally through serving as a living laboratory for sustainability initiatives. The results also demonstrate how the Green Fund supports campus sustainability and larger institutional sustainability goals, including fostering sustainability education experiences, achieving net-zero emissions, and creating a Zero Waste campus. These findings provide support for other higher education institutions looking to implement or continue a green fund. This work is one of the first to explore the educational and professional outcomes of a campus green fund.