Opportunities for Service-learning with community organisations

* Inform farmers with the key tools to improve the sustainability of the livestock system.

* Invite farmers to a student-organised seminar on "How to achieve a sustainable animal product production system?"

Transdisciplinary analysis of territories (5th year, 6 ECTS). ISARA-Lyon

Essential learning outcomes

The module is based on a study tour of a territory in agro-ecological transition. Through this field trip in the territory and meetings with various actors of the territory, the students will be able to analyse the functioning of the territory and its agriculture. This study tour addresses the theme of sustainable development of territories and their agroecological transition. More specifically, students will be able to:

* Understand the diversity of the stakes of a territory in its agronomic, ecological, social, economic, and cultural components.

* Understand the main determinants of individual and collective innovation processes.

* Study the organisation of a production basin, to step back from the game of actors and public policies.

* Discover specific agroecosystems in a multifunctional territory.

Sustainability-related learning outcomes

* Understand the macro-landscape, institutional and socio-economic elements of the territory.

* Preparation of questionnaires and mapping of actors to be interviewed.

Opportunities for Service-learning with community organisations

Organise this type of debate with different organisations and stakeholders.

Management of Agroecosystems: implications from policies and nature conservation (5th year, 6 ECTS). ISARA-Lyon

Essential learning outcomes

The main objective of this module is to lead students to address the complexity of biodiversity management and apply a critical thinking on this topic, by exploring the negative and positive feedback between biodiversity and agricultural activities and by producing a report presenting case studies on biodiversity management in agroecosystems.

Sustainability-related learning outcomes

* Develop a topic related to agroecosystems management and present it in a poster session to other students.

* Active debate taking a stakeholder role with other students-stakeholders on specified topics related to agroecosystem management.

Opportunities for Service-learning with community organisations

Organise debates with different organisations and stakeholders.

Agricultural organic chemistry (Course: Agricultural Sciences, 1st year, 6 ECTS). UNIPI

Essential learning outcomes

The student will acquire the necessary knowledge to understand the physical, chemical, and biological context in which the organic molecules are included, their reactions and the metabolic pathways, by paying attention to the relationships between structures and functions of the main macro-molecules categories and to their metabolic regulations on a molecular and cellular level. The student will understand the structure-function relationships of the main organic molecules and the key biochemical mechanisms that regulate the main metabolic functions.
**Sustainability-related learning outcomes**

* The knowledge about the cellular metabolism in vegetables can provide useful information in the agronomy field to evaluate the most suitable sustainable technics that could be applied.

* Knowledge about using mineral elements such as nitrogen, phosphorus, and sulphur in plant cells can provide important information for responsible agronomy-related choices in the context of economic and especially environmental sustainability.

**Opportunities for Service-learning with community organisations**

Seminars or workshops about cellular metabolism able to identify the importance of such knowledge in terms of responsible and sustainable choices in the agronomy field.

Organisations that can be involved are farms and agricultural-related entrepreneurs, agricultural trade associations, public entities (e.g.: Tuscany Region) and private organisations.

Collaboration aiming at providing knowledge about plant metabolism that could raise awareness and guide responsible agronomy-related choices in a sustainable way. Collaborations could also be useful if addressed to citizens, as they could develop knowledge that can guide their choices in terms of sustainability.

**Nutrition and animal feeding (Course: Agricultural Sciences, 2nd year, 6 ECTS). UNIPI**

**Essential learning outcomes**

The student will acquire knowledge about the characteristics of animal food, the physiological and metabolic basis of domestic animals' digestion activities, the main evaluation systems of food energy and protein values and nutritional needs of animals of zootechnical interest and the main practical principles for food rationing.

The student will acquire the capacity to evaluate the nutritional characteristics of livestock food and consider and choose between the two main zootechnical food evaluation systems and the nutritional needs of animals of zootechnical interest, based on the operative needs and on the rationing basics.

**Sustainability-related learning outcomes**

The knowledge about the metabolic and physiological mechanisms that regulate the use of nutrients enables the formulation of rations that could enhance the digestive efficiency of animals and, as a consequence, reduce the nutrients waste and their release into the environment. Moreover, the improvement of food efficiency and of knowledge about ruminal metabolism enables the reduction the methane production emissions into the environment.

**Opportunities for Service-learning with community organisations**

Seminars and workshops about the relationships between livestock nutrition and environmental impact, by involving firms from the animal feed field and food supplements.

Meetings with farm owners to discuss the integration of specific food strategies within the farm routine; evaluation of the inclusion of animal feeding policy strategies through meetings with regional decision-makers.

**General and Applied Entomology (Course: Viticulture and Oenology Sciences, 3rd year, 6 ECTS). UNIPI**

**Essential learning outcomes**

The course aims to provide students with theoretical and practical knowledge necessary for the recognition of the main pests harmful to vines, with particular emphasis on arthropods (insects and acari). Particular attention will be paid to modern phytophagous species control techniques, with the aim to enable students to implement a profitable and ecologically appropriate integrated vineyard management.

**Sustainability-related learning outcomes**

The knowledge of modern management methods for vine-damaging arthropods, which are much more sustainable compared to traditional techniques relying on synthetic pesticides, is fundamental for the graduate's education on viticulture and oenology.
**Sustainability-related learning outcomes**

* The knowledge about the cellular metabolism in vegetables can provide useful information in the agronomy field to evaluate the most suitable sustainable technics that could be applied.

* Knowledge about using mineral elements such as nitrogen, phosphorus, and sulphur in plant cells can provide important information for responsible agronomy-related choices in the context of economic and especially environmental sustainability.

**Opportunities for Service-learning with community organisations**

Seminars or workshops about cellular metabolism able to identify the importance of such knowledge in terms of responsible and sustainable choices in the agronomy field.

Organisations that can be involved are farms and agricultural-related entrepreneurs, agricultural trade associations, public entities (e.g.: Tuscany Region) and private organisations.

Collaboration aiming at providing knowledge about plant metabolism that could raise awareness and guide responsible agronomy-related choices in a sustainable way. Collaborations could also be useful if addressed to citizens, as they could develop knowledge that can guide their choices in terms of sustainability.

**Nutrition and animal feeding (Course: Agricultural Sciences, 2nd year, 6 ECTS). UNIPI**

**Essential learning outcomes**

The student will acquire knowledge about the characteristics of animal food, the physiological and metabolic basis of domestic animals' digestion activities, the main evaluation systems of food energy and protein values and nutritional needs of animals of zootechnical interest and the main practical principles for food rationing.

The student will acquire the capacity to evaluate the nutritional characteristics of livestock food and consider and choose between the two main zootechnical food evaluation systems and the nutritional needs of animals of zootechnical interest, based on the operative needs and on the rationing basics.

**Sustainability-related learning outcomes**

The knowledge about the metabolic and physiological mechanisms that regulate the use of nutrients enables the formulation of rations that could enhance the digestive efficiency of animals and, as a consequence, reduce the nutrients waste and their release into the environment. Moreover, the improvement of food efficiency and of knowledge about ruminal metabolism enables the reduction the methane production emissions into the environment.

**Opportunities for Service-learning with community organisations**

Seminars and workshops about the relationships between livestock nutrition and environmental impact, by involving firms from the animal feed field and food supplements.

Meetings with farm owners to discuss the integration of specific food strategies within the farm routine; evaluation of the inclusion of animal feeding policy strategies through meetings with regional decision-makers.

**General and Applied Entomology (Course: Viticulture and Oenology Sciences, 3rd year, 6 ECTS). UNIPI**

**Essential learning outcomes**

The course aims to provide students with theoretical and practical knowledge necessary for the recognition of the main pests harmful to vines, with particular emphasis on arthropods (insects and acari). Particular attention will be paid to modern phytophagous species control techniques, with the aim to enable students to implement a profitable and ecologically appropriate integrated vineyard management.

**Sustainability-related learning outcomes**

The knowledge of modern management methods for vine-damaging arthropods, which are much more sustainable compared to traditional techniques relying on synthetic pesticides, is fundamental for the graduate's education on viticulture and oenology.
<table><tr><td>Opportunities for Service-learning with community organisations</td><td>Seminars addressed to winegrowing and wine-making operators providing information on the most recent innovations for sustainable and effective control of the most significant harmful insects and mites. Companies, Consortia, Trade Associations, public (Tuscan Regional Plant Protection Service) or private structures (Biological Districts).<br/>What kind of collaborative initiatives on sustainability can be set up between universities and local communities (organisations, companies interested in community benefits, the third sector, etc.) according to specific disciplines?<br/>Collaborative projects on new sustainable defence systems leading to improved wellbeing for practitioners and the public as a result of reducing the synthetic insecticide and acaricide molecules. For an example see Lucchi, Andrea, and Giovanni Benelli. "Towards pesticide-free farming? Sharing needs and knowledge promotes Integrated Pest Management." Environmental Science and Pollution Research 25.14 (2018): 13439-13445</td></tr></table>

## Agronomy and Herb Cultivation (Course: Agricultural Sciences, 2nd year, 9 ECTS). UNIPI

<table><tr><td>Essential learning outcomes</td><td>The student will acquire knowledge of the main agro-techniques, with particular reference to their influence on the agroecosystem. The student will also acquire the necessary skills to recognize and understand the role of environmental and agronomic factors underlying the development, growth and production of herbaceous field plants specific to Italian agriculture. The course will provide an understanding of the effect of agro-techniques on crop productivity, production quality and their impact on the environment as a whole.</td></tr><tr><td>Sustainability-related learning outcomes</td><td>Knowledge of the correct approach to cultivation systems and agro-techniques is fundamental for the development of standards and techniques for sustainable management of the production systems, in order to ensure the qualitative-quantitative availability of production and the protection/ conservation of environmental resources.</td></tr><tr><td>Opportunities for Service-learning with community organisations</td><td>Field visits to "virtuous" farms and seminars with experts; demonstration of case studies to develop correct agricultural/agronomic practice guidelines.<br/>Meetings with the different actors in the local area: companies and/or agricultural entrepreneurs, trade associations, public (Tuscany Region) and private bodies, local authorities, stakeholders, third sector.<br/>Community involvement and collaborative projects for the adoption of sustainable and multifunctional agroecosystem. management practices that benefit the environment, operators, and local/ rural communities in the local area.<br/>How can the adoption of sustainable management practices for soil and resource protection (soil carbon stock, erosion reduction, air, and water quality) benefit communities?<br/>What consumer benefits can be derived from food products obtained through sustainable agricultural practices?</td></tr></table>

## Agricultural Ecology (Course: Agricultural Sciences. Elective course aiming to develop 'sectorial technical-practical skills, to be chosen along the three-years course, 6 ECTS). UNIPI

<table><tr><td>Essential learning outcomes</td><td>By the end of the course, the student will have acquired knowledge of the abiotic and biotic components of the ecosystem as well as the structure and functioning of ecosystems with specific reference to agroecosystems.</td></tr><tr><td>Sustainability-related learning outcomes</td><td>The knowledge imparted, appropriately elaborated, aims at acquiring basic skills for the design and management of the whole farm in an ecologically and sustainable way.</td></tr><tr><td>Opportunities for Service-learning with community organisations</td><td>Meetings with the different actors in the territory: farms and/or agricultural entrepreneurs, trade associations, public (Tuscany Region) and private bodies, local authorities, stakeholders, third sector.<br/>Community involvement and collaborative projects for the adoption of sustainable and multifunctional agroecosystem. management practices that benefit the environment, operators, and local/ rural communities in the local area.<br/>How can the adoption of sustainable management practices for soil and resource protection (soil carbon stock, erosion reduction, air and water quality) benefit communities?<br/>What implications for the ecosystem and agroecosystem?</td></tr></table>
Opportunities for Service-learning with community organisations

Seminars addressed to winegrowing and wine-making operators providing information on the most recent innovations for sustainable and effective control of the most significant harmful insects and mites. Companies, Consortia, Trade Associations, public (Tuscan Regional Plant Protection Service) or private structures (Biological Districts).

What kind of collaborative initiatives on sustainability can be set up between universities and local communities (organisations, companies interested in community benefits, the third sector, etc.) according to specific disciplines?

Collaborative projects on new sustainable defence systems leading to improved wellbeing for practitioners and the public as a result of reducing the synthetic insecticide and acaricide molecules. For an example see Lucchi, Andrea, and Giovanni Benelli. "Towards pesticide-free farming?

Sharing needs and knowledge promotes Integrated Pest Management." Environmental Science and Pollution Research 25.14 (2018): 13439-13445

Agronomy and Herb Cultivation (Course: Agricultural Sciences, 2nd year, 9 ECTS). UNIPI

Essential learning outcomes

The student will acquire knowledge of the main agro-techniques, with particular reference to their influence on the agroecosystem. The student will also acquire the necessary skills to recognize and understand the role of environmental and agronomic factors underlying the development, growth and production of herbaceous field plants specific to Italian agriculture. The course will provide an understanding of the effect of agro-techniques on crop productivity, production quality and their impact on the environment as a whole.

Sustainability-related learning outcomes

Knowledge of the correct approach to cultivation systems and agro-techniques is fundamental for the development of standards and techniques for sustainable management of the production systems, in order to ensure the qualitative-quantitative availability of production and the protection/ conservation of environmental resources.

Opportunities for Service-learning with community organisations

Field visits to "virtuous" farms and seminars with experts; demonstration of case studies to develop correct agricultural/agronomic practice guidelines.

Meetings with the different actors in the local area: companies and/or agricultural entrepreneurs, trade associations, public (Tuscany Region) and private bodies, local authorities, stakeholders, third sector.

Community involvement and collaborative projects for the adoption of sustainable and multifunctional agroecosystem. management practices that benefit the environment, operators, and local/ rural communities in the local area.

How can the adoption of sustainable management practices for soil and resource protection (soil carbon stock, erosion reduction, air, and water quality) benefit communities?

What consumer benefits can be derived from food products obtained through sustainable agricultural practices?

Agricultural Ecology (Course: Agricultural Sciences. Elective course aiming to develop 'sectorial technical-practical skills, to be chosen along the three-years course, 6 ECTS). UNIPI

Essential learning outcomes

By the end of the course, the student will have acquired knowledge of the abiotic and biotic components of the ecosystem as well as the structure and functioning of ecosystems with specific reference to agroecosystems.

Sustainability-related learning outcomes

The knowledge imparted, appropriately elaborated, aims at acquiring basic skills for the design and management of the whole farm in an ecologically and sustainable way.

Opportunities for Service-learning with community organisations

Meetings with the different actors in the territory: farms and/or agricultural entrepreneurs, trade associations, public (Tuscany Region) and private bodies, local authorities, stakeholders, third sector.

Community involvement and collaborative projects for the adoption of sustainable and multifunctional agroecosystem. management practices that benefit the environment, operators, and local/ rural communities in the local area.

How can the adoption of sustainable management practices for soil and resource protection (soil carbon stock, erosion reduction, air and water quality) benefit communities?

What implications for the ecosystem and agroecosystem?
Phyto depuration and phytoremediation (Course: Agricultural Sciences. Tutored work, 3 ECTS). UNIPI

Essential learning
outcomes

* The student will have acquired the necessary knowledge to evaluate the effects that the adoption of phytotreatment and phytoremediation techniques can produce on the water and land concerned.

* The student will become aware of the phenomena underlying the functioning of the phytotreatment systems and phytoremediation interventions and of the technical elements useful for their preliminary design.

* The student will be able to prepare the activities useful to verify the correct functioning of the systems and the results that can be expected over time.

Sustainability-related
learning outcomes

* At the end of the course, the student can acquire and / or develop:

* The ability to analyse the conditions that suggest the construction of a phytotreatment system or a phytoremediation intervention.

* The ability to size the interventions and to define the planning lines useful for their realization.

* The ability to evaluate the effectiveness of interventions and any corrections to be made.

Opportunities for
Service-learning
with community
organisations

Visits to phytodepuration installations; and meetings with actors in the local area: companies and/or agricultural entrepreneurs, trade associations, public (Region of Tuscany) and private bodies, local authorities, stakeholders, and third sector aimed at describing the possibilities of safeguarding and managing water resources sustainably and circularly also in disadvantaged areas where purification through ordinary purifiers is not possible.

<figure><img src="image_25.png" /></figure>
Phyto depuration and phytoremediation (Course: Agricultural Sciences. Tutored work, 3 ECTS). UNIPI

Essential learning
outcomes

* The student will have acquired the necessary knowledge to evaluate the effects that the adoption of phytotreatment and phytoremediation techniques can produce on the water and land concerned.

* The student will become aware of the phenomena underlying the functioning of the phytotreatment systems and phytoremediation interventions and of the technical elements useful for their preliminary design.

* The student will be able to prepare the activities useful to verify the correct functioning of the systems and the results that can be expected over time.

Sustainability-related
learning outcomes

* At the end of the course, the student can acquire and / or develop:

* The ability to analyse the conditions that suggest the construction of a phytotreatment system or a phytoremediation intervention.

* The ability to size the interventions and to define the planning lines useful for their realization.

* The ability to evaluate the effectiveness of interventions and any corrections to be made.

Opportunities for
Service-learning
with community
organisations

Visits to phytodepuration installations; and meetings with actors in the local area: companies and/or agricultural entrepreneurs, trade associations, public (Region of Tuscany) and private bodies, local authorities, stakeholders, and third sector aimed at describing the possibilities of safeguarding and managing water resources sustainably and circularly also in disadvantaged areas where purification through ordinary purifiers is not possible.

<figure><img src="image_24.png" /></figure>
## C. Laboratory and practical courses

**Lab Course on Food Technology. 5 ECTS, 1st year, TU Graz:** Selected methods of food technology; from unit operations in food production to full production; modern analytical methods to follow the production kinetics

**Essential learning outcomes**
The students will have an overview of food production from a practical point of view. The main topics will comprise coffee (roasting, spray drying), beer (fermentation), bread (sour dough, baking), yoghurt (isolation of strains, production from pasteurised milk), cheese (milk clotting with rennet and/or acid, cheese from whey), essential oil from orange peels, production of sausages, alcoholic beverages (distillation), concentrated fruit juice production.

**Sustainability-related learning outcomes**
* Students will learn to understand the carbon footprint of each food item they inspect and also learn how to calculate it.
* Teaching students about the optimal batch size to avoid wastage.
* Students will be taught how to reduce water amount for brewing.

**Opportunities for Service-learning with community organisations**
* Help local smaller bakeries or farmers to calculate their carbon footprints.
* Organise workshops to teach small, local breweries how to reduce their water amount for brewing.

## Active Project (3rd year - 3ECTS). ISARA-Lyon

**Essential learning outcomes**
The behavioural skills are essential in the professional life of the future engineer. By the end of this experience, students will be able to:

* Develop qualities and soft skills such as: initiative, creativity, autonomy, responsibility, leadership, openness, sense of dialogue and organisation, etc.

* Promote, through this commitment, knowledge of oneself and of others.

* Communicate orally and to write in a concise and relevant manner,

* Implement an ethical reflection on the evolution of our modern society.

**Sustainability-related learning outcomes**
The Active Project (AP) (individual engagement in the society) may be carried out in different ways:
* "Community life/volunteering": taking on a significant responsibility in an association internal or external to the university.

* Organise a "challenge" and meet a challenge in the fields of science, solidarity, culture, or sport.

* "Tutoring for solidarity" participating in a Success Team (individual or group tutoring).

**Opportunities for Service-learning with community organisations**
* Provide support to seniors (courses).
* Through an organisation that helps the visually impaired, help a member with certain tasks of life every week.
* Helping a child with academic difficulties to connect and motivate them to regain confidence in their ability to work and succeed.

* Provide basic necessities for people in need (students, homeless people).
## C. Laboratory and practical courses

**Lab Course on Food Technology. 5 ECTS, 1st year, TU Graz:** Selected methods of food technology; from unit operations in food production to full production; modern analytical methods to follow the production kinetics

**Essential learning outcomes**
The students will have an overview of food production from a practical point of view. The main topics will comprise coffee (roasting, spray drying), beer (fermentation), bread (sour dough, baking), yoghurt (isolation of strains, production from pasteurised milk), cheese (milk clotting with rennet and/or acid, cheese from whey), essential oil from orange peels, production of sausages, alcoholic beverages (distillation), concentrated fruit juice production.

**Sustainability-related learning outcomes**
* Students will learn to understand the carbon footprint of each food item they inspect and also learn how to calculate it.
* Teaching students about the optimal batch size to avoid wastage.
* Students will be taught how to reduce water amount for brewing.

**Opportunities for Service-learning with community organisations**
* Help local smaller bakeries or farmers to calculate their carbon footprints.
* Organise workshops to teach small, local breweries how to reduce their water amount for brewing.

## Active Project (3rd year - 3ECTS). ISARA-Lyon

**Essential learning outcomes**
The behavioural skills are essential in the professional life of the future engineer. By the end of this experience, students will be able to:

* Develop qualities and soft skills such as: initiative, creativity, autonomy, responsibility, leadership, openness, sense of dialogue and organisation, etc.

* Promote, through this commitment, knowledge of oneself and of others.

* Communicate orally and to write in a concise and relevant manner,

* Implement an ethical reflection on the evolution of our modern society.

**Sustainability-related learning outcomes**
The Active Project (AP) (individual engagement in the society) may be carried out in different ways:
* "Community life/volunteering": taking on a significant responsibility in an association internal or external to the university.

* Organise a "challenge" and meet a challenge in the fields of science, solidarity, culture, or sport.

* "Tutoring for solidarity" participating in a Success Team (individual or group tutoring).

**Opportunities for Service-learning with community organisations**
* Provide support to seniors (courses).
* Through an organisation that helps the visually impaired, help a member with certain tasks of life every week.
* Helping a child with academic difficulties to connect and motivate them to regain confidence in their ability to work and succeed.

* Provide basic necessities for people in need (students, homeless people).
## 4th year internship and workshop (12 ECTS). ISARA-Lyon

**Essential learning outcomes**

Students will be able to:

* Understand, in a concrete way, the functioning of a company or an organisation by participating in it on a daily basis.

* Identify the specific role of the actors and the elements that influence the quality of working life.

* Analyse a company as a system (structure, operation, environment, evolution, management).

* Diagnose malfunctions and propose remedies.

* A sharing of experience is organised in November of each year, as part of post-internship workshops.

**Sustainability-related learning outcomes**

* The internship and workshop will ensure the practical application of the knowledge gained in the university and complete the teaching programme by making students aware of the economic and social realities of the workplace.

**Opportunities for Service-learning with community organisations**

* State of the art for Consumer Information Labelling (eco-score and nutri-score).

* Analysis of R&D needs and priorities related to the development of the Agri and Agro sectors at the "Massif Central" region.

* Analysis of a survey of farms in the "Loire and Haute Loire" region over the past decades.

## D. Business and quality control

### Business (1st year, 6 ECTS). UPNA

**Essential learning outcomes**

* To identify business activities.

* To know the institutional and legal framework of the company.

* To identify the different types of business organisations.

* To identify the basic principles of markets.

* To assess the different actions in the organisation and management of companies.

**Sustainability-related learning outcomes**

* Sustainability awareness related to mindset and purchasing choices.

* Marketing - responsible marketing, consumer, transparency.

* Marketing and sociology of communication.

**Opportunities for Service-learning with community organisations**

Communication design (marketing part) of a small company linked to organic production and/or commercialization. The students will send the best works to the company. Students will know and reflect on the communication needs of a company to reach young people, through the design of an advertising campaign.

Provide a communication design to a small company linked to organic production and/or commercialization.

### Entrepreneurship and innovation in the food business (2nd year, 6 ECTS). UPNA

**Essential learning outcomes**

* To understand the importance of innovation in the management of agri-food companies.

* To analyse the main barriers and opportunities for innovation in the agri-food sector, with special attention to SMEs.

* To understand the meaning of creativity, leadership, motivation and entrepreneurship, and their importance in the management of agri-food companies.
## 4th year internship and workshop (12 ECTS). ISARA-Lyon

**Essential learning outcomes**

Students will be able to:

* Understand, in a concrete way, the functioning of a company or an organisation by participating in it on a daily basis.

* Identify the specific role of the actors and the elements that influence the quality of working life.

* Analyse a company as a system (structure, operation, environment, evolution, management).

* Diagnose malfunctions and propose remedies.

* A sharing of experience is organised in November of each year, as part of post-internship workshops.

**Sustainability-related learning outcomes**

* The internship and workshop will ensure the practical application of the knowledge gained in the university and complete the teaching programme by making students aware of the economic and social realities of the workplace.

**Opportunities for Service-learning with community organisations**

* State of the art for Consumer Information Labelling (eco-score and nutri-score).

* Analysis of R&D needs and priorities related to the development of the Agri and Agro sectors at the "Massif Central" region.

* Analysis of a survey of farms in the "Loire and Haute Loire" region over the past decades.

## D. Business and quality control

### Business (1st year, 6 ECTS). UPNA

**Essential learning outcomes**

* To identify business activities.

* To know the institutional and legal framework of the company.

* To identify the different types of business organisations.

* To identify the basic principles of markets.

* To assess the different actions in the organisation and management of companies.

**Sustainability-related learning outcomes**

* Sustainability awareness related to mindset and purchasing choices.

* Marketing - responsible marketing, consumer, transparency.

* Marketing and sociology of communication.

**Opportunities for Service-learning with community organisations**

Communication design (marketing part) of a small company linked to organic production and/or commercialization. The students will send the best works to the company. Students will know and reflect on the communication needs of a company to reach young people, through the design of an advertising campaign.

Provide a communication design to a small company linked to organic production and/or commercialization.

### Entrepreneurship and innovation in the food business (2nd year, 6 ECTS). UPNA

**Essential learning outcomes**

* To understand the importance of innovation in the management of agri-food companies.

* To analyse the main barriers and opportunities for innovation in the agri-food sector, with special attention to SMEs.

* To understand the meaning of creativity, leadership, motivation and entrepreneurship, and their importance in the management of agri-food companies.
## Sustainability-related learning outcomes

* Students will know how to obtain reliable information, less widespread, on farm practices and the food industry, for decision-making.

* Students will become aware of healthy eating.

* Integration and dissemination of knowledge among university students on the impact of meat consumption/vegetarianism.

* To know, specify and broaden the perspective on the different dimensions of sustainability.

* Critical thinking skill.

* Reduce focus on animal-based food – less energy and

## Opportunities for Service-learning with community organisations

The students look for a theme and information on a specific subject (meat/veganism debate) (first awareness raising part).

Then, they design an innovation to be carried out at the university canteen in order to incorporate this aspect of sustainability, using Design Thinking.

Change in the student's own lifestyle

## Quality control and management in the primary sector (3rd year, 6 ECTS)

### Essential learning outcomes

* Identify factors related to food safety and quality assurance.

* Understand food production. processes in the primary sector.

* Know the main legal regulations related to food quality management.

* Identify the main food quality and traceability management tools and systems, as well as the different certification systems.

### Sustainability-related learning outcomes

* Problem solving.

* Ability to transmit information, ideas, problems, and solutions.

* Ability to develop activities in the field of food and innovation assuming an ethical and sustainable social commitment.

* Ability to work in multidisciplinary and multicultural teams.

* Knowing how to apply the bases of sustainability

### Opportunities for Service-learning with community organisations

Analyse the socioeconomic and environmental sustainability of small associations in a disadvantaged situation in rural Pyrenees Mountain areas in the north of Spain. For instance, in the case of a new producer dedicated to the rearing of worms/larvae as a new source of protein. The producer has concrete questions about marketing, legal questions (as there is no regulation on the topic in Spain), conversion rates etc. Different groups of students work and answer each of the questions. They prepare a dossier and explain the answers to the farmer.

## Quality, safety and project management in the food industry (4th year, 6 ECTS). UPNA

### Essential learning outcomes

* Identify the main tools and systems for quality management and food traceability as well as the different certification systems" and "R3. Assess different alternative projects based on the viability of the project and sustainability"

* Identify the documents that define an innovation project, as well as their content.

* Design and develop food innovation projects.

* Evaluate different alternative projects based on the viability of the project (technological, economic, market, etc.).

* Knowing the main legal regulations related to food quality management.

* Knowing and applying the main parameters and methods of physico-chemical and microbiological control in the food industry.

* Identify the main tools and systems of quality management and food traceability and apply them in specific cases.
## Sustainability-related learning outcomes

* Students will know how to obtain reliable information, less widespread, on farm practices and the food industry, for decision-making.

* Students will become aware of healthy eating.

* Integration and dissemination of knowledge among university students on the impact of meat consumption/vegetarianism.

* To know, specify and broaden the perspective on the different dimensions of sustainability.

* Critical thinking skill.

* Reduce focus on animal-based food – less energy and

## Opportunities for Service-learning with community organisations

The students look for a theme and information on a specific subject (meat/veganism debate) (first awareness raising part).

Then, they design an innovation to be carried out at the university canteen in order to incorporate this aspect of sustainability, using Design Thinking.

Change in the student's own lifestyle

## Quality control and management in the primary sector (3rd year, 6 ECTS)

### Essential learning outcomes

* Identify factors related to food safety and quality assurance.

* Understand food production. processes in the primary sector.

* Know the main legal regulations related to food quality management.

* Identify the main food quality and traceability management tools and systems, as well as the different certification systems.

### Sustainability-related learning outcomes

* Problem solving.

* Ability to transmit information, ideas, problems, and solutions.

* Ability to develop activities in the field of food and innovation assuming an ethical and sustainable social commitment.

* Ability to work in multidisciplinary and multicultural teams.

* Knowing how to apply the bases of sustainability

### Opportunities for Service-learning with community organisations

Analyse the socioeconomic and environmental sustainability of small associations in a disadvantaged situation in rural Pyrenees Mountain areas in the north of Spain. For instance, in the case of a new producer dedicated to the rearing of worms/larvae as a new source of protein. The producer has concrete questions about marketing, legal questions (as there is no regulation on the topic in Spain), conversion rates etc. Different groups of students work and answer each of the questions. They prepare a dossier and explain the answers to the farmer.

## Quality, safety and project management in the food industry (4th year, 6 ECTS). UPNA

### Essential learning outcomes

* Identify the main tools and systems for quality management and food traceability as well as the different certification systems" and "R3. Assess different alternative projects based on the viability of the project and sustainability"

* Identify the documents that define an innovation project, as well as their content.

* Design and develop food innovation projects.

* Evaluate different alternative projects based on the viability of the project (technological, economic, market, etc.).

* Knowing the main legal regulations related to food quality management.

* Knowing and applying the main parameters and methods of physico-chemical and microbiological control in the food industry.

* Identify the main tools and systems of quality management and food traceability and apply them in specific cases.
**Sustainability-related learning outcomes**

* Capacity for measuring sustainability and environmental quality.

* Measuring and benchmarking.

* Capacity for measuring sustainability and environmental quality on farms.

* Carbon footprint of the lifecycle of common food production.

* Emissions reduction.

**Opportunities for Service-learning with community organisations**

Support in improving socio-economic and environmental sustainability to small associations in the Spanish Pyrenees area related to the primary sector or derived from the primary sector or neighbourhood associations through developing carbon footprint assessments or other simple certifications.

This subject area follows-up the case of the former module and do a certificate to the worm producer (e.g., production quality certificate, carbon footprint).

**Quality Assurance in Pharmaceutical, Food and Biotechnological Processing. TU Graz:** In the lecture/seminar basic elements of quality safety issues according to HACCP and GxP for pharmacology, food technology and biotechnology will be presented. Requirements of national and international process and production safety will be explained in detailed examples. Methods of risk management, GMP-conform design of facilities, industrial sanitation, qualification of installation and devices, validation of processes and cleaning will be explicitly discussed in aspects of biosafety. HACCP will be presented in detail and implementations will be given by examples. The role of microorganisms and their classification will be a focus.

**Essential learning outcomes**

The students will have the ability to assess quality systems and processes in basic elements of quality safety issues for pharmacology, food technology and biotechnology.

**Sustainability-related learning outcomes**

* Quality and safety in relation to food waste.

* Can food waste be reduced by e.g., extending the shelf life or storing food beyond the shelf life

* Can and excessive period of storage compromise the safety of foods.

**Opportunities for Service-learning with community organisations**

* Organizing workshops to teach about waste reduction, show through quality assurance that food can still be consumed even if it reaches the best before date.

* Discuss the value of money regarding organic or natural foods in comparison to high processed industrial food.

* Organise workshops to teach about eco-friendly packaging of food.

**Basics of Agricultural Economics (Bachelor's degree in Agricultural Sciences, 1st year, 6 ECTS). UNIPI**

**Essential learning outcomes**

Students who have completed the course will acquire skills to learn about the dynamics of economic systems, economic actors, and their interactions in agri-food markets. Students will understand agricultural enterprises' main characteristics and the major problems they face in their business activities.

**Sustainability-related learning outcomes**

* Orientation of farm business models towards economic, social, and environmental sustainability.

* Assessment of the environmental sustainability of production processes and creation of farm-related services.

* Reflection on assessing sustainability within supply chains and food ecosystems.

* Possibilities for in-depth study of policies regarding sustainability in agri-food supply chains.

**Opportunities for Service-learning with community organisations**

* Presentation of case studies of sustainable farms

* Seminars on farm sustainability

* Project-based learning/challenge-based learning: students analyse and propose practicable and innovative solutions based on the sustainability needs of farms using tools such as the triple-layered business model canvas and insights into the economic, social and environmental benefits and impacts of the farm.
**Sustainability-related learning outcomes**

* Capacity for measuring sustainability and environmental quality.

* Measuring and benchmarking.

* Capacity for measuring sustainability and environmental quality on farms.

* Carbon footprint of the lifecycle of common food production.

* Emissions reduction.

**Opportunities for Service-learning with community organisations**

Support in improving socio-economic and environmental sustainability to small associations in the Spanish Pyrenees area related to the primary sector or derived from the primary sector or neighbourhood associations through developing carbon footprint assessments or other simple certifications.

This subject area follows-up the case of the former module and do a certificate to the worm producer (e.g., production quality certificate, carbon footprint).

**Quality Assurance in Pharmaceutical, Food and Biotechnological Processing. TU Graz:** In the lecture/seminar basic elements of quality safety issues according to HACCP and GXP for pharmacology, food technology and biotechnology will be presented. Requirements of national and international process and production safety will be explained in detailed examples. Methods of risk management, GMP-conform design of facilities, industrial sanitation, qualification of installation and devices, validation of processes and cleaning will be explicitly discussed in aspects of biosafety. HACCP will be presented in detail and implementations will be given by examples. The role of microorganisms and their classification will be a focus.

**Essential learning outcomes**

The students will have the ability to assess quality systems and processes in basic elements of quality safety issues for pharmacology, food technology and biotechnology.

**Sustainability-related learning outcomes**

* Quality and safety in relation to food waste.

* Can food waste be reduced by e.g., extending the shelf life or storing food beyond the shelf life

* Can and excessive period of storage compromise the safety of foods.

**Opportunities for Service-learning with community organisations**

* Organizing workshops to teach about waste reduction, show through quality assurance that food can still be consumed even if it reaches the best before date.

* Discuss the value of money regarding organic or natural foods in comparison to high processed industrial food.

* Organise workshops to teach about eco-friendly packaging of food.

**Basics of Agricultural Economics (Bachelor's degree in Agricultural Sciences, 1st year, 6 ECTS). UNIPI**

**Essential learning outcomes**

Students who have completed the course will acquire skills to learn about the dynamics of economic systems, economic actors, and their interactions in agri-food markets. Students will understand agricultural enterprises' main characteristics and the major problems they face in their business activities.

**Sustainability-related learning outcomes**

* Orientation of farm business models towards economic, social, and environmental sustainability.

* Assessment of the environmental sustainability of production processes and creation of farm-related services.

* Reflection on assessing sustainability within supply chains and food ecosystems.

* Possibilities for in-depth study of policies regarding sustainability in agri-food supply chains.

**Opportunities for Service-learning with community organisations**

* Presentation of case studies of sustainable farms

* Seminars on farm sustainability

* Project-based learning/challenge-based learning: students analyse and propose practicable and innovative solutions based on the sustainability needs of farms using tools such as the triple-layered business model canvas and insights into the economic, social and environmental benefits and impacts of the farm.
Occupational Safety Management for the Food/Beverage Sector (5 ECTS). TU Dublin

Essential learning outcomes

1. Understand the key requirements of health and safety legislation in Ireland.

2. Develop the students' ability to use and apply risk assessment techniques.

3. Fully familiar with workplace hazards associated with the food and beverage sector.

4. Contribute to accident prevention and workplace behavioural safety.

5. Evaluation and completion of a safety statement and safety management system.

6. Compile an overall protective and preventive strategy for an organisation as part of their work placement activities.

7. Demonstrate evidence of reflective learning.

8. Understanding of safety management systems accreditation.

Sustainability-related learning outcomes

Evaluation and completion of a safety & sustainability placement action plan.

Amended LO being piloted

Opportunities for Service-learning with community organisations

Assessment while on Work placement will include a Sustainability audit of the stakeholder.

Food Safety: WKPL3011 Industry Work Placement (25 ECTS). TU Dublin

Essential learning outcomes

1. Demonstrate the development of core competencies relating to theoretical principles, concepts and skills studied to a real working situation.

2. Reflect on participation in and contribution to the successful operation of a food or brewing/ distilling facility.

3. Demonstrate a clearer understanding of structures in industry, the role of the technologist in those structures, and the relationship between theoretical modules and the workplace.

4. Demonstrate oral communication and presentation skills.

5. Reflect on their professional development and learning through the work placement experience, relating it to programme aims, and identify future goals

6. Develop employability skills, including successfully seeking employment

Sustainability-related learning outcomes

1. Demonstrate the development of core competencies relating to theoretical principles, sustainability competencies, concepts and skills studied to a real working situation. [Update LO]

2. Reflect on participation in and contribution to the successful operation of a production/research facility, as well as the use of greener technologies [Updated LO]

3. Demonstrate a clearer understanding of structures in industry, the role of the technologist in those structures, and the relationship between theoretical modules, sustainability practices, and the workplace. [Updated LO]

4. Reflect on their professional development and learning through the work placement experience, relating it to programme aims, identify future goals and their impact with regard to sustainability. [Updated LO]

5. Develop employability skills, including successfully seeking employment

6. Evaluate food sustainability in a work environment and identify potential areas for improvement [Updated LO]

Updated LOs being piloted
Occupational Safety Management for the Food/Beverage Sector (5 ECTS). TU Dublin

Essential learning outcomes

1. Understand the key requirements of health and safety legislation in Ireland.

2. Develop the students' ability to use and apply risk assessment techniques.

3. Fully familiar with workplace hazards associated with the food and beverage sector.

4. Contribute to accident prevention and workplace behavioural safety.

5. Evaluation and completion of a safety statement and safety management system.

6. Compile an overall protective and preventive strategy for an organisation as part of their work placement activities.

7. Demonstrate evidence of reflective learning.

8. Understanding of safety management systems accreditation.

Sustainability-related learning outcomes

Evaluation and completion of a safety & sustainability placement action plan.

Amended LO being piloted

Opportunities for Service-learning with community organisations

Assessment while on Work placement will include a Sustainability audit of the stakeholder.

Food Safety: WKPL3011 Industry Work Placement (25 ECTS). TU Dublin

Essential learning outcomes

1. Demonstrate the development of core competencies relating to theoretical principles, concepts and skills studied to a real working situation.

2. Reflect on participation in and contribution to the successful operation of a food or brewing/ distilling facility.

3. Demonstrate a clearer understanding of structures in industry, the role of the technologist in those structures, and the relationship between theoretical modules and the workplace.

4. Demonstrate oral communication and presentation skills.

5. Reflect on their professional development and learning through the work placement experience, relating it to programme aims, and identify future goals

6. Develop employability skills, including successfully seeking employment

Sustainability-related learning outcomes

1. Demonstrate the development of core competencies relating to theoretical principles, sustainability competencies, concepts and skills studied to a real working situation. [Update LO]

2. Reflect on participation in and contribution to the successful operation of a production/research facility, as well as the use of greener technologies [Updated LO]

3. Demonstrate a clearer understanding of structures in industry, the role of the technologist in those structures, and the relationship between theoretical modules, sustainability practices, and the workplace. [Updated LO]

4. Reflect on their professional development and learning through the work placement experience, relating it to programme aims, identify future goals and their impact with regard to sustainability. [Updated LO]

5. Develop employability skills, including successfully seeking employment

6. Evaluate food sustainability in a work environment and identify potential areas for improvement [Updated LO]

Updated LOs being piloted
### Opportunities for Service-learning with community organisations

An assignment focusing on assessing sustainability within a host placement organisation will be completed by the student as part of this module. More specifically, they will apply sustainability knowledge acquired during years 1-3 of their degree through this assessment. This will consist of an interview/discussion between the industrial supervisor and the student in order to review the overall sustainability of the company, and to identify a priority area for improvement and a proposed timeline. The student will follow a newly designed sustainability framework and work (independently) to examine possible measures to improve sustainability with regard to the selected priority area e.g., food waste, packaging, food reformulation etc., Following review and feedback from TU Dublin, a final report and recommendation list will be presented to the host organisation for possible future implementation. Work placement is completed in a variety of different organisations, including social enterprise and government institutions (e.g. Teagasc, FSAI, Safefood), food companies (e.g. Diageo, Tayto, Dawn Farm Foods) and laboratories (Oldcastle laboratories, MiCRA etc.)

## Training and Auditing (5 ECTS). TU Dublin

### Essential learning outcomes

1. Classify the range of potential biological, physical and chemical hazards encountered from farm to fork, that may harm consumers, brands, companies and in extreme cases, entire industry sectors.

2. Analyse a given food safety situation and propose the appropriate controls or combination of controls to prevent, eliminate or control the potential food safety hazards identified in learning outcome 1.

3. Appreciate the 4 levels of food safety training from 'beginner/basic/FSAI Level1'; to 'intermediate or FSAI level 2'; to Management/FSAI level 3; and advanced/auditor levels.

4. Demonstrate their understanding of basic principles of food safety auditing.

5. Carry out a food safety audit on a food premises using an appropriate standard.

6. Understand the variety and depth of skills required to audit food safety, legality and quality in more specialised production, processing and large-scale food handling facilities.

7. Developing their ability to evaluate and integrate existing food safety and quality controls along the food chain and be able to train others to at least intermediate level.

### Sustainability-related learning outcomes

Demonstrate their familiarity with the basic principles of food safety auditing, including the emerging consideration of energy and food waste reduction.
Updated LOs being piloted

### Opportunities for Service-learning with community organisations

Students audit a commercial or not for profit food premises against an appropriate audit template amended to include sustainability, analyse and report their results as a case study. The challenge is to maintain food safety, but to make sure that recommendations are as sustainable as possible. This is graded and feedback given. Aided by the feedback students then present their audit report to the class group where they are questioned on their recommendations.

## Quality Assurance: TFQM2001 Quality and Hygiene Systems (5 ECTS). TU Dublin

### Essential learning outcomes

1. Demonstrate their understanding of food safety, legality and quality concepts and how these should be applied in commercial practice.

2. Develop and maintain appropriate documented pre-requisite programmes standards and systems in commercial premises.

3. Evaluate the compliance of otherwise of quality and hygiene systems with the appropriate standard for sector.

4. Assess the basic components food safety & quality systems and how these are applied in commercial practice

5. Develop an appreciation of how food safety & quality systems are constructed and maintained and the interrelationships between the components of food safety systems.
### Opportunities for Service-learning with community organisations

An assignment focusing on assessing sustainability within a host placement organisation will be completed by the student as part of this module. More specifically, they will apply sustainability knowledge acquired during years 1-3 of their degree through this assessment. This will consist of an interview/discussion between the industrial supervisor and the student in order to review the overall sustainability of the company, and to identify a priority area for improvement and a proposed timeline. The student will follow a newly designed sustainability framework and work (independently) to examine possible measures to improve sustainability with regard to the selected priority area e.g., food waste, packaging, food reformulation etc., Following review and feedback from TU Dublin, a final report and recommendation list will be presented to the host organisation for possible future implementation. Work placement is completed in a variety of different organisations, including social enterprise and government institutions (e.g. Teagasc, FSAI, Safefood), food companies (e.g. Diageo, Tayto, Dawn Farm Foods) and laboratories (Oldcastle laboratories, MiCRA etc.)

## Training and Auditing (5 ECTS). TU Dublin

### Essential learning outcomes

1. Classify the range of potential biological, physical and chemical hazards encountered from farm to fork, that may harm consumers, brands, companies and in extreme cases, entire industry sectors.

2. Analyse a given food safety situation and propose the appropriate controls or combination of controls to prevent, eliminate or control the potential food safety hazards identified in learning outcome 1.

3. Appreciate the 4 levels of food safety training from 'beginner/basic/FSAI Level1'; to 'intermediate or FSAI level 2'; to Management/FSAI level 3; and advanced/auditor levels.

4. Demonstrate their understanding of basic principles of food safety auditing.

5. Carry out a food safety audit on a food premises using an appropriate standard.

6. Understand the variety and depth of skills required to audit food safety, legality and quality in more specialised production, processing and large-scale food handling facilities.

7. Developing their ability to evaluate and integrate existing food safety and quality controls along the food chain and be able to train others to at least intermediate level.

### Sustainability-related learning outcomes

Demonstrate their familiarity with the basic principles of food safety auditing, including the emerging consideration of energy and food waste reduction.
Updated LOs being piloted

### Opportunities for Service-learning with community organisations

Students audit a commercial or not for profit food premises against an appropriate audit template amended to include sustainability, analyse and report their results as a case study. The challenge is to maintain food safety, but to make sure that recommendations are as sustainable as possible. This is graded and feedback given. Aided by the feedback students then present their audit report to the class group where they are questioned on their recommendations.

## Quality Assurance: TFQM2001 Quality and Hygiene Systems (5 ECTS). TU Dublin

### Essential learning outcomes

1. Demonstrate their understanding of food safety, legality and quality concepts and how these should be applied in commercial practice.

2. Develop and maintain appropriate documented pre-requisite programmes standards and systems in commercial premises.

3. Evaluate the compliance of otherwise of quality and hygiene systems with the appropriate standard for sector.

4. Assess the basic components food safety & quality systems and how these are applied in commercial practice

5. Develop an appreciation of how food safety & quality systems are constructed and maintained and the interrelationships between the components of food safety systems.
**Sustainability-related learning outcomes**

Evaluate the components food safety & quality systems as applied in commercial practice and recommend improvements where possible to include energy efficiency and waste reduction.

[Updated LO]
Updated LOs being piloted

**Opportunities for Service-learning with community organisations**

Analysis of culture and attitudes within a food business site towards sustainability. Underpinning sustainability auditing Service-learning.

## Food laws and regulations: TFFS2001 Food Product Regulatory Affairs. (5 ECTS). TU Dublin

**Essential learning outcomes**

1. Understand the official control system for food in the EU and nationally.
2. Apply the principles of food hygiene to food businesses.
3. Appreciate the legal obligations relating to food and food production.
4. Evaluate legal compliance of food in respect of additives, supplements, labelling and health claims.
5. Place food regulation in an international context.

**Sustainability-related learning outcomes**

* Identify the legal obligations relating to food, food production, food packaging and the minimisation of waste.
* Evaluate legal compliance of food in respect of additives, supplements, labelling and health claims, packaging use and disposal.
* Explain the legal basis of sustainability in the EU.

**Opportunities for Service-learning with community organisations**

A survey will be conducted of waste recycling practices in households of primary school kids (SWC based) and an information package, either leaflet or app designed to remedy any practice failures. This to be done in conjunction with Repack.

## Project / Dissertation (20 ECTS). TU Dublin

**Essential learning outcomes**

1. Apply scientific principles and method, interdisciplinary knowledge, and skills to research a specific topic, a central question or an issue in depth
2. Explain, critically evaluate, effectively interpret, and contextualise information, theories and findings in a disciplinary relevant area
3. Search, access, and ethically use information
4. Devise a set of objectives that can be managed to achieve the research aim
5. Communicate effectively through writing, speech and/or visual information
6. Demonstrate an ability to think globally and consider issues and knowledge from a variety of perspectives
7. Demonstrate the capability to work both independently and in cooperation with others

**Sustainability-related learning outcomes**

Apply scientific principles and method, interdisciplinary knowledge and skills and sustainability competencies to research a specific topic, a central question, or an issue in depth
Updated LOs being piloted

**Opportunities for Service-learning with community organisations**

Various capstone research project activities in collaboration with Service-learning partners, for example:

* Students carried out research to find a higher value use for the Brewers Spent Grain as part of a sustainable circular bioeconomy. Projects included Bioprocessing using enzymes and Fermentation of BSG to enrich animal feed.
* Students carried out practical research to address various sustainability challenges at Dublin Zoo in areas related to food quality, phytoremediation & food safety.
**Sustainability-related learning outcomes**

Evaluate the components food safety & quality systems as applied in commercial practice and recommend improvements where possible to include energy efficiency and waste reduction.
[Updated LO]
Updated LOs being piloted

**Opportunities for Service-learning with community organisations**

Analysis of culture and attitudes within a food business site towards sustainability. Underpinning sustainability auditing Service-learning.

**Food laws and regulations: TFFS2001 Food Product Regulatory Affairs. (5 ECTS). TU Dublin**

**Essential learning outcomes**

1. Understand the official control system for food in the EU and nationally.

2. Apply the principles of food hygiene to food businesses.

3. Appreciate the legal obligations relating to food and food production.

4. Evaluate legal compliance of food in respect of additives, supplements, labelling and health claims.

5. Place food regulation in an international context.

**Sustainability-related learning outcomes**

* Identify the legal obligations relating to food, food production, food packaging and the minimisation of waste.

* Evaluate legal compliance of food in respect of additives, supplements, labelling and health claims, packaging use and disposal.

* Explain the legal basis of sustainability in the EU.

**Opportunities for Service-learning with community organisations**

A survey will be conducted of waste recycling practices in households of primary school kids (SWC based) and an information package, either leaflet or app designed to remedy any practice failures. This to be done in conjunction with Repack.

**Project / Dissertation (20 ECTS). TU Dublin**

**Essential learning outcomes**

1. Apply scientific principles and method, interdisciplinary knowledge, and skills to research a specific topic, a central question or an issue in depth

2. Explain, critically evaluate, effectively interpret, and contextualise information, theories and findings in a disciplinary relevant area

3. Search, access, and ethically use information

4. Devise a set of objectives that can be managed to achieve the research aim

5. Communicate effectively through writing, speech and/or visual information

6. Demonstrate an ability to think globally and consider issues and knowledge from a variety of perspectives

7. Demonstrate the capability to work both independently and in cooperation with others

**Sustainability-related learning outcomes**

Apply scientific principles and method, interdisciplinary knowledge and skills and sustainability competencies to research a specific topic, a central question, or an issue in depth
Updated LOs being piloted

**Opportunities for Service-learning with community organisations**

Various capstone research project activities in collaboration with Service-learning partners, for example:

* Students carried out research to find a higher value use for the Brewers Spent Grain as part of a sustainable circular bioeconomy. Projects included Bioprocessing using enzymes and Fermentation of BSG to enrich animal feed.

* Students carried out practical research to address various sustainability challenges at Dublin Zoo in areas related to food quality, phytoremediation & food safety.
# Appendix V

Examples of
assessment tools
for incorporating
sustainability
competences through
Service-learning in
food-related courses
# Appendix V

Examples of
assessment tools
for incorporating
sustainability
competences through
Service-learning in
food-related courses
# A. Questionnaires to students, lecturers, and social entities

## 1. Student questionnaire

### Learning through “community service” - Evaluating the socio-economic and environmental sustainability of a farm in France

This survey enables us to evaluate your experience of the "Farm Diagnosis" module, which took place during the 22/23 academic year. Please indicate your level of satisfaction with the following aspects.

1. Your progress in terms of mastering the diagnostic approach to production systems in order to propose technical, social, organizational, economic and environmental improvements.

◯ Not satisfied at all

◯ Extremely satisfied

2. Your overall satisfaction with the diagnostics activity

◯ Not satisfied at all

◯ Extremely satisfied

3. How useful was the diagnosis in acquiring technical knowledge? Only one possible answer.

◯ Not at all

◯ Very little

◯ A little

◯ A lot

◯ Too much

4. To what extent has the diagnosis contributed to the development of your human qualities (personal and professional)?
Only one possible answer.

◯ Not at all Very little

◯ A little

◯ A lot

◯ Too much

5. After taking part in this diagnostic module, has your motivation in the subject improved? Only one possible answer.

◯ Not at all

◯ Very little

◯ A little

◯ A lot

◯ Too much

6. Would you like to repeat this learning method in other subjects? Only one possible answer.

◯ Yes

◯ No

◯ Don't know
## A. Questionnaires to students, lecturers, and social entities

### 1. Student questionnaire

#### Learning through “community service” - Evaluating the socio-economic and environmental sustainability of a farm in France

This survey enables us to evaluate your experience of the "Farm Diagnosis" module, which took place during the 22/23 academic year. Please indicate your level of satisfaction with the following aspects.

1. Your progress in terms of mastering the diagnostic approach to production systems in order to propose technical, social, organizational, economic and environmental improvements.

◯ Not satisfied at all

◯ Extremely satisfied

2. Your overall satisfaction with the diagnostics activity

◯ Not satisfied at all

◯ Extremely satisfied

3. How useful was the diagnosis in acquiring technical knowledge? Only one possible answer.

◯ Not at all

◯ Very little

◯ A little

◯ A lot

◯ Too much

4. To what extent has the diagnosis contributed to the development of your human qualities (personal and professional)?
Only one possible answer.

◯ Not at all Very little

◯ A little

◯ A lot

◯ Too much

5. After taking part in this diagnostic module, has your motivation in the subject improved? Only one possible answer.

◯ Not at all

◯ Very little

◯ A little

◯ A lot

◯ Too much

6. Would you like to repeat this learning method in other subjects? Only one possible answer.

◯ Yes

◯ No

◯ Don't know
7. To what extent do you think the educational activity you took part in helped the farmer to solve the technical problems linked to his professional activity?

○ Not at all

○ Very little

○ A little

○ A lot

○ Too much

8. Your opinion: strengths, weaknesses, difficulties encountered, suggestions for improvement

## 2. Questionnaire for teachers

1. Your overall satisfaction with the Service-learning activity

○ Not satisfied at all

○ Extremely satisfied

2. Are you thinking of applying Service-learning to other subjects?

○ Yes

○ No

○ Don't know

3. What's the main motivation for incorporating Service-learning into your module?

4. What difficulties have you encountered?

5. Comments or suggestions for improvement regarding Service-learning

## 3. Farmer's questionnaire

1. Your satisfaction with the overall Service-learning experience

○ Not satisfied at all

○ Extremely satisfied

2. What's the student evaluation in terms of:

○ Communication (verbal/oral/written)

○ Diligence (punctuality, reliability)

○ Enthusiasm (energetic, eager to learn and serve)

○ Sensitivity to community needs (service provided with the organization's mission and needs in mind, adapted to changes as necessary)

3. Impact of the Service-learning experience on your farm

4. Suggestions for improving the Service-learning experience
7. To what extent do you think the educational activity you took part in helped the farmer to solve the technical problems linked to his professional activity?

○ Not at all

○ Very little

○ A little

○ A lot

○ Too much

8. Your opinion: strengths, weaknesses, difficulties encountered, suggestions for improvement

## 2. Questionnaire for teachers

1. Your overall satisfaction with the Service-learning activity

○ Not satisfied at all

○ Extremely satisfied

2. Are you thinking of applying Service-learning to other subjects?

○ Yes

○ No

○ Don't know

3. What's the main motivation for incorporating Service-learning into your module?

4. What difficulties have you encountered?

5. Comments or suggestions for improvement regarding Service-learning

## 3. Farmer's questionnaire

1. Your satisfaction with the overall Service-learning experience

○ Not satisfied at all

○ Extremely satisfied

2. What's the student evaluation in terms of:

○ Communication (verbal/oral/written)

○ Diligence (punctuality, reliability)

○ Enthusiasm (energetic, eager to learn and serve)

○ Sensitivity to community needs (service provided with the organization's mission and needs in mind, adapted to changes as necessary)

3. Impact of the Service-learning experience on your farm

4. Suggestions for improving the Service-learning experience
## B. Reflective journal

What did you learn in this course that helped contribute to your Service-learning project? What did you learn during your Service-learning project or at your community site that relates to your course?

In what way did your Service-learning project contribute positively to the community? How did you/your class/your team accomplish the project?

How has your experience during your Service-learning project affected your thinking about the community, its problems, and the solutions to those problems?

What personal, academic or career goals did you achieve? If you do not feel you achieved any, why do you think that is? How has your experience affected your thinking about personal, academic or career goals? How will you serve the community in the future?

## C. Reflective journal rubric

### 1. What did you learn in this course that helped contribute to your Service-learning project? What did you learn during your Service-learning project or at your community site that relates to your course?

4. Skilfully conveys perspectives from the course (and other courses, if applicable) and the community partner site with respect to an audience.

3. Adequately conveys perspectives from the course (and other courses, if applicable) and the community partner site with some respect to an audience.

2. Conveys ideas and facts from the course (and other courses, if applicable) and the community partner site that may be related but doesn't explicitly explain their relationship. Demonstrates minimal attention to an audience.

1. Conveys ideas and facts from the course and community partner site that don't seem to be related. Demonstrates little attention to an audience.

0. Does not meet level one performance.

### 2. In what way did your Service-learning project contribute positively to the community? How did you/your class/your team accomplish your project?

4. Skilfully explains the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

3. Adequately explains the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

2. Explains most of these: the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

1. Explains some of these: the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

0. Does not meet level one performance.
## B. Reflective journal

What did you learn in this course that helped contribute to your Service-learning project? What did you learn during your Service-learning project or at your community site that relates to your course?

In what way did your Service-learning project contribute positively to the community? How did you/your class/your team accomplish the project?

How has your experience during your Service-learning project affected your thinking about the community, its problems, and the solutions to those problems?

What personal, academic or career goals did you achieve? If you do not feel you achieved any, why do you think that is? How has your experience affected your thinking about personal, academic or career goals? How will you serve the community in the future?

## C. Reflective journal rubric

### 1. What did you learn in this course that helped contribute to your Service-learning project? What did you learn during your Service-learning project or at your community site that relates to your course?

4. Skilfully conveys perspectives from the course (and other courses, if applicable) and the community partner site with respect to an audience.

3. Adequately conveys perspectives from the course (and other courses, if applicable) and the community partner site with some respect to an audience.

2. Conveys ideas and facts from the course (and other courses, if applicable) and the community partner site that may be related but doesn't explicitly explain their relationship. Demonstrates minimal attention to an audience.

1. Conveys ideas and facts from the course and community partner site that don't seem to be related. Demonstrates little attention to an audience.

0. Does not meet level one performance.

### 2. In what way did your Service-learning project contribute positively to the community? How did you/your class/your team accomplish your project?

4. Skilfully explains the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

3. Adequately explains the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

2. Explains most of these: the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

1. Explains some of these: the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

0. Does not meet level one performance.
3. Explains changes in thinking about some of these: its problems, and the solutions to those problems as a result of the Service-learning experience (and other related experiences).

4 Skilfully explains changes in thinking about the community, its problems, and the solutions to those problems as a result of the Service-learning experience (and other related experiences).

3 Adequately explains changes in thinking about the community, its problems, and the solutions to those problems as a result of the service- learning experience (and other related experiences).

2 Explains changes in thinking about most of these: the community, its problems, and the solutions to those problems as a result of the service- learning experience (and other related experiences).

1 Explains changes in thinking about some of these: its problems, and the solutions to those problems as a result of the Service-learning experience (and other related experiences).

0 Does not meet level one performance.

D. Written report assessment

Evaluation Rubric

First name:

Action Project Report

Last name:

Objectives of the written assessment:

ATTENTION: this evaluation does not focus on the project as such, but on the following aspects

* your ability to step back and learn from experience (background)

* your ability to express yourself effectively in writing

Report outline:

* Cover page: Surname, first name, class, date, ISARA logo, association or organization logo, action project, project title, illustration (note: no footer on the cover).

* Project presentation, summary of initial expectations, your role and function (1 page)

* Using selected situations, illustrate your approach, the difficulties you encountered, how you reacted, and what you think in retrospect (2 pages).

* Personal lessons learned from this experience (1 page)

1. Spelling

2. Grammar (syntax, punctuation, etc.)

3. Precise, relevant vocabulary without repetition

4. Titles of the different parts of the development

5. Speech structure (outline, paragraphs, flow, transition, coherence, length, etc.)

6. Analysis, reflection, stepping back
### 3. Explains changes in thinking about some of these: its problems, and the solutions to those problems as a result of the Service-learning experience (and other related experiences).

4. Skilfully explains changes in thinking about the community, its problems, and the solutions to those problems as a result of the Service-learning experience (and other related experiences).

3. Adequately explains changes in thinking about the community, its problems, and the solutions to those problems as a result of the service-learning experience (and other related experiences).

2. Explains changes in thinking about most of these: the community, its problems, and the solutions to those problems as a result of the service-learning experience (and other related experiences).

1. Explains changes in thinking about some of these: its problems, and the solutions to those problems as a result of the Service-learning experience (and other related experiences).

0. Does not meet level one performance.

## D. Written report assessment

### Evaluation Rubric

First name:

### Action Project Report

Last name:

### Objectives of the written assessment:

ATTENTION: this evaluation does not focus on the project as such, but on the following aspects

* your ability to step back and learn from experience (background)

* your ability to express yourself effectively in writing

### Report outline:

* Cover page: Surname, first name, class, date, ISARA logo, association or organization logo, action project, project title, illustration (note: no footer on the cover).

* Project presentation, summary of initial expectations, your role and function (1 page)

* Using selected situations, illustrate your approach, the difficulties you encountered, how you reacted, and what you think in retrospect (2 pages).

* Personal lessons learned from this experience (1 page)

1. Spelling

2. Grammar (syntax, punctuation, etc.)

3. Precise, relevant vocabulary without repetition

4. Titles of the different parts of the development

5. Speech structure (outline, paragraphs, flow, transition, coherence, length, etc.)

6. Analysis, reflection, stepping back
## E. Oral presentation assessment

### Action project Oral presentation assessment

Jury:

Date:

Student:

Action Project:

### Message quality

* Coherent message, clearly presented, in a register adapted to the audience

* Quality of objectives presented, compliance with these objectives

* Ability to summarize and get to the point

### Quality of presentation

* Slide show compliant with best design and production practices (legibility, simplicity, consistency)

* Slideshow to reinforce the oral message without competing with it

### Self-confidence

* Speaker's level of involvement, ease of communication

* Clear, colourful voice, intonation variation

* Open, steady gaze

* Relaxed body, natural, dynamic, alive, open, vertical

* Adapted gestures

### Audience interaction

* Contact (“hello, my name is”, look at the jury AND the students)

* Level of speaker's persuasiveness

* Ability to ask questions and take a step back

* Level of human relations (warm, cordial, credible, honest...)

Validation: Yes / No

General comments:
## E. Oral presentation assessment

### Action project Oral presentation assessment

Jury:

Date:

Student:

Action Project:

### Message quality

* Coherent message, clearly presented, in a register adapted to the audience

* Quality of objectives presented, compliance with these objectives

* Ability to summarize and get to the point

### Quality of presentation

* Slide show compliant with best design and production practices (legibility, simplicity, consistency)

* Slideshow to reinforce the oral message without competing with it

### Self-confidence

* Speaker's level of involvement, ease of communication

* Clear, colourful voice, intonation variation

* Open, steady gaze

* Relaxed body, natural, dynamic, alive, open, vertical

* Adapted gestures

### Audience interaction

* Contact (“hello, my name is”, look at the jury AND the students)

* Level of speaker's persuasiveness

* Ability to ask questions and take a step back

* Level of human relations (warm, cordial, credible, honest...)

Validation: Yes / No

General comments:
<figure><img src="image_26.png" /></figure>

new educational
model of sustainability

www.nemosproject.com

<figure><img src="image_27.png" /></figure>
<figure><img src="image_25.png" /></figure>

new educational
model of sustainability

www.nemosproject.com

<figure><img src="image_26.png" /></figure>