<table><caption>**Table 10.** Service-learning assessment tools implemented by the NEMOS consortium partners for incorporating sustainability competences through Service-learning in food-related courses.</caption><thead><tr><th colspan="2">NEMOS Service-learning assessment tools</th></tr></thead><tbody><tr><td>1. ISARA</td><td><p><strong>Questionnaires to students, lecturers, and partners</strong> about the SL experience (added value to the partners, transversal competences gained, whole experience, etc.)</p><p><strong>Reflective journals:</strong> students document their learning journey and demonstrate their understanding of sustainability concepts. Assessments can be based on their ability to critically reflect on sustainability issues and articulate their thoughts and insights.</p><p><strong>Examinations, written report, oral presentations:</strong> traditional assessment methods like written examinations, reports and oral presentations are used to test students' understanding of sustainability concepts, theories, and principles linked to SL.</p><p>The assessment is done based on different <strong>rubrics</strong> for reflective journals, oral and writing skills.</p></td></tr><tr><td>2. UPNA</td><td><p><strong>Questionnaires:</strong> each teacher developed different assessment surveys with questions to students, social entities and teachers. The teachers adopted, and adapted to the sustainability-related competences, the <strong>rubric for self-assessment and enhancement of Service-learning</strong> projects developed by the University of Barcelona (Puig et al., 2023).</p></td></tr><tr><td>3. TU Dublin</td><td><p><strong>Reflective journal</strong> which includes the sustainability reflection within the reflective blogs and the TU Dublin Experiential Learning Rubric.</p><p><strong>Written report</strong> for practical labs and internships.</p><p><strong>Examinations, written reports, oral presentations:</strong> Traditional assessment methods like written examinations, reports and oral presentations incorporate assessment of the students' understanding of sustainability concepts.</p></td></tr><tr><td>4. UNIPI</td><td><p><strong>Questionnaires both pre-post initiative.</strong> The questionnaire is based on the GreenComp areas (Bianchi et al., 2022) and is aimed to assess students' sustainability competences before and after taking part in the Service-learning initiative.</p><p><strong>Reflective journals.</strong> The Service-learning initiative consists of 4 phases (namely, attending the seminars; team building; teamwork; presentation/pitch day based on the steps and principles of Design Thinking). For each phase, students filled in a reflective journal, which allowed to understand how each phase helped students to develop sustainability skills. UNIPI assessed it by analysing the reflective journals through a rubric. This <strong>Rubric</strong> provides the level of assessment from "beginner" to "proficient" according to the identified learning objectives. A specific section in the rubric reported the information related to the different GreenComp.</p></td></tr><tr><td>5. TU Graz</td><td><p><strong>Evaluation of lectures and courses is performed on a routine basis at TU Graz at the end of each course.</strong> Questions are asked with respect to workload, content requirement, general satisfaction with the course, specific treatment of the students with respect to fairness and equal rights (e.g. learning style, gender, ethnicity) as well as personal involvement/engagement of the lecturers and their teaching capabilities. These questions are to be answered in terms of yes/no questions or rating on category scales (1 to 5). In addition, specific feedback on the lecturers and the courses may be given.</p><p><strong>Prior to the evaluation, lecturers have the opportunities to implement specific questions regarding the course or the teaching aims of the aims.</strong> For those courses with a specific impact in the context of food & sustainability, questions on sustainability as well as on a sustainable transfer of knowledge will be implemented. Depending on the question, the appropriate question style (yes/no), rating on category scales or specific written feedback are asked for.</p><p><strong>Evaluation of lab courses with implementation of the Service-learning pedagogy.</strong> Personal face to face discussion with specific focus on sustainability will be performed. This evaluation will be performed with (i) the students and (ii) with the organisations, which are involved in the project.</p><p><strong>Evaluation of the sustainability and Service-learning goals in course protocols.</strong> For Service-learning project/courses, students have to deliver a written report on their and achievements. In addition to the report on the (experimental) work and obtained results, a reflection of the benefits of Service-learning and sustainability will be requested.</p></td></tr></tbody></table>
<table><caption>**Table 10.** Service-learning assessment tools implemented by the NEMOS consortium partners for incorporating sustainability competences through Service-learning in food-related courses.</caption><thead><tr><th colspan="2">NEMOS Service-learning assessment tools</th></tr></thead><tbody><tr><td>1. ISARA</td><td><p><strong>Questionnaires to students, lecturers, and partners</strong> about the SL experience (added value to the partners, transversal competences gained, whole experience, etc.)</p><p><strong>Reflective journals:</strong> students document their learning journey and demonstrate their understanding of sustainability concepts. Assessments can be based on their ability to critically reflect on sustainability issues and articulate their thoughts and insights.</p><p><strong>Examinations, written report, oral presentations:</strong> traditional assessment methods like written examinations, reports and oral presentations are used to test students' understanding of sustainability concepts, theories, and principles linked to SL.</p><p>The assessment is done based on different <strong>rubrics</strong> for reflective journals, oral and writing skills.</p></td></tr><tr><td>2. UPNA</td><td><p><strong>Questionnaires:</strong> each teacher developed different assessment surveys with questions to students, social entities and teachers. The teachers adopted, and adapted to the sustainability-related competences, the <strong>rubric for self-assessment and enhancement of Service-learning</strong> projects developed by the University of Barcelona (Puig et al., 2023).</p></td></tr><tr><td>3. TU Dublin</td><td><p><strong>Reflective journal</strong> which includes the sustainability reflection within the reflective blogs and the TU Dublin Experiential Learning Rubric.</p><p><strong>Written report</strong> for practical labs and internships.</p><p><strong>Examinations, written reports, oral presentations:</strong> Traditional assessment methods like written examinations, reports and oral presentations incorporate assessment of the students' understanding of sustainability concepts.</p></td></tr><tr><td>4. UNIPI</td><td><p><strong>Questionnaires both pre-post initiative.</strong> The questionnaire is based on the GreenComp areas (Bianchi et al., 2022) and is aimed to assess students' sustainability competences before and after taking part in the Service-learning initiative.</p><p><strong>Reflective journals.</strong> The Service-learning initiative consists of 4 phases (namely, attending the seminars; team building; teamwork; presentation/pitch day based on the steps and principles of Design Thinking). For each phase, students filled in a reflective journal, which allowed to understand how each phase helped students to develop sustainability skills. UNIPI assessed it by analysing the reflective journals through a rubric. This <strong>Rubric</strong> provides the level of assessment from "beginner" to "proficient" according to the identified learning objectives. A specific section in the rubric reported the information related to the different GreenComp.</p></td></tr><tr><td>5. TU Graz</td><td><p><strong>Evaluation of lectures and courses is performed on a routine basis at TU Graz at the end of each course.</strong> Questions are asked with respect to workload, content requirement, general satisfaction with the course, specific treatment of the students with respect to fairness and equal rights (e.g. learning style, gender, ethnicity) as well as personal involvement/engagement of the lecturers and their teaching capabilities. These questions are to be answered in terms of yes/no questions or rating on category scales (1 to 5). In addition, specific feedback on the lecturers and the courses may be given.</p><p><strong>Prior to the evaluation, lecturers have the opportunities to implement specific questions regarding the course or the teaching aims of the aims.</strong> For those courses with a specific impact in the context of food & sustainability, questions on sustainability as well as on a sustainable transfer of knowledge will be implemented. Depending on the question, the appropriate question style (yes/no), rating on category scales or specific written feedback are asked for.</p><p><strong>Evaluation of lab courses with implementation of the Service-learning pedagogy.</strong> Personal face to face discussion with specific focus on sustainability will be performed. This evaluation will be performed with (i) the students and (ii) with the organisations, which are involved in the project.</p><p><strong>Evaluation of the sustainability and Service-learning goals in course protocols.</strong> For Service-learning project/courses, students have to deliver a written report on their and achievements. In addition to the report on the (experimental) work and obtained results, a reflection of the benefits of Service-learning and sustainability will be requested.</p></td></tr></tbody></table>
7. Rethinking a new educational model suitable for the acquisition of sustainability competences through green pedagogies and Service-learning
7. Rethinking a new educational model suitable for the acquisition of sustainability competences through green pedagogies and Service-learning
The purpose of this final section is to synthesise the project learnings in the context of University Strategic plans, University Quality Assurance processes, Curriculum design, International Guidelines for incorporating sustainability through Service-learning in Higher Education degrees, Available Educational Research & Scholarship in curriculum review for sustainability, both for Food and other disciplines, and available Regulatory/Compliance guidelines.

The expected impact will be at several levels of the Higher Education system:

1. At University level in relation to policies and practices for staff development in sustainability through Service-learning for a meaningful achievement of sustainability competencies, and to bring meaning to strategic plan objectives for embedding SDGs in Higher Education.

2. For Academic departments, through providing evidence-based Curriculum review guidelines and exemplars for embedding sustainability competences based on Service-learning practices at Programme/degree Learning Outcome (PLO) level, as well as at specific module/course Learning Outcomes level, and linked, if possible, to common European Qualification Frameworks.

3. For Academic lecturers, for their own professional development, and in support of developing teaching and learning materials and resources to develop sustainability competencies in students.

The ultimate impact will be on student learning and, consequently, in their attitudes, behaviours, and knowledge which will inform their decisions as globally responsible employees, entrepreneurs and future leaders in the Food Industry.

Sustainability education invites thinking in other directions in order to allow for innovative approaches to solving problems for future challenges. The sustainability competences are reflected in "an ability to look ahead" in order to modify and model the future of societies in which one lives by active participation in the sense of sustainable development. Through Service-learning, students assume responsibility in their actions. The complex nature of sustainability questions means that it is useful to explore problems and their solutions in a holistic and non-linear way, in contrast to the reductionist approach increasingly seen in the scientific disciplines.

This aspect of the pedagogy is not only relevant to discussing existing situations but also relevant to the ability to conceive of different future scenarios as variables change. The teachers' role would be to help students (as potential change-makers in society) to visualise their possibilities with a sustainable
The purpose of this final section is to synthesise the project learnings in the context of University Strategic plans, University Quality Assurance processes, Curriculum design, International Guidelines for incorporating sustainability through Service-learning in Higher Education degrees, Available Educational Research & Scholarship in curriculum review for sustainability, both for Food and other disciplines, and available Regulatory/Compliance guidelines.

The expected impact will be at several levels of the Higher Education system:

1. At University level in relation to policies and practices for staff development in sustainability through Service-learning for a meaningful achievement of sustainability competencies, and to bring meaning to strategic plan objectives for embedding SDGs in Higher Education.

2. For Academic departments, through providing evidence-based Curriculum review guidelines and exemplars for embedding sustainability competences based on Service-learning practices at Programme/degree Learning Outcome (PLO) level, as well as at specific module/course Learning Outcomes level, and linked, if possible, to common European Qualification Frameworks.

3. For Academic lecturers, for their own professional development, and in support of developing teaching and learning materials and resources to develop sustainability competencies in students.

The ultimate impact will be on student learning and, consequently, in their attitudes, behaviours, and knowledge which will inform their decisions as globally responsible employees, entrepreneurs and future leaders in the Food Industry.

Sustainability education invites thinking in other directions in order to allow for innovative approaches to solving problems for future challenges. The sustainability competences are reflected in "an ability to look ahead" in order to modify and model the future of societies in which one lives by active participation in the sense of sustainable development. Through Service-learning, students assume responsibility in their actions. The complex nature of sustainability questions means that it is useful to explore problems and their solutions in a holistic and non-linear way, in contrast to the reductionist approach increasingly seen in the scientific disciplines.

This aspect of the pedagogy is not only relevant to discussing existing situations but also relevant to the ability to conceive of different future scenarios as variables change. The teachers' role would be to help students (as potential change-makers in society) to visualise their possibilities with a sustainable
approach. Green pedagogy can support transformative learning through the exploration and clarification of learners' own values.

As Heike Freire states:

> "Learning to live in harmony with the Earth implies a profound change in our way of feeling, thinking, acting and relating that brings us health, fullness and gives us back our innate wisdom. We have to work so that education may play its proper role in this incredibly necessary transformation".

This is the basis of Green Pedagogy or how to be an acknowledged sustainability-engaged new generation of global citizens who can be truly engaged and active in the enterprise of sustainability. Breiting (2009) and Jóhannesson et al. (2011) argue that education should focus on empowerment for democratic engagement and on teachers becoming capable of handling controversial issues with students. Green Pedagogies offer a structured approach to lesson planning to achieve embedded sustainability competences within a specific vocational or academic field. The Green Pedagogy approach achieves sustainability competency through a controlled appeal to the emotions and the explicit uncovering of learner values to take on new ideas and new perspectives in a more sustainable direction. This approach is compatible with many recommended in Education for Sustainable Development (ESD).

This approach builds sustainability competence by automating a sustainability response in the learners; in other words, building a sustainable mindset by making visible the sustainability values upon which daily problem solving can be based. Green Pedagogy, as other sustainability approaches, is based on an onion model of wellbeing that assumes that economic wellbeing is dependent on social justice, which in turn is dependent on environmental wellbeing, the so-called strong sustainability model (Neumayer, 2013). The final goal is to achieve deep learning about sustainability based on a more conscious understanding of how actions support or negate existing values. In this way, sustainable practices based on Service-learning go beyond surface learning.

<figure><img src="image_19.png" /></figure>
approach. Green pedagogy can support transformative learning through the exploration and clarification of learners' own values.

As Heike Freire states:

> "Learning to live in harmony with the Earth implies a profound change in our way of feeling, thinking, acting and relating that brings us health, fullness and gives us back our innate wisdom. We have to work so that education may play its proper role in this incredibly necessary transformation".

This is the basis of Green Pedagogy or how to be an acknowledged sustainability-engaged new generation of global citizens who can be truly engaged and active in the enterprise of sustainability. Breiting (2009) and Jóhannesson et al. (2011) argue that education should focus on empowerment for democratic engagement and on teachers becoming capable of handling controversial issues with students. Green Pedagogies offer a structured approach to lesson planning to achieve embedded sustainability competences within a specific vocational or academic field. The Green Pedagogy approach achieves sustainability competency through a controlled appeal to the emotions and the explicit uncovering of learner values to take on new ideas and new perspectives in a more sustainable direction. This approach is compatible with many recommended in Education for Sustainable Development (ESD).

This approach builds sustainability competence by automating a sustainability response in the learners; in other words, building a sustainable mindset by making visible the sustainability values upon which daily problem solving can be based. Green Pedagogy, as other sustainability approaches, is based on an onion model of wellbeing that assumes that economic wellbeing is dependent on social justice, which in turn is dependent on environmental wellbeing, the so-called strong sustainability model (Neumayer, 2013). The final goal is to achieve deep learning about sustainability based on a more conscious understanding of how actions support or negate existing values. In this way, sustainable practices based on Service-learning go beyond surface learning.

<figure><img src="image_20.png" /></figure>
References

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Bacigalupo, M., Kampylis, P., Punie, Y., Van den Brande, G. (2016) EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union; EUR 27939 EN; doi:10.2791/593884

Battle, R. (2020) Aprendizaje-servicio compromiso social en acción. Madrid, Editorial Santillana, 2020. https://wcespronew.s3.amazonaws.com/101189.pdf

Bartsch, G., Reiß, K. (2009) Do it! Learn it! Spread it! Service-learning für Studirende. Mehrwert-Agentur für soziales Lernen gGmbH. Stuttgart.

Berman, S. (2015) Service-learning: A Guide to Planning, Implementing, and Assessing Student Projects. Skyhorse. New York, USA. May 26, 2015. 232 pp.

Berthold, C., Meyer-Guckel, V., Rohe, W. (2010) Mission Gesellschaft. Engagement und Selbstverständnis der Hochschulen: Ziele, Konzepte, internationale Praxis. Stifterverband für die Deutsche Wissenschaft, Essen.

Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. (2022) The European sustainability competence framework (GreenComp). Bacigalupo, M., Punie, Y. (editors), EUR 30955 EN, Publications Office of the European Union, Luxembourg, 2022; ISBN 978-92-76-46485-3, doi:10.2760/13286, JRC128040.

Breiting R. (2009) Issues for environmental education and ESD research development: Looking ahead from WEEC 2007 in Durban. Environmental Education Research 15(2): 199-207. https://doi.org/10.1080/13504620902807584

Bringle, T.G., and Hatcher, J.A. (1996) Implementing Service-learning in Higher Education. Higher Education. 186. https://digitalcommons.unomaha.edu/slcehighered/186

Burke, T., Young, I., Papadopoulos, A. (2016) Assessing food safety knowledge and preferred information sources among 19-29 year olds. Food Control 69: 83-89. https://doi.org/10.1016/j.foodcont.2016.04.019

CampusEngage (2018a) An Introductory Guide for Higher Education Staff. Community Based Learning: https://www.campusengage.ie/wp-content/uploads/2018/12/Civic-and-Community-Engagement-WEB.pdf

CampusEngage (2018b) An Introductory Guide for Higher Education Staff. Civic and Community Engagement. Practice, Key Terms and Definitions. CampusEngage Network for the Promotion of Civic Engagement in Irish Higher Education. https://www.campusengage.ie/wp-content/uploads/2018/12/Civic-and-Community-Engagement-WEB.pdf

Centre for Innovative Teaching and Learning - Northern Illinois University (2023) Reflective Journals and Learning Logs. https://www.niu.edu/citl/resources/guides/instructional-guide/reflective-journals-and-learning-logs.shtml

CIRCLET (2023) Erasmus+ CIRCLET project (2019-2022). https://circlet.eu/

Commuter Affairs and Community Service (1999) Faculty Handbook for Service-learning. Guides. 19. https://digital-commons.unomaha.edu/slceguides/19

Cornish F., Breton, N., Moreno-Tabarez, U., Delgado, J., de-Graft, A., Hodgetts. A., Hodgetts, D. (2023) Participatory action research. Nat Rev Methods Primers 3: 34. https://doi.org/10.1038/s43586-023-00214-1

Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N., Leip, A. (2021) Food systems are responsible for a third of global anthropogenic GHG emissions. Nat. Food, 1-12.

Dunne, J. (2021) Technology Enhancement for Quality Assurance and Management of Tailored Industry Work Placements. Irish Journal of Academic Practice 9: 1, Article 4.

Dunne, J., Ryan, S.M. (2016) Enhancing professional development and supporting students on work-placement by peer-peer learning using an online reflective blog assessment. Irish Journal of Academic Practice, 5(1): 1.

EU (2023) Sustainable Development. Glossary of summaries. EUR-Lex. European Union. https://eur-lex.europa.eu/EN/legal-content/glossary/sustainable-development.html

European Food Information Council (2023) Safe food storage at home. https://www.eufic.org/en/food-safety/article/safe-food-storage-at-home

Fahlberg L., Fuller C. (2014) Carrol College Service-learning Handbook, 1st ed. Carrol College, USA. https://www.carroll.edu/sites/default/files/2023-05/Service-learning-handbook.pdf

FAO (2018) The Future of Food and Agriculture - Alternative Pathways to 2050; Food and Agriculture Organization of the United Nations (FAO). Rome, Italy, p. 224.

Furco, A., Billig, S.H. (2002) Service-learning: The Essence of the Pedagogy (Advances in Service-learning Research). Information Age Publishing. Charlotte, North Carolina, USA. March 1, 2002. 300 pp.

Heffernan, K. (2002) Fundamentals of Service-learning Course Construction. Campus Compact. Boston, Massachusetts, USA. July 2001. 300 pp.

IPBES (2019) Summary for Policymakers of the Global Assessment Report on Biodiversity and Ecosystem Services; IPBES Secretariat: Bonn, Germany, p. 56.

IPCC (2019) Special Report on Climate Change and Land. An IPCC Special Report on Climate Change, Desertification, Land Degradation, Sustainable Land Management, Food Security, and Greenhouse Gas Fluxes in Terrestrial Ecosystems; Intergovernmental Panel on Climate Change: Dublin, Ireland, p. 874.
## References

AISA (2016) AISA Service-learning Handbook. Association of International Schools in Africa (AISA). https://aisa.or.ke/wp-content/uploads/resources/Service-learning/all-Service-learning/aisa-Service-learning-handbook-140920.pdf

Bacigalupo, M., Kampylis, P., Punie, Y., Van den Brande, G. (2016) EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union; EUR 27939 EN; doi:10.2791/593884

Battle, R. (2020) Aprendizaje-servicio compromiso social en acción. Madrid, Editorial Santillana, 2020. https://wcespronew.s3.amazonaws.com/101189.pdf

Bartsch, G., Reiß, K. (2009) Do it! Learn it! Spread it! Service-learning für Studirende. Mehrwert-Agentur für soziales Lernen gGmbH. Stuttgart.

Berman, S. (2015) Service-learning: A Guide to Planning, Implementing, and Assessing Student Projects. Skyhorse. New York, USA. May 26, 2015. 232 pp.

Berthold, C., Meyer-Guckel, V., Rohe, W. (2010) Mission Gesellschaft. Engagement und Selbstverständnis der Hochschulen: Ziele, Konzepte, internationale Praxis. Stifterverband für die Deutsche Wissenschaft, Essen.

Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. (2022) The European sustainability competence framework (GreenComp). Bacigalupo, M., Punie, Y. (editors), EUR 30955 EN, Publications Office of the European Union, Luxembourg, 2022; ISBN 978-92-76-46485-3, doi:10.2760/13286, JRC128040.

Breiting R. (2009) Issues for environmental education and ESD research development: Looking ahead from WEEC 2007 in Durban. Environmental Education Research 15(2): 199-207. https://doi.org/10.1080/13504620902807584

Bringle, T.G., and Hatcher, J.A. (1996) Implementing Service-learning in Higher Education. Higher Education. 186. https://digitalcommons.unomaha.edu/slehighered/186

Burke, T., Young, I., Papadopoulos, A. (2016) Assessing food safety knowledge and preferred information sources among 19-29 year olds. Food Control 69: 83-89. https://doi.org/10.1016/j.foodcont.2016.04.019

CampusEngage (2018a) An Introductory Guide for Higher Education Staff. Community Based Learning: https://www.campusengage.ie/wp-content/uploads/2018/12/Civic-and-Community-Engagement-WEB.pdf

CampusEngage (2018b) An Introductory Guide for Higher Education Staff. Civic and Community Engagement. Practice, Key Terms and Definitions. CampusEngage Network for the Promotion of Civic Engagement in Irish Higher Education. https://www.campusengage.ie/wp-content/uploads/2018/12/Civic-and-Community-Engagement-WEB.pdf

Centre for Innovative Teaching and Learning - Northern Illinois University (2023) Reflective Journals and Learning Logs. https://www.niu.edu/citl/resources/guides/instructional-guide/reflective-journals-and-learning-logs.shtml

CIRCLET (2023) Erasmus+ CIRCLET project (2019-2022). https://circlet.eu/

Commuter Affairs and Community Service (1999) Faculty Handbook for Service-learning. Guides. 19. https://digital-commons.unomaha.edu/slceguides/19

Cornish F., Breton, N., Moreno-Tabarez, U., Delgado, J., de-Graft, A., Hodgetts. A., Hodgetts, D. (2023) Participatory action research. Nat Rev Methods Primers 3: 34. https://doi.org/10.1038/s43586-023-00214-1

Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N., Leip, A. (2021) Food systems are responsible for a third of global anthropogenic GHG emissions. Nat. Food, 1-12.

Dunne, J. (2021) Technology Enhancement for Quality Assurance and Management of Tailored Industry Work Placements. Irish Journal of Academic Practice 9: 1, Article 4.

Dunne, J., Ryan, S.M. (2016) Enhancing professional development and supporting students on work-placement by peer-peer learning using an online reflective blog assessment. Irish Journal of Academic Practice, 5(1): 1.

EU (2023) Sustainable Development. Glossary of summaries. EUR-Lex. European Union. https://eur-lex.europa.eu/EN/legal-content/glossary/sustainable-development.html

European Food Information Council (2023) Safe food storage at home. https://www.eufic.org/en/food-safety/article/safe-food-storage-at-home

Fahlberg L., Fuller C. (2014) Carrol College Service-learning Handbook, 1st ed. Carrol College, USA. https://www.carroll.edu/sites/default/files/2023-05/Service-learning-handbook.pdf

FAO (2018) The Future of Food and Agriculture - Alternative Pathways to 2050; Food and Agriculture Organization of the United Nations (FAO). Rome, Italy, p. 224.

Furco, A., Billig, S.H. (2002) Service-learning: The Essence of the Pedagogy (Advances in Service-learning Research). Information Age Publishing. Charlotte, North Carolina, USA. March 1, 2002. 300 pp.

Heffernan, K. (2002) Fundamentals of Service-learning Course Construction. Campus Compact. Boston, Massachusetts, USA. July 2001. 300 pp.

IPBES (2019) Summary for Policymakers of the Global Assessment Report on Biodiversity and Ecosystem Services; IPBES Secretariat: Bonn, Germany, p. 56.

IPCC (2019) Special Report on Climate Change and Land. An IPCC Special Report on Climate Change, Desertification, Land Degradation, Sustainable Land Management, Food Security, and Greenhouse Gas Fluxes in Terrestrial Ecosystems; Intergovernmental Panel on Climate Change: Dublin, Ireland, p. 874.
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DOI: 10.54656/XKNT9046

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DOI: 10.54656/XKNT9046

Jóhannesson, I.Á., Norðahl, K., Óskarsdóttir, G., Pálsdóttir, A., Pétursdóttir, B. (2011) Curriculum analysis and education for sustainable development in Iceland. Environmental Education Research, 17(3): 375-391. https://doi.org/10.1080/13504622.2010.5458729

Kiely, R. (2015) Considering Critical Reflection. Campus Compact. October 13, 2015. https://compact.org/news/considering-critical-reflection

Lions Club International (2017) Centennial Service Challenge 1917-2017. Relieving the Hunger. 25 Project Ideas for Relieving Hunger. http://e-district.org/userfiles/967/file/iad459.pdf

McCallum, E., Weicht, R., McMullan, L., Price, A. (2018) EntreComp into Action: get inspired, make it happen (M. Baciagalupo & W. O'Keeffe Eds.). EUR 29105 EN, Publications Office of the European Union, Luxembourg, ISBN 978-92-79-79360-8, doi:10.2760/574864

NEMOS (2022-2024) A New Educational Model for acquisition Of Sustainability competences through Service-learning (NEMOS). Erasmus+ Project number 2021-1-ES01-KA220-HED-000027570. 1st of February 2022 - 31st of March 2024. https://www.nemosproject.com

Neumayer, E. (2013) Weak Versus Strong Sustainability: Exploring the Limits of Two Opposing Paradigms. Edward Elgar Publishing. Cheltenham, UK. 296 pp. https://doi.org/10.4337/9781781007082

OEAD (2023) Glossary. Center for Citizen Science. https://zentrumfuercitizenscience.at/en/citizen-science/glossary#c52447

Puig, J., Martín, X., Rubio, L., Palos, J., Gijón, M., de la Cerda, M., Graell, M. (2023) Rubric for self-assessment and enhancement of Service-learning projects. Moral Education Research Group (GREM), Faculty of Education, University of Barcelona.

Rieckmann, M. (2012) Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127-135. https://doi.org/10.1016/j.futures.2011.09.005

Schanes, K., Dobernig, K., Gözet, B. (2018) Food waste matters - A systematic review of household food waste practices and their policy implications. Journal of Cleaner production 182: 978-991. https://doi.org/10.1016/j.jcle-pro.2018.02.030

TU Dublin (2023) StudentLearning With Communities. Technological University Dublin (TU Dublin). https://www.tudublin.ie/connect/communities/slwc/

World Commission on Environment and Development (1987) Our common future (Brundtland report). UN, New York, 4 Aug. 1987.
# Appendix I

Questions for the interviews and focus group with students, lecturers and stakeholders for qualitative research
# Appendix I

Questions for the interviews and focus group with students, lecturers and stakeholders for qualitative research
# Qualitative analysis focus groups' scripts

Organise at least 6 Focus Groups (Only FG6 and FG8 are optional)

* **FG1:** Regional and local administrations

* **FG2:** Associated partners, NGOs, NPOs.

* **FG3:** Food companies.

* **FG4:** Other stakeholders (you may use FG1, FG2 or FG3), i.e., use FG3 for other food companies.

* **FG5:** one with students from the chosen degree (undergraduates, postgraduates, MS students, PhD students from the same subject area). You may divide this FG into 2 (undergraduates and postgraduates).

* **FG6** (optional but recommended): one with students from different degree programmes (i.e., social work degree, sociology degree, teaching degree).

* Based on FG5 and adapted to the new degrees.

* **FG7:** one with teachers who actively work with sustainability as a competence included in their teaching guides of the chosen degree.

* **FG8** (optional but recommended): a second one with those lectures who do not integrate sustainability as a competence in their teaching of the chosen degree.

## FG1 - Script for the experts focus group from the regional and local administration (4-6 persons)

**Starting point:** sustainability as a social and professional concept (attempt to reach a consensus on a general definition).

* Assessing the state of art in the regional and local administration. Debates and new lines of work (including the regulatory and legal framework).

* Presence and demand for training in sustainability required for work in the administrative and professional spheres: primary, secondary, and tertiary sectors.

* Sustainability in education in general, at the university and, in particular, in the chosen degree.

* Strengths and weaknesses for its presence at the university.

* Opportunities and threats for its presence at the university.

* Knowledge and skills in sustainability that the teaching staff should have.

* What knowledge, values and skills in sustainability should be transmitted to the students of the degree and the rest of the degrees of the university.

* Sustainability profile to be built in students for the professional future demanded by the market.

* Knowledge and attitudes towards Service-learning and its relationship with sustainability in teaching.

* Thematic proposals for a questionnaire for students and teaching staff.
# Qualitative analysis focus groups' scripts

Organise at least 6 Focus Groups (Only FG6 and FG8 are optional)

* **FG1:** Regional and local administrations

* **FG2:** Associated partners, NGOs, NPOs.

* **FG3:** Food companies.

* **FG4:** Other stakeholders (you may use FG1, FG2 or FG3), i.e., use FG3 for other food companies.

* **FG5:** one with students from the chosen degree (undergraduates, postgraduates, MS students, PhD students from the same subject area). You may divide this FG into 2 (undergraduates and postgraduates).

* **FG6** (optional but recommended): one with students from different degree programmes (i.e., social work degree, sociology degree, teaching degree).

* Based on FG5 and adapted to the new degrees.

* **FG7:** one with teachers who actively work with sustainability as a competence included in their teaching guides of the chosen degree.

* **FG8** (optional but recommended): a second one with those lectures who do not integrate sustainability as a competence in their teaching of the chosen degree.

## FG1 - Script for the experts focus group from the regional and local administration (4-6 persons)

**Starting point:** sustainability as a social and professional concept (attempt to reach a consensus on a general definition).

* Assessing the state of art in the regional and local administration. Debates and new lines of work (including the regulatory and legal framework).

* Presence and demand for training in sustainability required for work in the administrative and professional spheres: primary, secondary, and tertiary sectors.

* Sustainability in education in general, at the university and, in particular, in the chosen degree.

* Strengths and weaknesses for its presence at the university.

* Opportunities and threats for its presence at the university.

* Knowledge and skills in sustainability that the teaching staff should have.

* What knowledge, values and skills in sustainability should be transmitted to the students of the degree and the rest of the degrees of the university.

* Sustainability profile to be built in students for the professional future demanded by the market.

* Knowledge and attitudes towards Service-learning and its relationship with sustainability in teaching.

* Thematic proposals for a questionnaire for students and teaching staff.
FG2 & FG3 - Script for experts focus group from business and social institutions (4-6 persons)

**Starting point:** sustainability as a concept in the social, organisational, and professional spheres (attempt to reach a consensus on a general definition).

* Assessing the state of art in the business and/or organisational sphere. The current culture of sustainability and the desired future culture in their areas.

* Debates and new lines of work on the subject (including the regulatory and legal framework: both of the administrations and of the companies and/or organisations themselves).

* Professional and training profiles with sustainability required in their companies and/or organisations. Both for new workers and for the training of current staff.

* Training activities developed in relation to sustainability. New training needs (differentiate as far as possible by primary, secondary and tertiary sectors).

* Sustainability in the educational system, at the university and, in particular, in the chosen degree.

* Strengths and weaknesses for its presence at the university.

* Opportunities and threats for its presence at the university.

* Knowledge and skills in sustainability that university teaching staff should have/transmit.

* What knowledge, values and skills in sustainability should be transmitted to the students of the chosen degree and the rest of the degrees of the university with a view to their professional life.

* Sustainability profile to be built in students for the professional future demanded by the market.

* Knowledge and attitudes towards Service-learning and its relationship with sustainability in teaching. Possible company-organisations-university collaborative projects.

* Questions of final interest regarding sustainability in the social and business sphere that have not been dealt with in this script and that you would like to contribute as a conclusion to the session.

FG5 - Script for the students' focus groups (6-8 persons)

**Starting point:** sustainability as a social concept (attempt to agree on a general definition).

* Sustainability and its experience in everyday life: what knowledge do they have and what attitudes and behaviour do they develop in their daily lives? In the domestic/family sphere, waste, eating habits, consumption in general and in the purchase of clothes/footwear in particular, leisure and free time and mobility.

* Please, explain their experience of sustainability in their educational process in general and at this university in particular.

* Is sustainability integrated transversally in the education they receive at this university. In all subjects: What values and/or attitudes do they receive and what shortcomings do they identify?

* Do they think that this university, the faculties/schools, and departments and specifically the teaching staff transmit knowledge and training on this subject?

* What presence should Sustainability have at this university? Strengths and weaknesses for its current and future presence at the university and in the teaching of their degree.

* Training needs they have as students in this subject.

* What profile in sustainability do they think they will need to enter the labour market: administrations, companies, social organisations or for self-employment.

* Knowledge and attitudes towards Service-learning and its relation to sustainability in teaching. Have they had any experience and, if so, how do they evaluate the experience?

* Finally, talk about any questions that have not been included in this script and which you think would be interesting to include in the study.

* What questions would you ask in a questionnaire addressed to students and lecturers?
FG2 & FG3 - Script for experts focus group from business and social institutions (4-6 persons)

Starting point: sustainability as a concept in the social, organisational, and professional spheres (attempt to reach a consensus on a general definition).

* Assessing the state of art in the business and/or organisational sphere. The current culture of sustainability and the desired future culture in their areas.

* Debates and new lines of work on the subject (including the regulatory and legal framework: both of the administrations and of the companies and/or organisations themselves).

* Professional and training profiles with sustainability required in their companies and/or organisations. Both for new workers and for the training of current staff.

* Training activities developed in relation to sustainability. New training needs (differentiate as far as possible by primary, secondary and tertiary sectors).

* Sustainability in the educational system, at the university and, in particular, in the chosen degree.

* Strengths and weaknesses for its presence at the university.

* Opportunities and threats for its presence at the university.

* Knowledge and skills in sustainability that university teaching staff should have/transmit.

* What knowledge, values and skills in sustainability should be transmitted to the students of the chosen degree and the rest of the degrees of the university with a view to their professional life.

* Sustainability profile to be built in students for the professional future demanded by the market.

* Knowledge and attitudes towards Service-learning and its relationship with sustainability in teaching. Possible company-organisations-university collaborative projects.

* Questions of final interest regarding sustainability in the social and business sphere that have not been dealt with in this script and that you would like to contribute as a conclusion to the session.

FG5 - Script for the students' focus groups (6-8 persons)

Starting point: sustainability as a social concept (attempt to agree on a general definition).

* Sustainability and its experience in everyday life: what knowledge do they have and what attitudes and behaviour do they develop in their daily lives? In the domestic/family sphere, waste, eating habits, consumption in general and in the purchase of clothes/footwear in particular, leisure and free time and mobility.

* Please, explain their experience of sustainability in their educational process in general and at this university in particular.

* Is sustainability integrated transversally in the education they receive at this university. In all subjects: What values and/or attitudes do they receive and what shortcomings do they identify?

* Do they think that this university, the faculties/schools, and departments and specifically the teaching staff transmit knowledge and training on this subject?

* What presence should Sustainability have at this university? Strengths and weaknesses for its current and future presence at the university and in the teaching of their degree.

* Training needs they have as students in this subject.

* What profile in sustainability do they think they will need to enter the labour market: administrations, companies, social organisations or for self-employment.

* Knowledge and attitudes towards Service-learning and its relation to sustainability in teaching. Have they had any experience and, if so, how do they evaluate the experience?

* Finally, talk about any questions that have not been included in this script and which you think would be interesting to include in the study.

* What questions would you ask in a questionnaire addressed to students and lecturers?
FG7 - Script for the lecturers' focus groups (6-8 persons)

**Starting point:** sustainability as a social concept.

* What does "Sustainability in education" mean in general and at (this) university level.

* What are the main challenges that agri-food sector is facing now and will face in the coming years? - What are the strengths and weaknesses of (this) university in providing sustainability competences in food related curricula degrees according to the current educational offer?

* What are the external opportunities and threats (in terms of macro-national-local trends) to consider in order to better promote sustainability competences in the university courses/ modules?

* How do you think universities can better improve their sustainability teaching in food-related curricula?

**Personal position as lecturers:**

* Which main competences and values should universities teach in order to support the sustainability of agri-food sector?

* How technical competencies can be implemented by sustainability competencies?

* Assuming that teaching sustainability implies an inner transformation, how teaching sustainability in the agri-food curricula can influence students in their:

> everyday food experiences?

> social relations?

> culture?

> sustainable lifestyles?

* Concerning their experiences: how do they incorporate them in their teaching?

* What type of pedagogies do you implement to teach sustainability in the agri-food sector?

> Active learning

> Project-based learning

> Gamification

> Role plays, experimental games and simulations

> Case-studies

> Blended and online learning

> Collaborative approaches (cooperation with external partners)

> Service-learning

* What lecturers specifically need to do?

* What training needs do lecturers and students have in terms of incorporating sustainability as a competence of the chosen degree?

* What attitudes towards the subject "sustainability in education" do they see among: teaching staff, students, the school or faculty and this university itself?

* Which 3 competencies would they highlight in themselves with respect to their teaching in the programme of the chosen degree?

* What sustainability values should be transmitted to students? define the sustainability profile to be built for students.

* How familiar are you with the Service-learning in terms of knowledge, attitudes, and experience?

* How do you think SL could help to teach sustainability in food related degrees?

* Thematic proposals for the students' and lecturers' questionnaires.
FG7 - Script for the lecturers' focus groups (6-8 persons)

Starting point: sustainability as a social concept.

* What does "Sustainability in education" mean in general and at (this) university level.

* What are the main challenges that agri-food sector is facing now and will face in the coming years? - What are the strengths and weaknesses of (this) university in providing sustainability competences in food related curricula degrees according to the current educational offer?

* What are the external opportunities and threats (in terms of macro-national-local trends) to consider in order to better promote sustainability competences in the university courses/ modules?

* How do you think universities can better improve their sustainability teaching in food-related curricula?

Personal position as lecturers:

* Which main competences and values should universities teach in order to support the sustainability of agri-food sector?

* How technical competencies can be implemented by sustainability competencies?

* Assuming that teaching sustainability implies an inner transformation, how teaching sustainability in the agri-food curricula can influence students in their:

> everyday food experiences?

> social relations?

> culture?

> sustainable lifestyles?

* Concerning their experiences: how do they incorporate them in their teaching?

* What type of pedagogies do you implement to teach sustainability in the agri-food sector?

> Active learning

> Project-based learning

> Gamification

> Role plays, experimental games and simulations

> Case-studies

> Blended and online learning

> Collaborative approaches (cooperation with external partners)

> Service-learning

* What lecturers specifically need to do?

* What training needs do lecturers and students have in terms of incorporating sustainability as a competence of the chosen degree?

* What attitudes towards the subject "sustainability in education" do they see among: teaching staff, students, the school or faculty and this university itself?

* Which 3 competencies would they highlight in themselves with respect to their teaching in the programme of the chosen degree?

* What sustainability values should be transmitted to students? define the sustainability profile to be built for students.

* How familiar are you with the Service-learning in terms of knowledge, attitudes, and experience?

* How do you think SL could help to teach sustainability in food related degrees?

* Thematic proposals for the students' and lecturers' questionnaires.
FG8 - Script for the lecturers' focus groups (6-8 persons)

**Starting point:** sustainability as a social concept.

* What does "Sustainability in education" mean in general and at (this) university level.

* What are the main challenges that agri-food sector is facing now and will face in the coming years? - What are the strengths and weaknesses of (this) university in providing sustainability competences in food related curricula degrees according to the current educational offer?

* What are the external opportunities and threats (in terms of macro-national-local trends) to consider in order to better promote sustainability competences in the university courses/ modules?

* How do you think universities can better improve their sustainability teaching in food-related curricula?

**Personal position as lecturers:**

* If they do not incorporate sustainability as a competency, why not?

* If they do not use innovative pedagogies, what are the main reasons to not using them?

* What training needs do lecturers and students have in terms of incorporating sustainability as a competence of the chosen degree?

* What attitudes towards the subject "Sustainability in education" do they see among: teaching staff, students, the school or faculty and this university itself?

* Which three competencies would they highlight in themselves with respect to their teaching in the programme of the chosen degree?

* What sustainability values should be transmitted to students? define the sustainability profile to be built for students.

* How familiar are you with the Service-learning (SL) in terms of knowledge, attitudes, and experience?

* How do you think SL could help to teach sustainability in food related degrees?

* Thematic proposals for the students' and lecturers' questionnaires.
FG8 - Script for the lecturers' focus groups (6-8 persons)

**Starting point:** sustainability as a social concept.

* What does "Sustainability in education" mean in general and at (this) university level.

* What are the main challenges that agri-food sector is facing now and will face in the coming years? - What are the strengths and weaknesses of (this) university in providing sustainability competences in food related curricula degrees according to the current educational offer?

* What are the external opportunities and threats (in terms of macro-national-local trends) to consider in order to better promote sustainability competences in the university courses/ modules?

* How do you think universities can better improve their sustainability teaching in food-related curricula?

**Personal position as lecturers:**

* If they do not incorporate sustainability as a competency, why not?

* If they do not use innovative pedagogies, what are the main reasons to not using them?

* What training needs do lecturers and students have in terms of incorporating sustainability as a competence of the chosen degree?

* What attitudes towards the subject "Sustainability in education" do they see among: teaching staff, students, the school or faculty and this university itself?

* Which three competencies would they highlight in themselves with respect to their teaching in the programme of the chosen degree?

* What sustainability values should be transmitted to students? define the sustainability profile to be built for students.

* How familiar are you with the Service-learning (SL) in terms of knowledge, attitudes, and experience?

* How do you think SL could help to teach sustainability in food related degrees?

* Thematic proposals for the students' and lecturers' questionnaires.
Appendix II

Student, lecturer
and stakeholder
questionnaires for
quantitative research
Appendix II

Student, lecturer
and stakeholder
questionnaires for
quantitative research
## Survey for students

This questionnaire is part of the research carried out in the NEMOS project "A new educational model for acquisition of sustainability competences through Service-learning". Further information about the project is below and can be found on the project website www.nemosproject.com. The survey is anonymous, and data will be stored on a secure drive. By taking this survey you are agreeing to participate in this research project. If you would like to ask any questions before taking the survey, please contact @.

NEMOS: A new educational model for acquisition of sustainability competences through Service-learning.

### Aim and objectives

The main aim of the project is to develop an educational model, complete with students' toolkit and educational practices in order to integrate the acquisition of sustainability competences during curricular education in the Food Sciences.

### The objectives of this project are:

1. Defining a food sustainability profile (FSP) through a community building methodology by developing a model of intervention common to all universities involved, focused on sustainability and pedagogical practices, included Service-learning (SL).

2. Defining a methodological handbook (MH) in Food sustainability through SL as a common framework of activities for acquisition of sustainability competences for SL and roadmaps of implementation.

3. Defining assessment tools of FSP and MH by co-creation practices in SL.

4. Defining a new educational model suitable for the acquisition of sustainability competences through green pedagogies and SL. The final results would be a new educational model that we propose as the catalyst for change in the current educational model.

1. Gender

* Woman

* Man

* Non-binary

* Prefer not to say

2. How old are you now?

3. What kind of course do you attend?

* Bachelor degree

* Master degree

4. Which is the title of the course you are attending?

5. In which programme academic year are you currently studying?

* 1

* 2

* 3

* 4

* 5

* 6

6. What was the main reason you decided to study this Bachelor's or Master's degree?

* Job opportunities

* Vocation

* I liked it

* Family tradition

* Guidance school/Institute
## Survey for students

This questionnaire is part of the research carried out in the NEMOS project "A new educational model for acquisition of sustainability competences through Service-learning". Further information about the project is below and can be found on the project website www.nemosproject.com. The survey is anonymous, and data will be stored on a secure drive. By taking this survey you are agreeing to participate in this research project. If you would like to ask any questions before taking the survey, please contact @.

NEMOS: A new educational model for acquisition of sustainability competences through Service-learning.

### Aim and objectives

The main aim of the project is to develop an educational model, complete with students' toolkit and educational practices in order to integrate the acquisition of sustainability competences during curricular education in the Food Sciences.

**The objectives of this project are:**

1. Defining a food sustainability profile (FSP) through a community building methodology by developing a model of intervention common to all universities involved, focused on sustainability and pedagogical practices, included Service-learning (SL).

2. Defining a methodological handbook (MH) in Food sustainability through SL as a common framework of activities for acquisition of sustainability competences for SL and roadmaps of implementation.

3. Defining assessment tools of FSP and MH by co-creation practices in SL.

4. Defining a new educational model suitable for the acquisition of sustainability competences through green pedagogies and SL. The final results would be a new educational model that we propose as the catalyst for change in the current educational model.

1. Gender

○ Woman

○ Man

○ Non-binary

○ Prefer not to say

2. How old are you now?

3. What kind of course do you attend?

○ Bachelor degree

○ Master degree

4. Which is the title of the course you are attending?

5. In which programme academic year are you currently studying?

○ 1

○ 2

○ 3

○ 4

○ 5

○ 6

6. What was the main reason you decided to study this Bachelor's or Master's degree?

○ Job opportunities

○ Vocation

○ I liked it

○ Family tradition

○ Guidance school/Institute
○ My choice

○ I wanted to study at this university

○ Interest in the agri-food world

○ Other

7. If 'other', please provide more details

8. What socio-economic class would you say you belong to?

○ Upper class

○ Upper-middle class

○ Middle class

○ Lower-middle class

○ Lower class

9. Do you participate in any NGO or social, student, political, trade union or environmental organisation?

○ No

○ No, but I would like to be part of

○ Yes, I do belong

10. Your interest in social, political, economic or environmental issues is:

○ Very low

○ Low

○ Average

○ High

○ Very high

11. What media or sources do you turn to for information on these issues? (multiple answers possible)

○ None

○ Family members

○ Friends

○ Workshops, talks, courses...

○ Personal experience

○ Internet

○ Social Media

○ University lecturers

○ Press and media

○ Social organisations...

○ Bibliography: books, journals

○ Other

12. If 'other', please provide more details

13. Speaking now about the idea of sustainability, in general terms, could you define this concept briefly?

14. Your interest in sustainability would you say is:

○ Very low

○ Low

○ Average

○ High

○ Very high

15. What issues, areas and disciplines do you relate to sustainability?

16. What personal and social behaviours do you relate to sustainability?

<figure><img src="image_20.png" /></figure>

<figure><img src="image_21.png" /></figure>
○ My choice

○ I wanted to study at this university

○ Interest in the agri-food world

○ Other

7. If 'other', please provide more details

8. What socio-economic class would you say you belong to?

○ Upper class

○ Upper-middle class

○ Middle class

○ Lower-middle class

○ Lower class

9. Do you participate in any NGO or social, student, political, trade union or environmental organisation?

○ No

○ No, but I would like to be part of

○ Yes, I do belong

10. Your interest in social, political, economic or environmental issues is:

○ Very low

○ Low

○ Average

○ High

○ Very high

11. What media or sources do you turn to for information on these issues? (multiple answers possible)

○ None

○ Family members

○ Friends

○ Workshops, talks, courses...

○ Personal experience

○ Internet

○ Social Media

○ University lecturers

○ Press and media

○ Social organisations...

○ Bibliography: books, journals

○ Other

12. If 'other', please provide more details

13. Speaking now about the idea of sustainability, in general terms, could you define this concept briefly?

14. Your interest in sustainability would you say is:

○ Very low

○ Low

○ Average

○ High

○ Very high

15. What issues, areas and disciplines do you relate to sustainability?

16. What personal and social behaviours do you relate to sustainability?

<figure><img src="image_21.png" /></figure>
17. What media or sources do you use to inform yourself about sustainability? (multiple answers possible)

○ None

○ Family members

○ Friends

○ Workshops, talks, courses...

○ Personal experience

○ Internet

○ Social Media

○ University lecturers

○ Press and media

○ Social organisations....

○ Bibliography: books, journals

○ Other

18. If 'other', please provide more details

19. Are you aware of the Sustainable Development Goals (SDGs) of the 2030 Agenda?

○ Yes

○ No (if not, please skip to question n. 21)

20. If you are familiar with the SDGs, can you name any of them?

21. Have you been involved in any social, educational or professional project related to sustainability? (multiple answers possible)

○ Yes, social

○ Yes, educational

○ Yes, professional

○ No

22. Would you say that in your daily life you have a behaviour where you strive for sustainable behaviours and actions?

○ No (if not, please skip to question n. 25)

○ Yes

○ Sometimes

23. What actions do you take regularly to ensure greater sustainability in your immediate and distant environment (waste, energy, mobility, consumption, technology, social environment)?

○ None

○ Some

24. If 'some', please provide more details

25. When you buy products such as clothes, shoes, and food do you pay attention to the origin, whether it is organic or Fair Trade? (multiple answers possible)

○ Yes, at the origin

○ Yes, if it is organic

○ Yes, if it is Fair Trade

○ No

26. Do you see the need for specific knowledge and training in sustainability issues as a necessary part of your professional education?

○ Yes, I do

○ I do not know

○ No, I do not
17. What media or sources do you use to inform yourself about sustainability? (multiple answers possible)

○ None

○ Family members

○ Friends

○ Workshops, talks, courses...

○ Personal experience

○ Internet

○ Social Media

○ University lecturers

○ Press and media

○ Social organisations....

○ Bibliography: books, journals

○ Other

18. If 'other', please provide more details

19. Are you aware of the Sustainable Development Goals (SDGs) of the 2030 Agenda?

○ Yes

○ No (if not, please skip to question n. 21)

20. If you are familiar with the SDGs, can you name any of them?

21. Have you been involved in any social, educational or professional project related to sustainability? (multiple answers possible)

○ Yes, social

○ Yes, educational

○ Yes, professional

○ No

22. Would you say that in your daily life you have a behaviour where you strive for sustainable behaviours and actions?

○ No (if not, please skip to question n. 25)

○ Yes

○ Sometimes

23. What actions do you take regularly to ensure greater sustainability in your immediate and distant environment (waste, energy, mobility, consumption, technology, social environment)?

○ None

○ Some

24. If 'some', please provide more details

25. When you buy products such as clothes, shoes, and food do you pay attention to the origin, whether it is organic or Fair Trade? (multiple answers possible)

○ Yes, at the origin

○ Yes, if it is organic

○ Yes, if it is Fair Trade

○ No

26. Do you see the need for specific knowledge and training in sustainability issues as a necessary part of your professional education?

○ Yes, I do

○ I do not know

○ No, I do not
27. How informed do you feel about climate change?

○ Not informed

○ Little informed

○ Somewhat informed

○ Fairly informed

○ Very informed

28. How much are you concerned for the climate change?

○ Extremely concerned

○ Moderately concerned

○ Somewhat concerned

○ Slightly concerned

○ Not at all concerned

29. To what extent would you say that sustainability is present in the education you receive in the Bachelor's or Master's degree?

○ Not present

○ Little present

○ Somewhat present

○ Fairly present

○ Very present

30. In what specific areas would you like to have more knowledge on this issue?

31. Which teaching and/or practical initiatives, carried out in this degree, have helped you to experience sustainability first-hand?

32. What teaching and/or practical initiatives would you like to see in this degree programme to experience sustainability first hand?

33. Would you like to participate in sustainable development projects or activities that take into account the relationship between environmental, social and economic factors.?

○ Yes

○ No

34. Do you think increased topics and actions related to sustainability in your Bachelor's or Master's degree is necessary?

○ Yes

○ No

35. How do you assess the involvement of your teaching staff in the issue of sustainability?

○ Very poor

○ Poor

○ Average

○ Good

○ Excellent

36. If companies were to convey to you in class the need for you to develop such a competency in sustainability, would you be encouraged to work on it more intensively during your studies?

○ Yes

○ No

37. In terms of career opportunities, do you think it would give you an advantage in terms of being selected for a job if you have integrated sustainability competency in your studies?

○ Yes

○ No
27. How informed do you feel about climate change?

○ Not informed

○ Little informed

○ Somewhat informed

○ Fairly informed

○ Very informed

28. How much are you concerned for the climate change?

○ Extremely concerned

○ Moderately concerned

○ Somewhat concerned

○ Slightly concerned

○ Not at all concerned

29. To what extent would you say that sustainability is present in the education you receive in the Bachelor's or Master's degree?

○ Not present

○ Little present

○ Somewhat present

○ Fairly present

○ Very present

30. In what specific areas would you like to have more knowledge on this issue?

31. Which teaching and/or practical initiatives, carried out in this degree, have helped you to experience sustainability first-hand?

32. What teaching and/or practical initiatives would you like to see in this degree programme to experience sustainability first hand?

33. Would you like to participate in sustainable development projects or activities that take into account the relationship between environmental, social and economic factors.?

○ Yes

○ No

34. Do you think increased topics and actions related to sustainability in your Bachelor's or Master's degree is necessary?

○ Yes

○ No

35. How do you assess the involvement of your teaching staff in the issue of sustainability?

○ Very poor

○ Poor

○ Average

○ Good

○ Excellent

36. If companies were to convey to you in class the need for you to develop such a competency in sustainability, would you be encouraged to work on it more intensively during your studies?

○ Yes

○ No

37. In terms of career opportunities, do you think it would give you an advantage in terms of being selected for a job if you have integrated sustainability competency in your studies?

○ Yes

○ No
38. In which type of professional organisation would you prefer to work? Choose only one answer

◯ Administration

◯ Large company

◯ Medium-sized enterprise

◯ Small business

◯ Cooperatives

◯ Setting up my own company

◯ Social organisations, NGOs...

◯ Professional organisations, trade unions...

◯ Research centres

◯ University

◯ Teaching in High School / Secondary School

◯ Others

39. If 'others', please provide more details

40. Do your priorities include the possibility of working and/or living in a rural area?

◯ Yes to work, but not to live

◯ Yes to live, but not to work

◯ Yes to live and work

◯ No. Neither live nor work

41. In the case of your university, do you see the need for increased actions related to sustainability?

◯ Yes

◯ No

42. Do you know about any initiative or activity that might favor sustainability at your university?

◯ Yes

◯ No

43. If 'yes', please provide more details

44. Which kind of actions do you feel necessary to be implemented in order to make your organization a sustainable university?

45. Do you know about the pedagogical methodology called Service-leaning?

◯ Yes

◯ No

46. Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Are you interested in incorporating this type of training in your Bachelor's degree or Master's degree through internships in companies, social enterprises or in the final Degree Project (Practicum)?

◯ Yes

◯ No

47. Would you sign up for an internship at your university with this Service-learning model?

◯ Yes

◯ No

48. Would you sign up for an internship at your university with a social enterprise focused on food sustainability?

◯ Yes

◯ No

◯ Maybe
38. In which type of professional organisation would you prefer to work? Choose only one answer

◯ Administration

◯ Large company

◯ Medium-sized enterprise

◯ Small business

◯ Cooperatives

◯ Setting up my own company

◯ Social organisations, NGOs...

◯ Professional organisations, trade unions...

◯ Research centres

◯ University

◯ Teaching in High School / Secondary School

◯ Others

39. If 'others', please provide more details

40. Do your priorities include the possibility of working and/or living in a rural area?

◯ Yes to work, but not to live

◯ Yes to live, but not to work

◯ Yes to live and work

◯ No. Neither live nor work

41. In the case of your university, do you see the need for increased actions related to sustainability?

◯ Yes

◯ No

42. Do you know about any initiative or activity that might favor sustainability at your university?

◯ Yes

◯ No

43. If 'yes', please provide more details

44. Which kind of actions do you feel necessary to be implemented in order to make your organization a sustainable university?

45. Do you know about the pedagogical methodology called Service-leaning?

◯ Yes

◯ No

46. Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Are you interested in incorporating this type of training in your Bachelor's degree or Master's degree through internships in companies, social enterprises or in the final Degree Project (Practicum)?

◯ Yes

◯ No

47. Would you sign up for an internship at your university with this Service-learning model?

◯ Yes

◯ No

48. Would you sign up for an internship at your university with a social enterprise focused on food sustainability?

◯ Yes

◯ No

◯ Maybe
49. Do you think it is necessary to create Service-learning processes with lecturers so that they can experience it first-hand and communicate it in an experiential way to students?

○ Yes

○ No

Thank you for your participation.

## Survey for lecturers

This questionnaire if part of the research carried out in the NEMOS project "A new educational model for acquisition of sustainability competences through Service-learning". Further information about the project is below and can be found on the project website www.nemosproject.com. The survey is anonymous, and data will be stored on a secure drive. By taking this survey you are agreeing to participate in this research project. If you would like to ask any questions before taking the survey, please contact @.

**NEMOS:** A new educational model for acquisition of sustainability competences through Service-learning.

### Aim and objectives

The main aim of the project is to develop an educational model, complete with students' toolkit and educational practices in order to integrate the acquisition of sustainability competences during curricular education in the Food Sciences.

**The objectives of this project are:**

1. Defining a food sustainability profile (FSP) through a community building methodology by developing a model of intervention common to all universities involved, focused on sustainability and pedagogical practices, included Service-learning (SL).

2. Defining a methodological handbook (MH) in Food sustainability through SL as a common framework of activities for acquisition of sustainability competences for SL and roadmaps of implementation.

3. Defining assessment tools of FSP and MH by co-creation practices in SL.

4. Defining a new educational model suitable for the acquisition of sustainability competences through green pedagogies and SL. The final results would be a new educational model that we propose as the catalyst for change in the current educational model.

1. Gender

○ Woman

○ Man

○ Non-binary

○ Prefer not to say

2. How old are you now?

○ Under 30

○ 30-39

○ 40-49

○ Over 50

3. In your lecturing role, what levels do you teach? (check all that apply)

○ Level 6

○ Level 7/8

○ Level 9
49. Do you think it is necessary to create Service-learning processes with lecturers so that they can experience it first-hand and communicate it in an experiential way to students?

○ Yes

○ No

Thank you for your participation.

## Survey for lecturers

This questionnaire if part of the research carried out in the NEMOS project "A new educational model for acquisition of sustainability competences through Service-learning". Further information about the project is below and can be found on the project website www.nemosproject.com. The survey is anonymous, and data will be stored on a secure drive. By taking this survey you are agreeing to participate in this research project. If you would like to ask any questions before taking the survey, please contact @.

NEMOS: A new educational model for acquisition of sustainability competences through Service-learning.

### Aim and objectives

The main aim of the project is to develop an educational model, complete with students' toolkit and educational practices in order to integrate the acquisition of sustainability competences during curricular education in the Food Sciences.

### The objectives of this project are:

1. Defining a food sustainability profile (FSP) through a community building methodology by developing a model of intervention common to all universities involved, focused on sustainability and pedagogical practices, included Service-learning (SL).

2. Defining a methodological handbook (MH) in Food sustainability through SL as a common framework of activities for acquisition of sustainability competences for SL and roadmaps of implementation.

3. Defining assessment tools of FSP and MH by co-creation practices in SL.

4. Defining a new educational model suitable for the acquisition of sustainability competences through green pedagogies and SL. The final results would be a new educational model that we propose as the catalyst for change in the current educational model.

1. Gender

○ Woman

○ Man

○ Non-binary

○ Prefer not to say

2. How old are you now?

○ Under 30

○ 30-39

○ 40-49

○ Over 50

3. In your lecturing role, what levels do you teach? (check all that apply)

○ Level 6

○ Level 7/8

○ Level 9
4. What Higher Education Studies have you yourself completed? Discipline area and level can be included

5. In what discipline area of knowledge do you mainly teach?

6. How many years have you been a University lecturer?

○ 0-5 years (early career)

○ 5-15 years (mid career)

○ 15+ years

7. What is your current contractual relationship with your University?

○ Senior Lecturer (SLI,II,III)

○ Lecturer

○ Assistant Lecturer

○ Other

8. In addition to the university, do you work for any other public or private entity?

○ No

○ Yes, in the administration / civil service

○ Yes, in a public company

○ Yes, in a private company

9. Do you participate in any NGO or social, student, political, trade union or environmental organisation?

○ No

○ No, but I would like to be part of

○ Yes, I do belong

10. Your interest in social, political, economic or environmental issues is:

○ Very low

○ Low

○ Average

○ High

○ Very high

11. What media or sources do you turn to for information on these issues? (tick all that apply. Multiple answers possible)

○ None

○ Family members

○ Friends

○ Workshops, talks, courses...

○ Personal experience

○ Internet

○ Social Media

○ University colleagues and lecturers

○ Press and media

○ Social organisations

○ Bibliography: books, journals, etc.

○ Other

12. Speaking now about the idea of sustainability, in general terms, could you define this concept briefly?

13. What is your level of interest in sustainability?

○ Very low

○ Low

○ Average

○ High

○ Very high
4. What Higher Education Studies have you yourself completed? Discipline area and level can be included

5. In what discipline area of knowledge do you mainly teach?

6. How many years have you been a University lecturer?

○ 0-5 years (early career)

○ 5-15 years (mid career)

○ 15+ years

7. What is your current contractual relationship with your University?

○ Senior Lecturer (SLI,II,III)

○ Lecturer

○ Assistant Lecturer

○ Other

8. In addition to the university, do you work for any other public or private entity?

○ No

○ Yes, in the administration / civil service

○ Yes, in a public company

○ Yes, in a private company

9. Do you participate in any NGO or social, student, political, trade union or environmental organisation?

○ No

○ No, but I would like to be part of

○ Yes, I do belong

10. Your interest in social, political, economic or environmental issues is:

○ Very low

○ Low

○ Average

○ High

○ Very high

11. What media or sources do you turn to for information on these issues? (tick all that apply. Multiple answers possible)

○ None

○ Family members

○ Friends

○ Workshops, talks, courses...

○ Personal experience

○ Internet

○ Social Media

○ University colleagues and lecturers

○ Press and media

○ Social organisations

○ Bibliography: books, journals, etc.

○ Other

12. Speaking now about the idea of sustainability, in general terms, could you define this concept briefly?

13. What is your level of interest in sustainability?

○ Very low

○ Low

○ Average

○ High

○ Very high
14. What issues, areas, and disciplines do you relate to sustainability?

15. What personal or social behaviours do you relate to sustainability?

16. What media or sources do you use to inform yourself about sustainability? (tick all that apply. Multiple answers possible)

○ None

○ Family members

○ Friends

○ Workshops, talks, courses...

○ Personal experience

○ Internet

○ Social Media

○ University colleagues and lecturers

○ Press and media

○ Social organisations

○ Bibliography: books, journals. Etc.

○ Other

17. Are you aware of the Sustainable Development Goals (SDGs) of the 2030 Agenda?

○ Yes

○ No (please go to question n.19)

18. If you are familiar with the SDGs, can you name any of them?

19. Have you been involved in any social, educational or professional project related to sustainability? (multiple answers possible)

○ Yes, social

○ Yes, educational

○ Yes, professional

○ No

20. Would you say that in your daily life you have behaviours and actions strive to be sustainable?

○ No (please, go to question n. 22)

○ Sometimes

○ Yes

21. What actions do you take regularly to ensure greater sustainability in your immediate and distant environment (waste, energy, mobility, consumption, technology, social environment)?

22. When you buy products such as clothes, shoes, and food do you pay attention to the origin, whether it is organic or Fair Trade? (multiple answers possible)

○ Yes, at the origin

○ Yes, if it is organic

○ Yes, if it is Fair Trade

○ No

23. In teaching, do you include sustainability-related content in the syllabus, lectures and or placements of your subject?

○ Yes, a lot

○ Somewhat

○ No, not at all

24. Do you encourage students to follow environmental, consumer and social "good practices" both at University and in their daily lives?

○ Yes, I do

○ No, I don't
14. What issues, areas, and disciplines do you relate to sustainability?

15. What personal or social behaviours do you relate to sustainability?

16. What media or sources do you use to inform yourself about sustainability? (tick all that apply. Multiple answers possible)

○ None

○ Family members

○ Friends

○ Workshops, talks, courses...

○ Personal experience

○ Internet

○ Social Media

○ University colleagues and lecturers

○ Press and media

○ Social organisations

○ Bibliography: books, journals. Etc.

○ Other

17. Are you aware of the Sustainable Development Goals (SDGs) of the 2030 Agenda?

○ Yes

○ No (please go to question n.19)

18. If you are familiar with the SDGs, can you name any of them?

19. Have you been involved in any social, educational or professional project related to sustainability? (multiple answers possible)

○ Yes, social

○ Yes, educational

○ Yes, professional

○ No

20. Would you say that in your daily life you have behaviours and actions strive to be sustainable?

○ No (please, go to question n. 22)

○ Sometimes

○ Yes

21. What actions do you take regularly to ensure greater sustainability in your immediate and distant environment (waste, energy, mobility, consumption, technology, social environment)?

22. When you buy products such as clothes, shoes, and food do you pay attention to the origin, whether it is organic or Fair Trade? (multiple answers possible)

○ Yes, at the origin

○ Yes, if it is organic

○ Yes, if it is Fair Trade

○ No

23. In teaching, do you include sustainability-related content in the syllabus, lectures and or placements of your subject?

○ Yes, a lot

○ Somewhat

○ No, not at all

24. Do you encourage students to follow environmental, consumer and social "good practices" both at University and in their daily lives?

○ Yes, I do

○ No, I don't
25. Do you and your students take care of waste production, excess consumption of materials and/or energy in the classroom, placements and/or laboratories?

○ Yes, I do

○ No, I don't

26. To what extent would you say that sustainability is present in the modules that you teach?

○ Not present

○ Somewhat present

○ Very present

27. Do you think there is a need for a greater emphasis on sustainability in the BSc Food Innovation?

○ Yes, I do

○ Maybe

○ No, I do not think so

28. How do you consider your own knowledge, skills and training in sustainability with a view to introducing it, as a competency, in your teaching and curriculum subjects and teaching projects?

○ Very low

○ Low

○ Fair

○ High

○ Very high

29. Have you taken formal professional development to increase your knowledge and skills in sustainability?

○ Yes

○ No

30. Do you see a need for further professional development in sustainability issues in your work as a lecturer?

○ Yes

○ No (please, go to question n. 33)

31. In what general areas would you like to have more knowledge and training in sustainability on this issue?

○ In my discipline area

○ In the general area of sustainability

○ In pedagogies to embed sustainability

○ Other

32. In what specific areas would you like to have more knowledge and training in sustainability?

33. What initiatives and/or activities do you carry out in your teaching to help students increase their knowledge and positive attitudes towards sustainability?

34. What teaching initiatives and/or activities would you like to see implemented in programmes for the education/training of students in sustainability in your area?

35. Would you like to participate in sustainable development projects or activities that take into account the relationship between environmental, social and economic factors?

○ No

○ Yes

36. What is your perception of the level of engagement of your students in sustainability related issues?

○ Very poor

○ Poor

○ Average

○ Good

○ Excellent
25. Do you and your students take care of waste production, excess consumption of materials and/or energy in the classroom, placements and/or laboratories?

○ Yes, I do

○ No, I don't

26. To what extent would you say that sustainability is present in the modules that you teach?

○ Not present

○ Somewhat present

○ Very present

27. Do you think there is a need for a greater emphasis on sustainability in the BSc Food Innovation?

○ Yes, I do

○ Maybe

○ No, I do not think so

28. How do you consider your own knowledge, skills and training in sustainability with a view to introducing it, as a competency, in your teaching and curriculum subjects and teaching projects?

○ Very low

○ Low

○ Fair

○ High

○ Very high

29. Have you taken formal professional development to increase your knowledge and skills in sustainability?

○ Yes

○ No

30. Do you see a need for further professional development in sustainability issues in your work as a lecturer?

○ Yes

○ No (please, go to question n. 33)

31. In what general areas would you like to have more knowledge and training in sustainability on this issue?

○ In my discipline area

○ In the general area of sustainability

○ In pedagogies to embed sustainability

○ Other

32. In what specific areas would you like to have more knowledge and training in sustainability?

33. What initiatives and/or activities do you carry out in your teaching to help students increase their knowledge and positive attitudes towards sustainability?

34. What teaching initiatives and/or activities would you like to see implemented in programmes for the education/training of students in sustainability in your area?

35. Would you like to participate in sustainable development projects or activities that take into account the relationship between environmental, social and economic factors?

○ No

○ Yes

36. What is your perception of the level of engagement of your students in sustainability related issues?

○ Very poor

○ Poor

○ Average

○ Good

○ Excellent
37. How do you assess the involvement of lecturing staff in general with the issue of sustainability?

○ Very low (please, go to question n. 38)

○ Low (please, go to question n. 38)

○ Average

○ Good

○ Excellent

38. If you think that lecturers' commitment to this issue is low, why do you think this is the case? (several answers possible)

○ Lack of training in the subject

○ Lack of time

○ No incentives from the University

○ Too much workload

○ Focused on professional career

○ Lack of University interest

○ No promotion

○ Other

39. What sustainability knowledge and attitudes do you think should be transmitted to students through university teaching?

40. In terms of career opportunities, do you think it would give your students an advantage in terms of being selected for a job if they have integrated sustainability competency in their education?

○ Yes

○ No

○ Maybe

41. In the case of your university, do you see the need increased training and actions related to sustainability?

○ Yes

○ No

○ Maybe

42. Do you know about any initiative or activity that promotes or enhances sustainability at your university?

○ No

○ Yes

43. If you selected "Yes" to the previous question, please provide some details

44. Which kind of actions do you feel necessary to be implemented in order to make your organization a sustainable university?

45. Do you know about the pedagogical methodology called "Service-learning"?

○ Yes

○ No

46. Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Do you support incorporating this type of training in the Bachelor's or Master's degree through work placement in companies, social entities or in the Final Year Project?

○ Yes

○ No

47. Would you include this Service-learning methodology in your teaching to embed sustainability?

○ Yes

○ No

○ Not sure
37. How do you assess the involvement of lecturing staff in general with the issue of sustainability?

○ Very low (please, go to question n. 38)

○ Low (please, go to question n. 38)

○ Average

○ Good

○ Excellent

38. If you think that lecturers' commitment to this issue is low, why do you think this is the case? (several answers possible)

○ Lack of training in the subject

○ Lack of time

○ No incentives from the University

○ Too much workload

○ Focused on professional career

○ Lack of University interest

○ No promotion

○ Other

39. What sustainability knowledge and attitudes do you think should be transmitted to students through university teaching?

40. In terms of career opportunities, do you think it would give your students an advantage in terms of being selected for a job if they have integrated sustainability competency in their education?

○ Yes

○ No

○ Maybe

41. In the case of your university, do you see the need increased training and actions related to sustainability?

○ Yes

○ No

○ Maybe

42. Do you know about any initiative or activity that promotes or enhances sustainability at your university?

○ No

○ Yes

43. If you selected "Yes" to the previous question, please provide some details

44. Which kind of actions do you feel necessary to be implemented in order to make your organization a sustainable university?

45. Do you know about the pedagogical methodology called "Service-learning"?

○ Yes

○ No

46. Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Do you support incorporating this type of training in the Bachelor's or Master's degree through work placement in companies, social entities or in the Final Year Project?

○ Yes

○ No

47. Would you include this Service-learning methodology in your teaching to embed sustainability?

○ Yes

○ No

○ Not sure
48. Do you think it is necessary to create sustainability related Service-learning opportunities for lecturers so that they can experience it first-hand and communicate it in an experiential way to students?

○ Yes

○ No

○ Not sure

49. Finally, would you attend professional development training in Service-learning methodology and its practical incorporation into your teaching for sustainability if was organized at the University?

○ Yes

○ No

○ Maybe

Thank you for your participation.

## Survey for Stakeholders

We are interested to hear your perspective on sustainability!

This is important so that we can develop new training/education models based on real agri-food industry needs.

You are invited to take part in this 20-minute survey and share your valuable insight with us.

This questionnaire is part of the Erasmus+ project NEMOS - A new educational model for acquisition of sustainability competences through Service-learning. For more information please visit: www.nemosproject.com

The survey is anonymous, and data will be stored on a secure drive. By taking this survey you are agreeing to participate in this research project. For any questions please contact: @

Thank you for your help!

Your answers are important in designing education for a more sustainable global food.

1. Gender

○ Woman

○ Man

○ Non-binary

○ Prefer not to say

2. How old are you now?

○ Under 30

○ 30-39

○ 40-49

○ Over 50

3. Where do you work?

○ Food company

○ Research centre

○ Regional or local government

○ NGO

○ Other

4. If 'other', please specify:

5. In the last 5 years, approximately how many graduates has your organisation recruited?
48. Do you think it is necessary to create sustainability related Service-learning opportunities for lecturers so that they can experience it first-hand and communicate it in an experiential way to students?

○ Yes

○ No

○ Not sure

49. Finally, would you attend professional development training in Service-learning methodology and its practical incorporation into your teaching for sustainability if was organized at the University?

○ Yes

○ No

○ Maybe

Thank you for your participation.

## Survey for Stakeholders

We are interested to hear your perspective on sustainability!

This is important so that we can develop new training/education models based on real agri-food industry needs.

You are invited to take part in this 20-minute survey and share your valuable insight with us.

This questionnaire is part of the Erasmus+ project NEMOS - A new educational model for acquisition of sustainability competences through Service-learning. For more information please visit: www.nemosproject.com

The survey is anonymous, and data will be stored on a secure drive. By taking this survey you are agreeing to participate in this research project. For any questions please contact: @

Thank you for your help!

Your answers are important in designing education for a more sustainable global food.

1. Gender

○ Woman

○ Man

○ Non-binary

○ Prefer not to say

2. How old are you now?

○ Under 30

○ 30-39

○ 40-49

○ Over 50

3. Where do you work?

○ Food company

○ Research centre

○ Regional or local government

○ NGO

○ Other

4. If 'other', please specify:

5. In the last 5 years, approximately how many graduates has your organisation recruited?
6. What type of employment has your organisation provided in recent years?

O Full-time

O Part-time

O Occasional

O Internship/Training

7. Speaking now about the idea of sustainability, in general terms, could you define this concept briefly?

8. What is your level of interest in sustainability?

O Very low

O Low

O Average

O High

O Very high

9. What issues, areas, and disciplines do you relate to sustainability?

10. What personal or social behaviours do you relate to sustainability?

11. What media or sources do you turn to for information on these issues? (tick all that apply)

O None

O Family members

O Friends

O Workshops, talks, courses...

O Personal experience

O Internet

O Social Media

O University colleagues

O Press and media

O Social organisations....

O Bibliography: books, journals

O Other

12. If 'other', please specify

13. Are you aware of the Sustainable Development Goals (SDGs) of the 2030 Agenda?

O Yes

O No (in this case, go to question n. 15)

14. If you are familiar with the SDGs, can you name any of them?

15. Have you been involved in any social, professional or institutional project related to sustainability? (multiple answers possible)

O Yes, social

O Yes, educational

O Yes, professional

O No

16. In your daily life do you strive for sustainable behaviours and actions?

O No (if not, skip to question n. 18)

O Sometimes

O Yes

17. What actions do you take regularly to ensure greater sustainability in your immediate and distant environment (waste, energy, mobility, consumption, technology, social environment)?
6. What type of employment has your organisation provided in recent years?

O Full-time

O Part-time

O Occasional

O Internship/Training

7. Speaking now about the idea of sustainability, in general terms, could you define this concept briefly?

8. What is your level of interest in sustainability?

O Very low

O Low

O Average

O High

O Very high

9. What issues, areas, and disciplines do you relate to sustainability?

10. What personal or social behaviours do you relate to sustainability?

11. What media or sources do you turn to for information on these issues? (tick all that apply)

O None

O Family members

O Friends

O Workshops, talks, courses...

O Personal experience

O Internet

O Social Media

O University colleagues

O Press and media

O Social organisations....

O Bibliography: books, journals

O Other

12. If 'other', please specify

13. Are you aware of the Sustainable Development Goals (SDGs) of the 2030 Agenda?

O Yes

O No (in this case, go to question n. 15)

14. If you are familiar with the SDGs, can you name any of them?

15. Have you been involved in any social, professional or institutional project related to sustainability? (multiple answers possible)

O Yes, social

O Yes, educational

O Yes, professional

O No

16. In your daily life do you strive for sustainable behaviours and actions?

O No (if not, skip to question n. 18)

O Sometimes

O Yes

17. What actions do you take regularly to ensure greater sustainability in your immediate and distant environment (waste, energy, mobility, consumption, technology, social environment)?
18. When you buy products such as clothes, shoes, food... do you pay attention to the origin, whether it is organic or Fair Trade? (several answers possible)

○ Yes, at the origin

○ Yes, if it is organic

○ Yes, if it is Fair Trade

○ No

19. Do you encourage your employees and/or colleagues to follow "good practices" in environmental, consumer, social, etc., both at company/organisation where you work and in their daily lives?

○ Yes

○ No

20. Do you and your employees and/or colleagues take care of waste production, excess consumption of materials and/or energy in the organisation where you work?

○ Yes

○ No

21. To what extent would you say that sustainability is present in your company/organisation?

○ Not present at all

○ Somewhat present

○ Fairly present

○ Very present

22. Do you think there is a need for a greater emphasis on sustainability in your organisation?

○ Yes

○ No

23. What issues hinder the further implementation of sustainability processes and actions in your organisation?

24. How do you consider your own knowledge, skills and training in sustainability with a view to introducing it in your work?
Level of knowledge about sustainability:

○ Very low

○ Low

○ Average

○ High

○ Very high

25. Do you see a need for further professional development in sustainability issues in your work?

○ Yes

○ No (please, skip to question n. 27)

26. In what specific areas would you like to have more knowledge and training in sustainability?

27. How important are the following sustainability-related practices for your company/institution? Please, rate the level of importance of the following sustainability-related practices by using a scale between 1 and 6. (where 1= not at all important; 6= extremely important. Please, consider 0= I don't know)

○ Recycling (i.e., paper, cardboard, glass, plastic, or aluminium cans)

○ Contributing to community projects

○ Having family-friendly policies (i.e., flexitime)

○ Supporting local suppliers

○ Considering diversity inhering decisions

○ Promoting daily energy saving activities in offices (turning off computers, lights, air-conditioning, etc.)

○ Installing solar or other renewable energy source

○ Training of employees to raise their awareness of sustainability

○ Reporting social and environmental impacts in annual reports
18. When you buy products such as clothes, shoes, food... do you pay attention to the origin, whether it is organic or Fair Trade? (several answers possible)

○ Yes, at the origin

○ Yes, if it is organic

○ Yes, if it is Fair Trade

○ No

19. Do you encourage your employees and/or colleagues to follow "good practices" in environmental, consumer, social, etc., both at company/organisation where you work and in their daily lives?

○ Yes

○ No

20. Do you and your employees and/or colleagues take care of waste production, excess consumption of materials and/or energy in the organisation where you work?

○ Yes

○ No

21. To what extent would you say that sustainability is present in your company/organisation?

○ Not present at all

○ Somewhat present

○ Fairly present

○ Very present

22. Do you think there is a need for a greater emphasis on sustainability in your organisation?

○ Yes

○ No

23. What issues hinder the further implementation of sustainability processes and actions in your organisation?

24. How do you consider your own knowledge, skills and training in sustainability with a view to introducing it in your work?
Level of knowledge about sustainability:

○ Very low

○ Low

○ Average

○ High

○ Very high

25. Do you see a need for further professional development in sustainability issues in your work?

○ Yes

○ No (please, skip to question n. 27)

26. In what specific areas would you like to have more knowledge and training in sustainability?

27. How important are the following sustainability-related practices for your company/institution? Please, rate the level of importance of the following sustainability-related practices by using a scale between 1 and 6. (where 1= not at all important; 6= extremely important. Please, consider 0= I don't know)

○ Recycling (i.e., paper, cardboard, glass, plastic, or aluminium cans)

○ Contributing to community projects

○ Having family-friendly policies (i.e., flexitime)

○ Supporting local suppliers

○ Considering diversity inhering decisions

○ Promoting daily energy saving activities in offices (turning off computers, lights, air-conditioning, etc.)

○ Installing solar or other renewable energy source

○ Training of employees to raise their awareness of sustainability

○ Reporting social and environmental impacts in annual reports
○ Having eco-friendly merchandise or products

○ Setting targets for waste reduction

○ Setting targets for reducing electricity consumption

○ Using low-flow water devices

○ Using sustainability-related criteria in recruitment and selection

○ Obtaining environmental certification (i.e., ISO14001)

○ Appointing a Manager for Sustainability

○ Applying circular bioeconomy

28. What are the GENERAL COMPETENCIES that graduates should possess to work in your company/institution? Please, rate the level of importance of the following competencies by using a scale between 1 and 6 (where 1= not at all important; 6= extremely important. Please, consider 0= I don't know)

○ Effective oral and written communication

○ Interpersonal communication

○ Ability to follow through on tasks

○ Time management

○ Ability to work in a team/collaborate

○ Ability to adapt to change

○ Critical thinking

○ Ability to take initiative

○ Ability to set priorities

○ Ability to problem solve

○ Ability to think strategically

○ Ability to be empathetic

○ Awareness of cultural diversity

○ Leadership

○ Conflict resolution

29. How satisfied are you with the level of performance of recent graduates on the same skills? Please, rate the level of importance of the following competencies by using a scale between 1 and 6 (where 1= not at all satisfied; 6= extremely satisfied. Please, consider 0= I don't know)

○ Effective oral and written communication

○ Interpersonal communication

○ Ability to follow through on tasks

○ Time management

○ Ability to work in a team/collaborate

○ Ability to adapt to change

○ Critical thinking

○ Ability to take initiative

○ Ability to set priorities

○ Ability to problem solve

○ Ability to think strategically

○ Ability to be empathetic

○ Awareness of cultural diversity

○ Leadership

○ Conflict resolution
○ Having eco-friendly merchandise or products

○ Setting targets for waste reduction

○ Setting targets for reducing electricity consumption

○ Using low-flow water devices

○ Using sustainability-related criteria in recruitment and selection

○ Obtaining environmental certification (i.e., ISO14001)

○ Appointing a Manager for Sustainability

○ Applying circular bioeconomy

28. What are the GENERAL COMPETENCIES that graduates should possess to work in your company/institution? Please, rate the level of importance of the following competencies by using a scale between 1 and 6 (where 1= not at all important; 6= extremely important. Please, consider 0= I don't know)

○ Effective oral and written communication

○ Interpersonal communication

○ Ability to follow through on tasks

○ Time management

○ Ability to work in a team/collaborate

○ Ability to adapt to change

○ Critical thinking

○ Ability to take initiative

○ Ability to set priorities

○ Ability to problem solve

○ Ability to think strategically

○ Ability to be empathetic

○ Awareness of cultural diversity

○ Leadership

○ Conflict resolution

29. How satisfied are you with the level of performance of recent graduates on the same skills? Please, rate the level of importance of the following competencies by using a scale between 1 and 6 (where 1= not at all satisfied; 6= extremely satisfied. Please, consider 0= I don't know)

○ Effective oral and written communication

○ Interpersonal communication

○ Ability to follow through on tasks

○ Time management

○ Ability to work in a team/collaborate

○ Ability to adapt to change

○ Critical thinking

○ Ability to take initiative

○ Ability to set priorities

○ Ability to problem solve

○ Ability to think strategically

○ Ability to be empathetic

○ Awareness of cultural diversity

○ Leadership

○ Conflict resolution
30. Please, reflect on your own personal values and worldview in terms of sustainability, equity and justice for current and future generations. Please, rate the level of importance of the following values by using a scale between 1 and 6 (where 1= not at all important; 6= extremely important. Please, consider 0=I don't know)

○ Valuing sustainability

○ Supporting equity and fairness

○ Protecting and promoting nature

31. What SUSTAINABILITY-RELATED VALUES should graduate students possess in order to work in your organisation? Please, rate the level of importance of the following values by using a scale between 1 and 6 (where 1= not at all important; 6= extremely important. Please, consider 0=I don't know)

○ Valuing sustainability

○ Supporting equity and fairness

○ Protecting and promoting nature

32. What importance do you attribute to the following statements? Please, rate the level of importance of the following statements by using a scale between 1 and 6 (where 1= not at all important; 6= extremely important. Please, consider 0=I don't know)

○ Education should increase students knowledge of the role of renewable energy resources in helping to prevent climate change

○ Education should help students develop positive attitudes and values towards sustainability issues.

○ Sustainability is a key factor in the future success of business

33. Would you like to participate in sustainable development projects or activities that take into account the relationship between environmental, social and economic factors

○ Yes

○ No

34. Which kind of actions should be implemented in order to make your organization sustainable?

35. Do you know about the pedagogical methodology called Service-learning?

○ Yes

○ No

36. Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Do you think it would be of interest to incorporate this type of training for graduates recruited by your organisation?

○ Yes

○ No

37. Would you commit yourself to collaborate with this Service-learning model?

○ Yes

○ No

38. If yes, how? If you think there are already initiatives compatible with this approach, please describe them. We ask you to do the same should you wish to implement any.

Thank you for your participation.
30. Please, reflect on your own personal values and worldview in terms of sustainability, equity and justice for current and future generations. Please, rate the level of importance of the following values by using a scale between 1 and 6 (where 1= not at all important; 6= extremely important. Please, consider 0=I don't know)

○ Valuing sustainability

○ Supporting equity and fairness

○ Protecting and promoting nature

31. What SUSTAINABILITY-RELATED VALUES should graduate students possess in order to work in your organisation? Please, rate the level of importance of the following values by using a scale between 1 and 6 (where 1= not at all important; 6= extremely important. Please, consider 0=I don't know)

○ Valuing sustainability

○ Supporting equity and fairness

○ Protecting and promoting nature

32. What importance do you attribute to the following statements? Please, rate the level of importance of the following statements by using a scale between 1 and 6 (where 1= not at all important; 6= extremely important. Please, consider 0=I don't know)

○ Education should increase students knowledge of the role of renewable energy resources in helping to prevent climate change

○ Education should help students develop positive attitudes and values towards sustainability issues.

○ Sustainability is a key factor in the future success of business

33. Would you like to participate in sustainable development projects or activities that take into account the relationship between environmental, social and economic factors

○ Yes

○ No

34. Which kind of actions should be implemented in order to make your organization sustainable?

35. Do you know about the pedagogical methodology called Service-learning?

○ Yes

○ No

36. Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Do you think it would be of interest to incorporate this type of training for graduates recruited by your organisation?

○ Yes

○ No

37. Would you commit yourself to collaborate with this Service-learning model?

○ Yes

○ No

38. If yes, how? If you think there are already initiatives compatible with this approach, please describe them. We ask you to do the same should you wish to implement any.

Thank you for your participation.
Appendix III

NEMOS guide for
reflective assessment
of Service-learning
experience

<figure><img src="image_22.png" /></figure>
Appendix III

NEMOS guide for
reflective assessment
of Service-learning
experience
This guide, developed within the NEMOS project, provides the resources to assist students and academic staff in conducting reflective assessments as part of sustainability-related Service-learning activities. Reflective practice is a key part of turning high-impact experiences into learning. It allows students to participate actively in their learning process and fosters intellectual engagement. It helps with recognising and relating knowledge gained in theoretical activities to what they are learning through experiential activities such as Service-learning. It is a way of helping the student to become an active, aware, and critical learner.

However, the process of transforming tacit knowledge from Service-learning into a form they can verbalise or articulate in writing is important but can be challenging for students. This guide aims to provide resources to assist with this process. It also aims to provide guidance to academic staff with designing and grading reflective assessments.

## Table of contents

1. Reflective assessment 'trigger questions' for Service-learning (including sustainability).

2. Rubric for structuring and assessing Service-learning (including sustainability).

3. What? So what? And now what? Model of reflection (Rolf) to support reflective practice and writing.

4. Reflective writing structure and vocabulary support.

5. Recommended reading for academic staff new to assessing reflective writing.

6. CampusEngage toolkit for implementing Service-learning.

7. GreenComp the European sustainability competence framework.

<figure><img src="image_23.png" /></figure>
This guide, developed within the NEMOS project, provides the resources to assist students and academic staff in conducting reflective assessments as part of sustainability-related Service-learning activities. Reflective practice is a key part of turning high-impact experiences into learning. It allows students to participate actively in their learning process and fosters intellectual engagement. It helps with recognising and relating knowledge gained in theoretical activities to what they are learning through experiential activities such as Service-learning. It is a way of helping the student to become an active, aware, and critical learner.

However, the process of transforming tacit knowledge from Service-learning into a form they can verbalise or articulate in writing is important but can be challenging for students. This guide aims to provide resources to assist with this process. It also aims to provide guidance to academic staff with designing and grading reflective assessments.

## Table of contents

1. Reflective assessment 'trigger questions' for Service-learning (including sustainability).

2. Rubric for structuring and assessing Service-learning (including sustainability).

3. What? So what? And now what? Model of reflection (Rolf) to support reflective practice and writing.

4. Reflective writing structure and vocabulary support.

5. Recommended reading for academic staff new to assessing reflective writing.

6. CampusEngage toolkit for implementing Service-learning.

7. GreenComp the European sustainability competence framework.

<figure><img src="image_22.png" /></figure>
# 1. Trigger Questions for structuring Service-learning reflective writing

Research shows that students struggle with the process of reflective writing (Dunne, 2019). Structuring the process, including use of 'trigger questions' (#1), rubrics (#2), and models for reflection (#3), and reflective writing guides and supports (#4) will all help students in their critical reflection.

An example of a general set of trigger questions:

1. What was the purpose of the Service-learning experience and what specific outcome was expected by the community partner?

2. What prior learning from your course of study underpinned your ability to contribute to the development of a solution for the community partner? You should include both technical and transferable skills and knowledge.

3. Specifically, what sustainability knowledge enabled your contribution to the Service-learning experience? How does this relate to the UN SDGs?

4. How has your knowledge/skills been enhanced through participation in the Service-learning experience? You should include a discussion of the learning outcomes or objectives of the Service-learning agreement.

5. How has the Service-learning experience enhanced your sustainability competencies? This should include consideration of both technical and transferable competences (e.g. GreenComp competences).

# 2. Rubric for structuring and assessing Service-learning (based on Dunne and Ryan, 2016)

## 2.1. Content

<table><thead><tr><td>Beginning</td><td>Developing</td><td>Proficient</td><td>Strong</td></tr></thead><tbody><tr><td>Identifies some general ideas or issues from Service-learning experiences relevant to the purpose or topic. Experiences are poorly described or are not relevant to the course of study or profession.</td><td>Some detail explaining some specific ideas/issues from Service-learning experiences related to the purpose or topic. Makes general connections between Service-learning experiences and theory. Experiences are reasonably well described and somewhat relevant to the course of study, but not related well to specific theory.</td><td>Good detail explaining some specific aspects of Service-learning related to the topic or purpose. Makes some connections between what is learned from Service-learning experiences to college theory and profession.</td><td>In-depth synthesis and well described appropriate aspects of Service-learning experiences. Makes clear connections between what is learned from Service-learning experiences to college theory and future profession.</td></tr></tbody></table>
# 1. Trigger Questions for structuring Service-learning reflective writing

Research shows that students struggle with the process of reflective writing (Dunne, 2019). Structuring the process, including use of 'trigger questions' (#1), rubrics (#2), and models for reflection (#3), and reflective writing guides and supports (#4) will all help students in their critical reflection.

An example of a general set of trigger questions:

1. What was the purpose of the Service-learning experience and what specific outcome was expected by the community partner?

2. What prior learning from your course of study underpinned your ability to contribute to the development of a solution for the community partner? You should include both technical and transferable skills and knowledge.

3. Specifically, what sustainability knowledge enabled your contribution to the Service-learning experience? How does this relate to the UN SDGs?

4. How has your knowledge/skills been enhanced through participation in the Service-learning experience? You should include a discussion of the learning outcomes or objectives of the Service-learning agreement.

5. How has the Service-learning experience enhanced your sustainability competencies? This should include consideration of both technical and transferable competences (e.g. GreenComp competences).

# 2. Rubric for structuring and assessing Service-learning (based on Dunne and Ryan, 2016)

## 2.1. Content

<table><thead><tr><td>Beginning</td><td>Developing</td><td>Proficient</td><td>Strong</td></tr></thead><tbody><tr><td>Identifies some general ideas or issues from Service-learning experiences relevant to the purpose or topic. Experiences are poorly described or are not relevant to the course of study or profession.</td><td>Some detail explaining some specific ideas/issues from Service-learning experiences related to the purpose or topic. Makes general connections between Service-learning experiences and theory. Experiences are reasonably well described and somewhat relevant to the course of study, but not related well to specific theory.</td><td>Good detail explaining some specific aspects of Service-learning related to the topic or purpose. Makes some connections between what is learned from Service-learning experiences to college theory and profession.</td><td>In-depth synthesis and well described appropriate aspects of Service-learning experiences. Makes clear connections between what is learned from Service-learning experiences to college theory and future profession.</td></tr></tbody></table>
## 2.2. Sustainability in action

<table><thead><tr><td>Beginning</td><td>Developing</td><td>Proficiency</td><td>Strong</td></tr></thead><tbody><tr><td>Has not identified how the Service-learning experience relates to sustainability or to the UN SDGs.</td><td>Has identified how the Service-learning experience relates to sustainability and demonstrates some literacy to connect the experience to a UN SDG.</td><td>Clearly articulates the relationship between the Service-learning activity and how a process or product can be changed to enhance sustainability. Has well developed sustainability literacy and demonstrates the capacity to link the enhanced sustainability to one or more UN SDGs. Makes connections to related sustainability aspects of the course of study.</td><td>Evidence of significant expertise development to make informed and appropriate judgements relating to enhancing a process or product to improve sustainability, evidenced on relevant knowledge from related aspects of course of study and also including the context of UN SDG targets, indicators and relevant data.</td></tr></tbody></table>

## 2.3. Graduate Attributes (Transferable skills/employability skills) including sustainability related competencies

<table><thead><tr><td>Beginning</td><td>Developing</td><td>Proficiency</td><td>Strong</td></tr></thead><tbody><tr><td>No reference made to graduate attributes including specific sustainability competencies.</td><td>Some mention of graduate attributes including specific sustainability competencies but little evidence to support skill development.</td><td>Discussion on the development of an attribute (s) supported by evidence from Service-learning experience or a specific element or scenario to support.</td><td>Critical discussion on the development of an attribute based on evidence from the Service-learning experience or a specific element or scenario, and discussion on the impact or importance on professional development and future career.</td></tr></tbody></table>

## 2.4. Reflection

<table><thead><tr><td>Beginning</td><td>Developing</td><td>Proficiency</td><td>Strong</td></tr></thead><tbody><tr><td>No evidence of reflection on performance during the activity or personal response to experiences described.</td><td>No evidence of reflection on performance but some personal response to experiences described.</td><td>Evidence of reflection on performance and good personal response to experiences described.</td><td>Evidence of deep reflection on performance and clear personal response to experiences described, together with statement of learning achieved both from the experience and reflection.</td></tr></tbody></table>

## 2.5. Style

<table><thead><tr><td>Beginning</td><td>Developing</td><td>Proficiency</td><td>Strong</td></tr></thead><tbody><tr><td>Poor grammar and spelling, and poor general language usage makes submission difficult to read or follow. Incorrect length, word count or other requirement.</td><td>Spelling and grammar are good, but little thought out into construction of submission into a coherent piece. Incorrect length, word count or other requirement.</td><td>Good grammar and spelling, and correct language usage. Coherent and adhering to instructions of format, length and other requirements.</td><td>Good grammar and spelling, excellent language usage, demonstrating style and personal expression. Coherent and adhering to instructions of format, length and other requirements.</td></tr></tbody></table>
## 2.2. Sustainability in action

<table><thead><tr><td>Beginning</td><td>Developing</td><td>Proficient</td><td>Strong</td></tr></thead><tbody><tr><td>Has not identified how the Service-learning experience relates to sustainability or to the UN SDGs.</td><td>Has identified how the Service-learning experience relates to sustainability and demonstrates some literacy to connect the experience to a UN SDG.</td><td>Clearly articulates the relationship between the Service-learning activity and how a process or product can be changed to enhance sustainability. Has well developed sustainability literacy and demonstrates the capacity to link the enhanced sustainability to one or more UN SDGs. Makes connections to related sustainability aspects of the course of study.</td><td>Evidence of significant expertise development to make informed and appropriate judgements relating to enhancing a process or product to improve sustainability, evidenced on relevant knowledge from related aspects of course of study and also including the context of UN SDG targets, indicators and relevant data.</td></tr></tbody></table>

## 2.3. Graduate Attributes (Transferable skills/employability skills) including sustainability related competencies

<table><thead><tr><td>Beginning</td><td>Developing</td><td>Proficient</td><td>Strong</td></tr></thead><tbody><tr><td>No reference made to graduate attributes including specific sustainability competencies.</td><td>Some mention of graduate attributes including specific sustainability competencies but little evidence to support skill development.</td><td>Discussion on the development of an attribute (s) supported by evidence from Service-learning experience or a specific element or scenario to support.</td><td>Critical discussion on the development of an attribute based on evidence from the Service-learning experience or a specific element or scenario, and discussion on the impact or importance on professional development and future career.</td></tr></tbody></table>

## 2.4. Reflection

<table><thead><tr><td>Beginning</td><td>Developing</td><td>Proficient</td><td>Strong</td></tr></thead><tbody><tr><td>No evidence of reflection on performance during the activity or personal response to experiences described.</td><td>No evidence of reflection on performance but some personal response to experiences described.</td><td>Evidence of reflection on performance and good personal response to experiences described.</td><td>Evidence of deep reflection on performance and clear personal response to experiences described, together with statement of learning achieved both from the experience and reflection.</td></tr></tbody></table>

## 2.5. Style

<table><thead><tr><td>Beginning</td><td>Developing</td><td>Proficient</td><td>Strong</td></tr></thead><tbody><tr><td>Poor grammar and spelling, and poor general language usage makes submission difficult to read or follow. Incorrect length, word count or other requirement.</td><td>Spelling and grammar are good, but little thought out into construction of submission into a coherent piece. Incorrect length, word count or other requirement.</td><td>Good grammar and spelling, and correct language usage. Coherent and adhering to instructions of format, length and other requirements.</td><td>Good grammar and spelling, excellent language usage, demonstrating style and personal expression. Coherent and adhering to instructions of format, length and other requirements.</td></tr></tbody></table>
### 3. What? So What? Now What?

An example of a model for Reflection based on Rolfe et al. (2001) "Framework for reflexive practice"

Rolfe et al. (2001) propose a framework that uses Borton's (1970) developmental model. The questions What? So what? And now what? can stimulate reflection from novice to advanced levels. Firstly, the practitioner reflects on the situation in order to describe it. The second phase encourages the practitioner to construct personal theory and knowledge about the situation in order to learn from it. At the third level the practitioner reflects on action and considers ways of improving the situation and reflects on the consequences of his/her actions. Rolfe et al. (2001) consider this final stage as one, which can make the greatest contribution to practice.

Framework for reflexive practice:

<table><thead><tr><th>Descriptive level of reflection<br>What ...</th><th>Theory - and knowledge - building<br>level of reflection<br>So what ...</th><th>Action-orientated (reflexive) level of<br>reflection<br>Now what ...</th></tr></thead><tbody><tr><td><ul><li>... is the problem/difficulty/ reason for being stuck/reason for feeling bad/reason we don't get on?</li><li>... was my role in the situation?</li><li>... was I trying to achieve?</li><li>... actions did I take?</li><li>... was the response of others?</li><li>... were the consequences for everyone involved?</li><li>... feelings did it evoke in all those involved?</li><li>... was good/bad about the experience?</li></ul></td><td><ul><li>... does this tell me/teach me/ imply/mean about me/my work/ others/our relationship/ /my attitudes/the community's attitudes</li><li>... was going through my mind as I acted?</li><li>... did I base my actions on?</li><li>... other knowledge can I bring to the situation?<ul><li>› personal</li><li>› academic</li><li>› social</li></ul></li><li>... could/should I have done to make it better?</li><li>... is my new understanding of the situation?</li><li>... broader issues arise from the situation?</li></ul></td><td><ul><li>... do I need to do in order to make things better/stop being stuck/ improve my work/resolve the situation/feel better/get on better</li><li>... broader issues need to be considered if my action/this project is to be successful?</li><li>... might be the consequences of my action/this project?</li></ul></td></tr></tbody></table>

### 4. Reflective writing structure and vocabulary support

The Portsmouth University provides a structure and vocabulary to help students with reflective writing:
University of Porthsmouth (2022) Reflective writing: A basic introduction. University of Portsmouth, ASK- Academic Skills Unit. https://www.port.ac.uk/sites/default/files/2022-10/reflective-writing.pdf

### 5. Recommended reading for academic staff new to assessing reflective writing

"Assessing reflective learning" by Bourner (2003) is the recommended reading for academic staff new to reflective assessments.
## 3. What? So What? Now What?

An example of a model for Reflection based on Rolfe et al. (2001) "Framework for reflexive practice"

Rolfe et al. (2001) propose a framework that uses Borton's (1970) developmental model. The questions What? So what? And now what? can stimulate reflection from novice to advanced levels. Firstly, the practitioner reflects on the situation in order to describe it. The second phase encourages the practitioner to construct personal theory and knowledge about the situation in order to learn from it. At the third level the practitioner reflects on action and considers ways of improving the situation and reflects on the consequences of his/her actions. Rolfe et al. (2001) consider this final stage as one, which can make the greatest contribution to practice.

Framework for reflexive practice:

<table><thead><tr><th>Descriptive level of reflection<br>What ...</th><th>Theory - and knowledge - building<br>level of reflection<br>So what ...</th><th>Action-orientated (reflexive) level of<br>reflection<br>Now what ...</th></tr></thead><tbody><tr><td><ul><li>... is the problem/difficulty/ reason for being stuck/reason for feeling bad/reason we don't get on?</li><li>... was my role in the situation?</li><li>... was I trying to achieve?</li><li>... actions did I take?</li><li>... was the response of others?</li><li>... were the consequences for everyone involved?</li><li>... feelings did it evoke in all those involved?</li><li>... was good/bad about the experience?</li></ul></td><td><ul><li>... does this tell me/teach me/ imply/mean about me/my work/ others/our relationship/ /my attitudes/the community's attitudes</li><li>... was going through my mind as I acted?</li><li>... did I base my actions on?</li><li>... other knowledge can I bring to the situation?<ul><li>› personal</li><li>› academic</li><li>› social</li></ul></li><li>... could/should I have done to make it better?</li><li>... is my new understanding of the situation?</li><li>... broader issues arise from the situation?</li></ul></td><td><ul><li>... do I need to do in order to make things better/stop being stuck/ improve my work/resolve the situation/feel better/get on better</li><li>... broader issues need to be considered if my action/this project is to be successful?</li><li>... might be the consequences of my action/this project?</li></ul></td></tr></tbody></table>

## 4. Reflective writing structure and vocabulary support

The Portsmouth University provides a structure and vocabulary to help students with reflective writing:
University of Porthsmouth (2022) Reflective writing: A basic introduction. University of Portsmouth, ASK- Academic Skills Unit. https://www.port.ac.uk/sites/default/files/2022-10/reflective-writing.pdf

## 5. Recommended reading for academic staff new to assessing reflective writing

"Assessing reflective learning" by Bourner (2003) is the recommended reading for academic staff new to reflective assessments.
6. CampusEngage Toolkit for implementing Service-learning

https://www.campusengage.ie/what-we-do/publications/

7. GreenComp The European sustainability competence framework

https://publications.jrc.ec.europa.eu/repository/handle/JRC128040

References

Bourner, T. (2003) Assessing reflective learning. Education + Training 45(5), 267-272. https://doi.org/10.1108/00400910310484321

Dunne, J. (2019) Improved levels of critical reflection in Pharmacy Technician student work-placement assessments through emphasising graduate attributes. Journal of Teaching and Learning for Graduate Employability 10(2), 1-14. https://doi.org/10.21153/jtlge2019vol10no2art637

Dunne, J., Ryan, S. M. (2016) Enhancing professional development and supporting students on work-placement by peer-peer learning using an online reflective blog assessment. Irish Journal of Academic Practice, 5(1), 1-25. https://doi.org/10.21427/D7HT51

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection for nursing and the helping professions: A user's guide. Palgrave MacMillan.

University of Portsmouth (2023) Reflective writing introduction. https://www.port.ac.uk/student-life/help-and-advice/study-skills/written-assignments/reflective-writing-introduction

<figure><img src="image_24.png" /></figure>
6. CampusEngage Toolkit for implementing Service-learning

https://www.campusengage.ie/what-we-do/publications/

7. GreenComp The European sustainability competence framework

https://publications.jrc.ec.europa.eu/repository/handle/JRC128040

References

Bourner, T. (2003) Assessing reflective learning. Education + Training 45(5), 267-272. https://doi.org/10.1108/00400910310484321

Dunne, J. (2019) Improved levels of critical reflection in Pharmacy Technician student work-placement assessments through emphasising graduate attributes. Journal of Teaching and Learning for Graduate Employability 10(2), 1-14. https://doi.org/10.21153/jtlge2019vol10no2art637

Dunne, J., Ryan, S. M. (2016) Enhancing professional development and supporting students on work-placement by peer-peer learning using an online reflective blog assessment. Irish Journal of Academic Practice, 5(1), 1-25. https://doi.org/10.21427/D7HT51

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection for nursing and the helping professions: A user's guide. Palgrave MacMillan.

University of Portsmouth (2023) Reflective writing introduction. https://www.port.ac.uk/student-life/help-and-advice/study-skills/written-assignments/reflective-writing-introduction

<figure><img src="image_23.png" /></figure>
# Appendix IV

Examples of
incorporation
of sustainability
competences through
Service-learning in
food-related courses
# Appendix IV

Examples of
incorporation
of sustainability
competences through
Service-learning in
food-related courses
Appendix IV summarises the experiences of the NEMOS consortium universities in incorporating sustainability competences through Service-learning in food-related courses including the Graz University of Technology (TU Graz), Institut Supérieur d'Agriculture Rhône-Alpes in Lyon (ISARA-Lyon), Public University of Navarre (UPNA), Technological University Dublin (TU Dublin), University of Pisa (UNIPI).

The examples are presented in the following order:

A. Food science and technology-related courses

B. Agricultural courses

C. Laboratory and practical courses

D. Business and quality control

## A. Food science and technology-related courses

**Food Biotechnology (5 ECTS, 1st year) TU Graz:** Methods of biotechnological production of food are discussed. This comprises GMO foods from plants and animals as well as the production of fermented foods (e.g., tea, coffee, cocoa, dairy products (yogurt, cheese), raw sausages, fermented vegetables). General principles of meat processing (including enzymatic and microbial meat fermentation) are discussed which includes general hygienic measures.

**Essential learning outcomes**

Students will have an overview of biotechnological processes for food production and will be able to identify relevant processes. Genetic modification of organisms for food use from microbial, plant, and animal origin should be understood as well as the impact on food processing.

**Sustainability-related learning outcomes**

* The students should be able to discuss the advantages and disadvantages of GMO foods for different stakeholders.

* Impact of GMOs on production of e.g., organic food, honey, etc.

* Impact of GMOs on environment and the interaction with non-GMO food.

* How can "food biotechnology" be integrated in a circular economy model.

* Energy and waste reduction in food processing.

* Reduce water use in food processing.

* Use of "low-temperature" (e.g., solar heat) in heating processes (malt mashing for beer production).

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

* Start a community garden at your university, with free for all fruits and vegetables.
* Collect the organic waste and make your own organic soil, distributing it to local small farmers.
* Inform people about how GMOs can help with sustainability and waste loss.
Appendix IV summarises the experiences of the NEMOS consortium universities in incorporating sustainability competences through Service-learning in food-related courses including the Graz University of Technology (TU Graz), Institut Supérieur d'Agriculture Rhône-Alpes in Lyon (ISARA-Lyon), Public University of Navarre (UPNA), Technological University Dublin (TU Dublin), University of Pisa (UNIPI).

The examples are presented in the following order:

A. Food science and technology-related courses

B. Agricultural courses

C. Laboratory and practical courses

D. Business and quality control

## A. Food science and technology-related courses

**Food Biotechnology (5 ECTS, 1st year) TU Graz:** Methods of biotechnological production of food are discussed. This comprises GMO foods from plants and animals as well as the production of fermented foods (e.g., tea, coffee, cocoa, dairy products (yogurt, cheese), raw sausages, fermented vegetables). General principles of meat processing (including enzymatic and microbial meat fermentation) are discussed which includes general hygienic measures.

**Essential learning outcomes**

Students will have an overview of biotechnological processes for food production and will be able to identify relevant processes. Genetic modification of organisms for food use from microbial, plant, and animal origin should be understood as well as the impact on food processing.

**Sustainability-related learning outcomes**

* The students should be able to discuss the advantages and disadvantages of GMO foods for different stakeholders.

* Impact of GMOs on production of e.g., organic food, honey, etc.

* Impact of GMOs on environment and the interaction with non-GMO food.

* How can "food biotechnology" be integrated in a circular economy model.

* Energy and waste reduction in food processing.

* Reduce water use in food processing.

* Use of "low-temperature" (e.g., solar heat) in heating processes (malt mashing for beer production).

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

* Start a community garden at your university, with free for all fruits and vegetables.
* Collect the organic waste and make your own organic soil, distributing it to local small farmers.
* Inform people about how GMOs can help with sustainability and waste loss.
**Enzymatic and Microbial Food Processing (3 ECTS, 1st year) TU Graz:** Methods of enzymatic processing of food are discussed, focusing on the activity of enzymes in postharvest technology and the use of enzymes for the production of food. Discussion of some fermentation processes (vinegar production).

**Essential learning outcomes**

Students will be able to evaluate enzymatic processes in food production in terms of safety, efficiency, and optimal use. Traditional processes of fermentation and e.g., cheese manufacturing.

**Sustainability-related learning outcomes**

* Understanding the impact of GMOs for enzyme production.
* Reducing the environmental impact of fermentation processes.
* Possibility of upgrading production waste for e.g., energy production or design of "new" foods or non-food products from the waste.
* Understanding how the use of enzymes can reduce food waste (by prolonging shelf life, transforming waste streams into value-added products).

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

* Start a community garden at your university, with free for all fruits and vegetables.
* Collect the organic waste and make your own organic soil, distributing it to local small farmers.
* Inform people about how GMOs can help with sustainability and waste loss.

**Food Chemistry and Technology 2 (1st year) TU Graz:** Description of carbohydrates and possible reactions relevant for food quality; lipid structure and lipid oxidation with the impact on quality and health; food toxicology; food additives; food adulteration.

**Essential learning outcomes**

After successful completion of the course, the students understand basic reactions in foods that occur during cooking, processing, and storage. After successful completion of the course, the students understand essential technological processes in food production.

**Sustainability-related learning outcomes**

* Understanding the impact of GMOs for enzyme production.
* Reducing the environmental impact of fermentation processes.
* Possibility of upgrading production waste for e.g., energy production or design of "new" foods or non-food products from the waste.
* Understanding how the use of enzymes can reduce food waste (by prolonging shelf life, transforming waste streams into value-added products).

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

* Start a community garden at your university, with free for all fruits and vegetables.
* Collect the organic waste and make your own organic soil, distributing it to local small farmers.
* Inform people about how GMOs can help with sustainability and waste loss.

**Sensory Analysis of Biotechnologically Produced Food (1st year) TU Graz:** Introduction to sensor technology - basic terms of sensory analysis - performance of the threshold test - odour detection - overview of different testing methods and execution on different examples - statistical evaluation of the different testing methods - profile testing - off-flavour demonstration - selection of test persons and requirements of the test room - sample preparation

**Essential learning outcomes**

Sensory evaluation of foods and is an essential part for the evaluation of (1) the quality of food and (2) to understand consumer behaviour. In order to obtain results that are as objective and comparable as possible, specific techniques have been developed for sensory evaluation. These techniques are described in textbooks and standards. After completing this seminar, students should be familiar with the techniques of sensory analysis and should be able to perform sensory tests independently.

**Sustainability-related learning outcomes**

* Sensory evaluation/consumer science should be used to understand the consumers' attitudes to be produced products according to the consumers' needs.
* Evaluation of the suitability of new products (i.e. insects; plant based protein alternatives) or process by-products; sensory evaluation will help to understand these products.
**Enzymatic and Microbial Food Processing (3 ECTS, 1st year) TU Graz:** Methods of enzymatic processing of food are discussed, focusing on the activity of enzymes in postharvest technology and the use of enzymes for the production of food. Discussion of some fermentation processes (vinegar production).

**Essential learning outcomes**

Students will be able to evaluate enzymatic processes in food production in terms of safety, efficiency, and optimal use. Traditional processes of fermentation and e.g., cheese manufacturing.

**Sustainability-related learning outcomes**

* Understanding the impact of GMOs for enzyme production.
* Reducing the environmental impact of fermentation processes.
* Possibility of upgrading production waste for e.g., energy production or design of "new" foods or non-food products from the waste.
* Understanding how the use of enzymes can reduce food waste (by prolonging shelf life, transforming waste streams into value-added products).

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

* Start a community garden at your university, with free for all fruits and vegetables.
* Collect the organic waste and make your own organic soil, distributing it to local small farmers.
* Inform people about how GMOs can help with sustainability and waste loss.

**Food Chemistry and Technology 2 (1st year) TU Graz:** Description of carbohydrates and possible reactions relevant for food quality; lipid structure and lipid oxidation with the impact on quality and health; food toxicology; food additives; food adulteration.

**Essential learning outcomes**

After successful completion of the course, the students understand basic reactions in foods that occur during cooking, processing, and storage. After successful completion of the course, the students understand essential technological processes in food production.

**Sustainability-related learning outcomes**

* Understanding the impact of GMOs for enzyme production.
* Reducing the environmental impact of fermentation processes.
* Possibility of upgrading production waste for e.g., energy production or design of "new" foods or non-food products from the waste.
* Understanding how the use of enzymes can reduce food waste (by prolonging shelf life, transforming waste streams into value-added products).

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

* Start a community garden at your university, with free for all fruits and vegetables.
* Collect the organic waste and make your own organic soil, distributing it to local small farmers.
* Inform people about how GMOs can help with sustainability and waste loss.

**Sensory Analysis of Biotechnologically Produced Food (1st year) TU Graz:** Introduction to sensor technology - basic terms of sensory analysis - performance of the threshold test - odour detection - overview of different testing methods and execution on different examples - statistical evaluation of the different testing methods - profile testing - off-flavour demonstration - selection of test persons and requirements of the test room - sample preparation

**Essential learning outcomes**

Sensory evaluation of foods and is an essential part for the evaluation of (1) the quality of food and (2) to understand consumer behaviour. In order to obtain results that are as objective and comparable as possible, specific techniques have been developed for sensory evaluation. These techniques are described in textbooks and standards. After completing this seminar, students should be familiar with the techniques of sensory analysis and should be able to perform sensory tests independently.

**Sustainability-related learning outcomes**

* Sensory evaluation/consumer science should be used to understand the consumers' attitudes to be produced products according to the consumers' needs.
* Evaluation of the suitability of new products (i.e. insects; plant based protein alternatives) or process by-products; sensory evaluation will help to understand these products.
Opportunities for Service-learning with community organisations

* "Sensory education" with different groups will lead to a better understanding of food properties.

* Sensory training will widen the horizon of the involved persons and will help to enlarge the range of consumed food commodities (e.g., higher fruit and vegetable consumption; higher willingness to try food from alternative protein sources).

* Specific training with producers on potential off-flavour will help to increase the overall quality and reduce food waste.

**Postharvest Technology (1st year) TU Graz:** Fruits, vegetables and grains are the focus of this lecture. The technology from harvest to processed product and chemical reactions behind it are covered. - storage of fruits and vegetables - climacteric/non-climacteric fruits - cold storage diseases - CA storage - basis processing methods for fruits and vegetables - production of specific products - harvesting and storage of cereals - cleaning, sorting, shelling - basic dough preparation

Essential learning outcomes

* Students have an overview of the production of essential plant-based foods. They are able to assess plant-based foods in terms of production and quality.

* Students learn about the chances and difficulties in fruit/vegetable processing.

Sustainability-related learning outcomes

* Understanding fruit and vegetable from harvest, following storage until the product in the shelf.

* Reducing food waste.

* Thinking of valuable by-products.

* Thinking of alternative ways of production that might be of higher energy efficiency.

Opportunities for Service-learning with community organisations

* Teaching about the right storage of different foods to prevent food waste.

* Teaching/training of different groups on heritage fruit varieties to maintain biodiversity.

* Science-to-public activities on fruit and vegetables cultivation and processing for a better understanding on what they eat.

**Industrial Biotechnology (2 ECTS) TU Graz:** -Basics of industrial biotechnology - recapitulation and review of course content from the lecture Biotechnology - introduction or repetition of concepts of biocatalysis, organic chemistry, analysis of proteins and small molecules, molecular biotechnology - real-life issues from industry to research using specific examples - the path from laboratory to production - engineering of biocatalysts - high-value/low-volume products compared to low-value/high-volume products - green chemistry - ethical, societal and legal aspects.

Essential learning outcomes

After successful completion of the course, the students know typical requirements of biotechnological processes on an industrial scale. They are able to understand the approach to a research question and roughly design a project based on a scientific question with the goal of implementation in an industrial setting. The students are able to describe essential molecular and process-technical working methods of biotechnology, and to consider boundary conditions beyond that.

Sustainability-related learning outcomes

* Apply green chemistry principles to food chemistry laboratory techniques.

* Use of enzymes for specific processes (manufacturing of food additives and aromas).

Opportunities for Service-learning with community organisations

* Readying producers to participate in school food service by providing training on Good Agricultural Practices (GAP) and other food safety-related topics.

* Organise workshops in schools where we point out problems in food industry regarding sustainability (food waste, low-quality food, non-local food).
Opportunities for Service-learning with community organisations

* "Sensory education" with different groups will lead to a better understanding of food properties.

* Sensory training will widen the horizon of the involved persons and will help to enlarge the range of consumed food commodities (e.g., higher fruit and vegetable consumption; higher willingness to try food from alternative protein sources).

* Specific training with producers on potential off-flavour will help to increase the overall quality and reduce food waste.

**Postharvest Technology (1st year) TU Graz:** Fruits, vegetables and grains are the focus of this lecture. The technology from harvest to processed product and chemical reactions behind it are covered. - storage of fruits and vegetables - climacteric/non-climacteric fruits - cold storage diseases - CA storage - basis processing methods for fruits and vegetables - production of specific products - harvesting and storage of cereals - cleaning, sorting, shelling - basic dough preparation

Essential learning outcomes

* Students have an overview of the production of essential plant-based foods. They are able to assess plant-based foods in terms of production and quality.

* Students learn about the chances and difficulties in fruit/vegetable processing.

Sustainability-related learning outcomes

* Understanding fruit and vegetable from harvest, following storage until the product in the shelf.

* Reducing food waste.

* Thinking of valuable by-products.

* Thinking of alternative ways of production that might be of higher energy efficiency.

Opportunities for Service-learning with community organisations

* Teaching about the right storage of different foods to prevent food waste.

* Teaching/training of different groups on heritage fruit varieties to maintain biodiversity.

* Science-to-public activities on fruit and vegetables cultivation and processing for a better understanding on what they eat.

**Industrial Biotechnology (2 ECTS) TU Graz:** -Basics of industrial biotechnology - recapitulation and review of course content from the lecture Biotechnology - introduction or repetition of concepts of biocatalysis, organic chemistry, analysis of proteins and small molecules, molecular biotechnology - real-life issues from industry to research using specific examples - the path from laboratory to production - engineering of biocatalysts - high-value/low-volume products compared to low-value/high-volume products - green chemistry - ethical, societal and legal aspects.

Essential learning outcomes

After successful completion of the course, the students know typical requirements of biotechnological processes on an industrial scale. They are able to understand the approach to a research question and roughly design a project based on a scientific question with the goal of implementation in an industrial setting. The students are able to describe essential molecular and process-technical working methods of biotechnology, and to consider boundary conditions beyond that.

Sustainability-related learning outcomes

* Apply green chemistry principles to food chemistry laboratory techniques.

* Use of enzymes for specific processes (manufacturing of food additives and aromas).

Opportunities for Service-learning with community organisations

* Readying producers to participate in school food service by providing training on Good Agricultural Practices (GAP) and other food safety-related topics.

* Organise workshops in schools where we point out problems in food industry regarding sustainability (food waste, low-quality food, non-local food).
## Sustainable Development in Food Processing (5th year, 6 ECTS). ISARA-Lyon

**Essential learning outcomes**

* Understand the stakes of sustainable development and apply them to the organisation strategy.

* Analyse the sustainability of the food chain in an international context.

* Be a creative force and a proactive / leading stakeholder in his/her organisation (intrapreneurship).

* Design, implement and assess development projects.

* Understand and implement the strategic management items at various levels of the organisation and translate them into operational action plans.

**Sustainability-related learning outcomes**

This course gives an overview of the holistic approach in sustainable food processing via the consideration of the total value chain. Food production and management tools, food quality systems, occupational health, food crisis management and life cycle assessment are introduced.

Upon the completion of the course, the students will be able to:

* Acquire creativity skills and problem-solving tools.

* Manage teams and organisations in an international context and from the perspective of continuous improvement.

* Understand the stakes of sustainable development and apply them to organisation strategy.

* Analyse the sustainability of the food chain in an international context.

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

Respond to the request of a client (technical centres, companies, associations, research institutes) on a specific issue related to sustainability of food systems for a more sustainable food processing (06 weeks of project-full time).

## Entrepreneurship and Innovation in the Food Business (1st 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.

* Understand the impacts of different products and production systems.

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

Then, they will 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.
## Sustainable Development in Food Processing (5th year, 6 ECTS). ISARA-Lyon

**Essential learning outcomes**

* Understand the stakes of sustainable development and apply them to the organisation strategy.

* Analyse the sustainability of the food chain in an international context.

* Be a creative force and a proactive / leading stakeholder in his/her organisation (intrapreneurship).

* Design, implement and assess development projects.

* Understand and implement the strategic management items at various levels of the organisation and translate them into operational action plans.

**Sustainability-related learning outcomes**

This course gives an overview of the holistic approach in sustainable food processing via the consideration of the total value chain. Food production and management tools, food quality systems, occupational health, food crisis management and life cycle assessment are introduced.

Upon the completion of the course, the students will be able to:

* Acquire creativity skills and problem-solving tools.

* Manage teams and organisations in an international context and from the perspective of continuous improvement.

* Understand the stakes of sustainable development and apply them to organisation strategy.

* Analyse the sustainability of the food chain in an international context.

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

Respond to the request of a client (technical centres, companies, associations, research institutes) on a specific issue related to sustainability of food systems for a more sustainable food processing (06 weeks of project-full time).

## Entrepreneurship and Innovation in the Food Business (1st 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.

* Understand the impacts of different products and production systems.

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

Then, they will 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.
## Nutrition and Health (2nd year, 6 ECTS). UPNA

### Essential learning outcomes

* Curricular learning of the related matter as indicated in the teaching guide: "R2: Identify eating habits in society and their relationship with health".

* Knowledge of the physiological role of nutrients.

* To identify health-promoting foods, ingredients, substances that promote health.

* To know the nutritional needs of the population.

* To identify food habits in society and their relationship with health.

### Sustainability-related learning outcomes

* Evaluation of diet and lifestyle habits in university students:

* Knowledge of the nutritional needs and recommended intakes of a specific population.

* Management of dietary guides.

* Management of food frequency questionnaires.

* Qualitative evaluation of the diets.

* Changing public opinions, diets, perspectives, fears.

* Healthy and nutritious food (reformulation, reduced sugar, salt, etc).

* Development of leadership and project management skills (not included in the profile yet).

* Development of communication skills: interaction with students, communication of the results obtained.

### Opportunities for Service-learning with community organisations

* Assessment of the dietary habits of the students of UPNA.

* Make healthy lifestyle and dietary recommendations.

* Disclosure of the results of the study to the university community.

* Dissemination of information on healthy dietary habits to the university population.

## Innovation in Food Products (3rd year, 6 ECTS). UPNA

### Essential learning outcomes

* To acquire knowledge about innovation in order to develop a professional profile with critical and entrepreneurial capacity, which contributes in a sustainable way to continuous improvement both at a business level and at the level of development of new food products and profitable & sustainable processes.

* Appreciate the importance of the product concept and its relationship with the market, knowing the different phases of the design process of a food product. the different stages of the design process of a food product.

* Develop new food formulations.

* Know the legislation related to new foods.

* Evaluate the role of design, label, and traceability in the acceptance of a new product.

### Sustainability-related learning outcomes

* To develop activities in the field of agri-food and innovation with a social, ethical, and sustainable commitment.

* Use knowledge on the valorisation of by-products from the agri-food industry for the improvement of food processes and the development of new products with a sustainable approach.

### Opportunities for Service-learning with community organisations

Talks to students given by the food industry with experience in sustainability in the sector. The students will provide proposals to the industry. For instance, in the case of a zero-waste company, students will propose alternative uses to the by-products and residues.

Organise visits to zero waste food companies to learn how to reuse residues and by-products to give them added value.

* The students acquire knowledge on innovative agri-food waste reduction and by-product use strategies and circular economy from a practical point of view.

* Sustainable agri-food companies receive valuable inputs on innovative ideas to their activities.
## Nutrition and Health (2nd year, 6 ECTS). UPNA

### Essential learning outcomes

* Curricular learning of the related matter as indicated in the teaching guide: "R2: Identify eating habits in society and their relationship with health".

* Knowledge of the physiological role of nutrients.

* To identify health-promoting foods, ingredients, substances that promote health.

* To know the nutritional needs of the population.

* To identify food habits in society and their relationship with health.

### Sustainability-related learning outcomes

* Evaluation of diet and lifestyle habits in university students:

* Knowledge of the nutritional needs and recommended intakes of a specific population.

* Management of dietary guides.

* Management of food frequency questionnaires.

* Qualitative evaluation of the diets.

* Changing public opinions, diets, perspectives, fears.

* Healthy and nutritious food (reformulation, reduced sugar, salt, etc).

* Development of leadership and project management skills (not included in the profile yet).

* Development of communication skills: interaction with students, communication of the results obtained.

### Opportunities for Service-learning with community organisations

* Assessment of the dietary habits of the students of UPNA.

* Make healthy lifestyle and dietary recommendations.

* Disclosure of the results of the study to the university community.

* Dissemination of information on healthy dietary habits to the university population.

## Innovation in Food Products (3rd year, 6 ECTS). UPNA

### Essential learning outcomes

* To acquire knowledge about innovation in order to develop a professional profile with critical and entrepreneurial capacity, which contributes in a sustainable way to continuous improvement both at a business level and at the level of development of new food products and profitable & sustainable processes.

* Appreciate the importance of the product concept and its relationship with the market, knowing the different phases of the design process of a food product. the different stages of the design process of a food product.

* Develop new food formulations.

* Know the legislation related to new foods.

* Evaluate the role of design, label, and traceability in the acceptance of a new product.

### Sustainability-related learning outcomes

* To develop activities in the field of agri-food and innovation with a social, ethical, and sustainable commitment.

* Use knowledge on the valorisation of by-products from the agri-food industry for the improvement of food processes and the development of new products with a sustainable approach.

### Opportunities for Service-learning with community organisations

Talks to students given by the food industry with experience in sustainability in the sector. The students will provide proposals to the industry. For instance, in the case of a zero-waste company, students will propose alternative uses to the by-products and residues.

Organise visits to zero waste food companies to learn how to reuse residues and by-products to give them added value.

* The students acquire knowledge on innovative agri-food waste reduction and by-product use strategies and circular economy from a practical point of view.

* Sustainable agri-food companies receive valuable inputs on innovative ideas to their activities.
## Food Design and Development I (3rd year, 6 ECTS) - Food design and development II (3rd year, 6 ECTS).
UPNA

**Essential learning outcomes**

* Assess the importance of the product concept and its relationship with the market, knowing the different phases of the design process of a food innovation.

* Analyse the risks of the new product.

* Know the legislation related to new foods.

* Evaluate the role of design, label, and traceability in the acceptance of the new product.

* Develop new food formulations.

* Determine the shelf life of novel foods.

* Analyse the risks of the new product.

* Assess the role of design, labelling and traceability in new product acceptance.

* Develop new packaging.

**Sustainability-related learning outcomes**

* Develop activities in the agri-food and innovation field, assuming a social, ethical, and sustainable commitment.

* Apply the bases of sustainability in new food product development.

* Sustainability of food packaging.

* Ability to link theory and practice.

* Social sustainability.

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

Sustainable food packaging in practice:

The principles of sustainability are applied through activities related to food paper packaging.

The students' task is the design of a new food product with a sustainable food packaging (e.g., bread). The students analyse the life of the product (the food quality and aspect vary with or without different paper packaging options). After students are taught by a composting expert, they analyse in practice which paper packaging composts better. They conclude whether or not the packaging is better to maintain the bread and the sustainability implications. The students write a short report, which will be assessed and presented to the social printing block of the Pamplona town hall in risk of exclusion.

* Inform the students and the Pamplona town hall (the social printing block of the town hall) about sustainable food paper packaging in practice.

* People at risk of social exclusion gain opportunities and resources.

## Food and Pharma Instrumentations (5 ECTS). TU Dublin

**Essential learning outcomes**

1. Describe the principles of analytical instrumentation commonly found in a Food/Beverage/ Pharmaceutical laboratory for quantitative and qualitative analysis

2. Apply the principles of chromatography and spectroscopy to select an appropriate chromatographic/spectroscopic technique to the analyte under examination.

3. Demonstrate the basic operation, the components, and the application of common spectroscopic and chromatographic techniques in food/beverage and pharmaceutical analysis.

4. Carry out relevant and experimental laboratories using spectroscopic, chromatographic techniques and present the experiment in the form of an online lab report (following the school template).

5. Conduct lab experiments individually or as part of a team in a good lab practise environment.

**Sustainability-related learning outcomes**

* Demonstrate the basic operation, the components, and the application of common spectroscopic and chromatographic techniques in sustainable food/beverage and pharmaceutical analysis. [Updated LO]

* Conduct lab experiments individually or as part of a team in a good lab practise environment using non-conventional methods for reducing use of organic solvents and chemical reagents. [Updated LO]
## Food Design and Development I (3rd year, 6 ECTS) - Food design and development II (3rd year, 6 ECTS).
UPNA

**Essential learning outcomes**

* Assess the importance of the product concept and its relationship with the market, knowing the different phases of the design process of a food innovation.

* Analyse the risks of the new product.

* Know the legislation related to new foods.

* Evaluate the role of design, label, and traceability in the acceptance of the new product.

* Develop new food formulations.

* Determine the shelf life of novel foods.

* Analyse the risks of the new product.

* Assess the role of design, labelling and traceability in new product acceptance.

* Develop new packaging.

**Sustainability-related learning outcomes**

* Develop activities in the agri-food and innovation field, assuming a social, ethical, and sustainable commitment.

* Apply the bases of sustainability in new food product development.

* Sustainability of food packaging.

* Ability to link theory and practice.

* Social sustainability.

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

Sustainable food packaging in practice:

The principles of sustainability are applied through activities related to food paper packaging.

The students' task is the design of a new food product with a sustainable food packaging (e.g., bread). The students analyse the life of the product (the food quality and aspect vary with or without different paper packaging options). After students are taught by a composting expert, they analyse in practice which paper packaging composts better. They conclude whether or not the packaging is better to maintain the bread and the sustainability implications. The students write a short report, which will be assessed and presented to the social printing block of the Pamplona town hall in risk of exclusion.

* Inform the students and the Pamplona town hall (the social printing block of the town hall) about sustainable food paper packaging in practice.

* People at risk of social exclusion gain opportunities and resources.

## Food and Pharma Instrumentations (5 ECTS). TU Dublin

**Essential learning outcomes**

1. Describe the principles of analytical instrumentation commonly found in a Food/Beverage/ Pharmaceutical laboratory for quantitative and qualitative analysis

2. Apply the principles of chromatography and spectroscopy to select an appropriate chromatographic/spectroscopic technique to the analyte under examination.

3. Demonstrate the basic operation, the components, and the application of common spectroscopic and chromatographic techniques in food/beverage and pharmaceutical analysis.

4. Carry out relevant and experimental laboratories using spectroscopic, chromatographic techniques and present the experiment in the form of an online lab report (following the school template).

5. Conduct lab experiments individually or as part of a team in a good lab practise environment.

**Sustainability-related learning outcomes**

* Demonstrate the basic operation, the components, and the application of common spectroscopic and chromatographic techniques in sustainable food/beverage and pharmaceutical analysis. [Updated LO]

* Conduct lab experiments individually or as part of a team in a good lab practise environment using non-conventional methods for reducing use of organic solvents and chemical reagents. [Updated LO]
<table><tr><td>Opportunities for Service-learning with community organisations</td><td>Underpinning the capstone internship and project modules which include Service-learning opportunities.</td></tr></table>

## Food Analysis (5 ECTS). TU Dublin

<table><tr><td>Essential learning outcomes</td><td><ul><li>Describe the basic terminology of chemical analysis and explain the decision process for choice of methods, and use of validated methods.</li><li>Describe the principles of sampling.</li><li>Explain the uses of traditional sample preparation techniques.</li><li>Describe aspects of laboratory Quality documentation for analytical methods.</li><li>Describe applications of chemical techniques in food analysis.</li><li>Describe applications of instrumental techniques including rapid methods in food analysis.</li><li>Discuss food fraud.</li><li>Develop enhanced numeracy through in-class and in-practical calculations, including identification and reduction of variance.</li><li>Develop enhanced laboratory skills to perform high quality food analyses for a range of food constituents.</li><li>Develop enhanced research and scientific writing skills to report on food analysis experiments.</li></ul></td></tr></table>

<table><tr><td>Sustainability-related learning outcomes</td><td><ul><li>Explain the uses of traditional sample preparation techniques as well as potential for greener solvents for extraction of bioactives. [Updated LO]</li><li>Describe applications of chemical techniques in food analysis, and the role of green chemistry in analytical methods. [Updated LO]</li><li>Discuss global challenges in the context of food chemistry and analysis: food fraud and the impact of climate change on food chemical contaminants. [Updated LO]</li></ul></td></tr></table>

<table><tr><td>Opportunities for Service-learning with community organisations</td><td>Underpinning the capstone internship and project modules which include Service-learning opportunities including research with Teagasc relating to fermentation of BSG to enrich animal feed and knowledge transfer to Priory Brewery.</td></tr></table>

## Advanced Microbiology (5 ECTS). TU Dublin

<table><tr><td>Essential learning outcomes</td><td><ul><li>Describe in detail the application of functional food and nutraceuticals.</li><li>Display knowledge of global antimicrobial resistant organisms and their role in infectious disease.</li><li>Discuss genetic mechanisms of antimicrobial resistance.</li><li>Complete Microbiological risk assessments</li><li>Describe the role of microbiological biofilms.</li><li>Display knowledge of novel microbiological analysis.</li><li>Hot topics in Microbiology.</li><li>Critically evaluate research topic & develop teamwork skills.</li></ul></td></tr></table>

<table><tr><td>Sustainability-related learning outcomes</td><td><ul><li>Describe antibiotic resistance and its global impact on society and explain how antibiotics impact on sustainability.</li><li>Describe the UN strategy on antibiotic resistance and sustainability. [Updated LO]</li></ul></td></tr></table>

<table><tr><td>Opportunities for Service-learning with community organisations</td><td>Underpinning the capstone internship and project modules which include Service-learning opportunities: analysing animal feed for traces of antibiotics due to the prevalence of antibiotics in the food chain.</td></tr></table>
Opportunities for Service-learning with community organisations

Underpinning the capstone internship and project modules which include Service-learning opportunities.

## Food Analysis (5 ECTS). TU Dublin

### Essential learning outcomes

* Describe the basic terminology of chemical analysis and explain the decision process for choice of methods, and use of validated methods.

* Describe the principles of sampling.

* Explain the uses of traditional sample preparation techniques.

* Describe aspects of laboratory Quality documentation for analytical methods.

* Describe applications of chemical techniques in food analysis.

* Describe applications of instrumental techniques including rapid methods in food analysis.

* Discuss food fraud.

* Develop enhanced numeracy through in-class and in-practical calculations, including identification and reduction of variance.

* Develop enhanced laboratory skills to perform high quality food analyses for a range of food constituents.

* Develop enhanced research and scientific writing skills to report on food analysis experiments.

### Sustainability-related learning outcomes

* Explain the uses of traditional sample preparation techniques as well as potential for greener solvents for extraction of bioactives. [Updated LO]

* Describe applications of chemical techniques in food analysis, and the role of green chemistry in analytical methods. [Updated LO]

* Discuss global challenges in the context of food chemistry and analysis: food fraud and the impact of climate change on food chemical contaminants. [Updated LO]

Opportunities for Service-learning with community organisations

Underpinning the capstone internship and project modules which include Service-learning opportunities including research with Teagasc relating to fermentation of BSG to enrich animal feed and knowledge transfer to Priory Brewery.

## Advanced Microbiology (5 ECTS). TU Dublin

### Essential learning outcomes

* Describe in detail the application of functional food and nutraceuticals.

* Display knowledge of global antimicrobial resistant organisms and their role in infectious disease.

* Discuss genetic mechanisms of antimicrobial resistance.

* Complete Microbiological risk assessments

* Describe the role of microbiological biofilms.

* Display knowledge of novel microbiological analysis.

* Hot topics in Microbiology.

* Critically evaluate research topic & develop teamwork skills.

### Sustainability-related learning outcomes

* Describe antibiotic resistance and its global impact on society and explain how antibiotics impact on sustainability.

* Describe the UN strategy on antibiotic resistance and sustainability.

[Updated LO]

Opportunities for Service-learning with community organisations

Underpinning the capstone internship and project modules which include Service-learning opportunities: analysing animal feed for traces of antibiotics due to the prevalence of antibiotics in the food chain.
## Beverage Microbiology (5 ECTS). TU Dublin

**Essential learning outcomes**

* Demonstrate knowledge of the fundamentals of fermentation.

* Explain fermenter design, operation, and control. Discuss the stages in the brewing process and the importance of HACCP.

* Explain yeast metabolism its role in the brewing process.

* Detail the variety of products and the micro-organisms involved.

* Distinguish between brewing and distilling processes and the products.

* Demonstrate knowledge of the practical aspects of the brewing process.

**Sustainability-related learning outcomes**

* Relate sustainability to brewing processes.

* Discuss alternative sustainable ingredients in brewing including genetically engineered yeasts.

* Explain how effective waste management in the brewing process can impact a company's sustainability.

[Updated LO]

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

Underpinning the capstone internship and project modules which include Service-learning opportunities: research with Teagasc relating to fermentation of BSG to enrich animal feed and knowledge transfer to Priory Brewery.

## Allergen Management and Control (5 ECTS). TU Dublin

**Essential learning outcomes**

* Explain the implications of Allergens in food & the impact on the body.

* Debate and defend the critical control measures to be taken to prevent allergen contamination.

* Explain the legislation surrounding the control and presence of allergens in the food chain.

* Summarise the methods used to detect a range of allergens in food stuffs and the environment.

* Interpret how to formulate products to comply with allergen management legislation.

**Sustainability-related learning outcomes**

Demonstrate knowledge of the role product development has in using more sustainable, ethical, and non-allergenic ingredients. [Updated LO]

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

Underpinning the capstone internship and project modules which include Service-learning opportunities.

## Food and Drink Product Development (5 ECTS). TU Dublin

**Essential learning outcomes**

* Conduct scientific based food research; be competent in accessing relevant literature and scientifically reporting findings.

* Employ the theory of product development to the production of new food products.

* Apply advanced sensory methods to problem solving, product development and quality control.

* Demonstrate appropriate laboratory skills.

**Sustainability-related learning outcomes**

* Design Product formulation to utilise sustainable ingredients & raw materials sourcing, innovations in processing, reformulation, water, energy & waste reduction, utilisation of waste/by-products and environmentally friendly packaging. [Updated LO]

* Apply advanced sensory methods to problem solving, product development and responsible consumer research. [Updated LO]

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

Underpinning the capstone internship and project modules which include Service-learning opportunities.
## Beverage Microbiology (5 ECTS). TU Dublin

**Essential learning outcomes**

* Demonstrate knowledge of the fundamentals of fermentation.

* Explain fermenter design, operation, and control. Discuss the stages in the brewing process and the importance of HACCP.

* Explain yeast metabolism its role in the brewing process.

* Detail the variety of products and the micro-organisms involved.

* Distinguish between brewing and distilling processes and the products.

* Demonstrate knowledge of the practical aspects of the brewing process.

**Sustainability-related learning outcomes**

* Relate sustainability to brewing processes.

* Discuss alternative sustainable ingredients in brewing including genetically engineered yeasts.

* Explain how effective waste management in the brewing process can impact a company's sustainability.

[Updated LO]

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

Underpinning the capstone internship and project modules which include Service-learning opportunities: research with Teagasc relating to fermentation of BSG to enrich animal feed and knowledge transfer to Priory Brewery.

## Allergen Management and Control (5 ECTS). TU Dublin

**Essential learning outcomes**

* Explain the implications of Allergens in food & the impact on the body.

* Debate and defend the critical control measures to be taken to prevent allergen contamination.

* Explain the legislation surrounding the control and presence of allergens in the food chain.

* Summarise the methods used to detect a range of allergens in food stuffs and the environment.

* Interpret how to formulate products to comply with allergen management legislation.

**Sustainability-related learning outcomes**

Demonstrate knowledge of the role product development has in using more sustainable, ethical, and non-allergenic ingredients. [Updated LO]

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

Underpinning the capstone internship and project modules which include Service-learning opportunities.

## Food and Drink Product Development (5 ECTS). TU Dublin

**Essential learning outcomes**

* Conduct scientific based food research; be competent in accessing relevant literature and scientifically reporting findings.

* Employ the theory of product development to the production of new food products.

* Apply advanced sensory methods to problem solving, product development and quality control.

* Demonstrate appropriate laboratory skills.

**Sustainability-related learning outcomes**

* Design Product formulation to utilise sustainable ingredients & raw materials sourcing, innovations in processing, reformulation, water, energy & waste reduction, utilisation of waste/by-products and environmentally friendly packaging. [Updated LO]

* Apply advanced sensory methods to problem solving, product development and responsible consumer research. [Updated LO]

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

Underpinning the capstone internship and project modules which include Service-learning opportunities.
## Fundamental Sensory Evaluation (5 ECTS). TU Dublin

**Essential learning outcomes**

* The student should be able to relate the senses to their role in sensory evaluation.

* The student should be able to organise and employ sensory tests in the areas of problem solving, product development and quality control.

* The student should be able to apply relevant statistical testing to resulting data, interpret and communicate results.

* The student should be able to identify and explain the source and manipulation of food flavour, both added and inherent to the product.

**Sustainability-related learning outcomes**

Apply responsible consumer research incorporating ethics, transparency, GDPR and EDI and assess the H&S and sustainability implications.

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

Underpinning the capstone internship and project modules which include Service-learning opportunities.

## B. Agricultural courses

### Agronomy (2nd year, 7 ECTS). ISARA-Lyon

**Essential learning outcomes**

Students will be able to:

* Understand the functioning of an agroecosystem at the plot level in order to carry out an agro-nomic/cultural diagnosis.

* Apply their knowledge to a specific crop in a farm, taking into account the soil, climate, technical and socio-economic context.

**Sustainability-related learning outcomes**

* Analysis of different performance indicators (yield, work time, average income) at the farm level.

* Estimate the final yield in relation to the yield potential of the plot of land.

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

Organise workshops with campus neighbours to teach them about sustainable and environmentally responsible gardening.

### Diagnosis in agronomy and animal science (3rd year, 15 ECTS). ISARA-Lyon

**Essential learning outcomes**

* Students will gain an overview of how a crop or livestock system works, with the challenges faced by farmers in a particular context. Students will be able to:

* Carry out a diagnosis of livestock system based on a farm field trip.

* Apply diagnostic tools and methods designed by technical institutes, research, and agricultural extension services.

**Sustainability-related learning outcomes**

The students should be able to:

* Determine which indicators to use according to the meaning given to the diagnosis.

* Highlight the strengths and weaknesses of the system in relation to the objectives of the diagnosis.

* Realise an assessment of the sustainability of the farm.

* Propose some ways to improve the sustainability of the analysed system.

* Justify each adjustment and detail its potential consequences on the food system.
## Fundamental Sensory Evaluation (5 ECTS). TU Dublin

**Essential learning outcomes**

* The student should be able to relate the senses to their role in sensory evaluation.

* The student should be able to organise and employ sensory tests in the areas of problem solving, product development and quality control.

* The student should be able to apply relevant statistical testing to resulting data, interpret and communicate results.

* The student should be able to identify and explain the source and manipulation of food flavour, both added and inherent to the product.

**Sustainability-related learning outcomes**

Apply responsible consumer research incorporating ethics, transparency, GDPR and EDI and assess the H&S and sustainability implications.

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

Underpinning the capstone internship and project modules which include Service-learning opportunities.

## B. Agricultural courses

### Agronomy (2nd year, 7 ECTS). ISARA-Lyon

**Essential learning outcomes**

Students will be able to:

* Understand the functioning of an agroecosystem at the plot level in order to carry out an agro-nomic/cultural diagnosis.

* Apply their knowledge to a specific crop in a farm, taking into account the soil, climate, technical and socio-economic context.

**Sustainability-related learning outcomes**

* Analysis of different performance indicators (yield, work time, average income) at the farm level.

* Estimate the final yield in relation to the yield potential of the plot of land.

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

Organise workshops with campus neighbours to teach them about sustainable and environmentally responsible gardening.

### Diagnosis in agronomy and animal science (3rd year, 15 ECTS). ISARA-Lyon

**Essential learning outcomes**

* Students will gain an overview of how a crop or livestock system works, with the challenges faced by farmers in a particular context. Students will be able to:

* Carry out a diagnosis of livestock system based on a farm field trip.

* Apply diagnostic tools and methods designed by technical institutes, research, and agricultural extension services.

**Sustainability-related learning outcomes**

The students should be able to:

* Determine which indicators to use according to the meaning given to the diagnosis.

* Highlight the strengths and weaknesses of the system in relation to the objectives of the diagnosis.

* Realise an assessment of the sustainability of the farm.

* Propose some ways to improve the sustainability of the analysed system.

* Justify each adjustment and detail its potential consequences on the food system.
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.