Environmental
nmentalReportA b r i d g e d ve r sion

2013

Opening
Discussion

Keizo Yamaguchi, President, Hokkaido University
Yasuhiro Yamanaka, Director, Center for Sustainability Science

Opening up the Future of Hokkaido University
via the Power of Individuals and the Strengthof the Establishment as a Whole
In June 2013, Professor Keizo Yamaguchi (the President of Hokkaido University (HU)) and Professor Yasuhiro
Yamanaka (the Director of the Center for Sustainability Science) informally discussed a number of themes, including thenature of sustainability at HU and the challenges that lie ahead in this regard. They talked about thoughts and ideas
they wished to convey to students and researchers at the university.

01

Brainstorming to solve real
problems
Yamanaka: When you became HU President, youlaid out three principles: diversity, the convergenceof all efforts with individuality, and tolerance. The
term tolerance here stood out to me. Previously, theterm diversity was often used to describe the needto allow different values in the consideration ofsustainability. Does the use of the word tolerance
represent a step forward from this line of thinking?
Yamaguchi: Universities try to respect free
thinking among individual researchers; this iswhat diversity’s about. On the other hand, we also
have to display individuality in our role as theentity known as HU, which involves the strengthof the establishment as a whole. However, theseconcepts are diametrically opposed, so a spirit oftolerance for their coexistence is needed.
Yamanaka: We were all looking in the same
direction toward growth in the 20th century,
weren’t we?
Yamaguchi: Well, the development of science hastransformed our society, but the myth that sciencekeeps helping society to improve no longer holds. I
think this is where the need for sustainability was
first introduced. To solve real problems, we need tostay at the forefront of learning, but society can’t
improve if we do what we believe is good for it
only on an individual basis.
Yamanaka: Whenever I explain the term
sustainability, I say it’s a way of continuing to live.
I say that just eradicating nuisances to stay alive is
simply survival, while sustainability involves
developing advantages on top of this.
Yamaguchi: It involves the fusion of science andthe humanities as a factor, doesn’t it?
Yamanaka: Yes. We’re in a period where there areno right or wrong answers, so we should present
options for people to choose from.
Yamaguchi: Right. Now’s the time to brainstorm,
isn’t it?
Yamanaka: Yes. Some things need to be decided
by universities, but members of the general publicshould also consider and choose options. We
should present choices together with researchers inscience and technology as well as in social sciences,and then build a consensus. I think this kind oflearning is what we need today.
Yamaguchi: Human history shows that cultures
have grown on foundations of free thinking, but

Keizo Yamaguchi

Yasuhiro Yamanaka

President
Hokkaido University

Director
Center for Sustainability
Science

Keizo Yamaguchi graduated from Kyoto University’s Faculty of Science, earned a
Master’s Degree at Nagoya University’s Graduate School of Science, andcompleted the Doctoral Program at Kyoto University’s Graduate School of Science.
He specializes in differential geometry. Before becoming the 18th President of the
University in 2013, he assumed the posts of Advisor to the President of Hokkaido
University in 1999 as well as the positions of Executive (in charge of education,
student affairs and other matters) and Vice President of the University in 2011. In
the same year, he also became the Executive Director of the Institute for the
Advancement of Higher Education, the Director of the Admission Center, and the
Director of the Front Office for Human Resource Education and Development.

Yasuhiro Yamanaka graduated from the Graduate School of Science at the
University of Tokyo. He received a doctorate for his research achievements on
Marine Ecosystem-Biogeochemical Cycle Modeling at the University of Tokyo’s
Atmosphere and Ocean Research Institute (AORI). He became the leader of a
Global COE (Center Of Excellence) Program in 2008, and has served as the Directorof the Center for Sustainability Science since 2012.

HOKKAIDO UNIVERSITY Environmental Report 201302

we need to be conscious of how our activities relate
to society rather than only having self-serving
ideas. It’s significant that people are particularly
aware of this when they’re young.

The Goal of Making Hokkaido
University Even More
Relevant and Helping it to
Mesh with Society
Yamanaka: I think it’s good for students andresearchers to go off campus as a way of learning tolead efforts to solve Hokkaido’s problems. What’s
your view on this?

Learning valuable lessons
from mistakes on campus:
the value of creative ideas

Yamaguchi: Universities are no longer ivory
towers. It’s important to educate students incollaboration with society and engage in researchbased on social needs rather than just staying
absorbed in research on campus.

Yamaguchi: Students tend to be bound by theuniquely Japanese idea that it’s hard to start overagain if you fail in something. How can we get ridof this way of thinking?

Yamanaka: In line with the concept ofsustainability, I think it’s important to transcend
generations because life is finite.
Yamaguchi: That’s right. We’re developing acurriculum with an eye on sustainability. I alsoplan to develop related programs on anundergraduate level.
Yamanaka: We’re doing our best at the Center for
Sustainability Science, too.
Yamaguchi: We need to encourage young people
to think about how they can help.
Yamanaka: Future universities need to be flexible
in opening up to outsiders too. In fact, the budgetsaving review of government programs a few years
ago was a turning point for me. It made me think
about the real purpose of universities. Today,
universities need to mesh with society.
03

Yamaguchi: HU has a unique initiative called
CoSTEP, or the Communicators in Science andTechnology Education Program. It helps people
from the university and elsewhere learn how tocommunicate effectively in the fields of science andtechnology. In related developments, the way
information is communicated today is changing. I
believe we highlight HU’s role in local
communities as a university located in Hokkaido.
We should make this known across Japan.

Yamanaka: The Center for Sustainability Science
works on the principle of making plenty of
mistakes to generate occasional successes.
Yamaguchi: I think it’s important to make lots ofsmall mistakes.
Yamanaka: Yes. Students should probably makemistakes. This is illustrated by the question ofwhether cherry blossoms are in full bloom or not.
They’re not if they haven’t fallen yet. They’re in fullbloom only when the number of petals opening
and the number falling are in equilibrium. In thesame way, students are probably doing their bestwhen there’s this kind of turbulence. They can beforgiven for making mistakes, I guess. As auniversity, we should encourage them to do so.
Yamaguchi: That’s right. We should tell them thatthe paths to their goals aren’t always straight.
Yamanaka: We could even tell them they can still

HOKKAIDO UNIVERSITY Environmental Report 2013

earn credits if they make mistakes, or that they
can’t earn credits unless they make mistakes.
Yamaguchi: I wish we had such a system.
Yamanaka: It’s just a thought I had. Japan’sbirthrate decline and population aging are among
the most marked in the world, and this isparticularly the case for Hokkaido. The successful
implementation of related experiments in theregion will help to reassure the rest of Japan andthe world. Outside universities, people may havetough lives at the moment. However, we can stilluse creative thinking on campus, so I believe wehave a chance to use our creativity to bringaffluence in the future. I think we’ll show ourcommitment to our students and build affluence
together. That’s the scenario I imagine.

Yamaguchi: I hope that’s what happens. I’d liketo hear lots of ideas on how Sapporo can thrive asa region. I’d like to find the true strength thatunites diverse individuals. Of course, our students
are from all over the country and have their own
ambitions, so I’d also like to help them movetoward their dreams.

Hokkaido University Environmental Policy

September 5, 2005

Policy Statement
Hokkaido University is a national university with a central role in Japan’s academic research and human resource
development (e.g., researcher capabilities), and supports the country’s knowledge foundation for the 21st
century. In this role, it is committed in all its activities to protecting the environment on local and global scales
and to building a sustainable society.

Basic Principles
Hokkaido University shall establish an Environmental Management System to implement the goals of its Policy
Statement, and shall set and achieve environmental objectives as outlined below in conjunction with university
staff, students and everybody else on campus. The university shall also make efforts to ensure that ongoingenvironmentally friendly activities take root by publicizing them on campus and providing relevant information
to the public.

1. Consideration for the global and local environment via education and research
HU shall foster the development of individuals with high degrees of specialization through the promotion of a wide variety ofeducational and research activities relating to global and local environments, and shall produce outstanding research achievements.

2. Social contribution via the provision of information on the environment
HU shall help to raise awareness of the need for environmental consideration in local communities and society as a whole throughefforts to educate and to make people aware of environmental education and research program results.

3. Reduction of the university’s environmental footprint
HU shall make efforts to reduce its environmental footprint via the promotion of energy and resource conservation, cyclical resource
usage and green purchasing along with thorough implementation of chemical substance control and other measures.

HOKKAIDO UNIVERSITY Environmental Report 201304

1

Feature Article

Activities for the Future

Simultaneous Studies on Rivers and Forests

Futoshi Nakamura

Professor, Research Faculty of AgricultureRivers cannot be understood throughobservation alone

In Japan, river and forest researchers used to only observe their respective targets. In contrast, Professor
Futoshi Nakamura of the Research Faculty of Agriculture, worked on a project to investigate ecosystem
connections in the US state of Oregon under the Japan Society for the Promotion of Science’s Postdoctoral Fellowship for Research Abroad program when
he was a lecturer. He examined the connections between rivers and forests for two years there, and has
also explored rivers and forests in Japan.
All of Japan’s 109 Class A rivers are managed by thecentral government, and national statistical data have
conventionally been used to accurately assess the situation of biodiversity in the country. However, Prof.
Nakamura saw an additional need to map current biodiversity conditions and related assessment results,
and to this end developed maps providing information needed to make judgments on the value of ecosystems. Areas that encompass rare species habitats
are often considered important, but those where ordinary species live are also significant. Prof. Nakamura’s
mapping is considered to have facilitated decisions onareas to be conserved in order to protect as many species as possible with limited budget resources.

Living by our own yardsticks

Prof. Nakamura also conducted a survey on the Kushiro Wetland ― the largest wetland in Japan ― and thesurrounding region to observe catchment areas as awhole. Since the Ramsar Convention came into force
in 1980, the approximately 20,000-ha area of the wetland itself has been protected. However, agriculture
and forestry activities in an upstream area covering
approximately 250,000 ha have resulted in increased
pollutant loads on the wetland. Usually, wetlands
evolve into forests over thousands of years, but natural change is occurring six to seven times faster thannormal in Kushiro due to anthropogenic factors. Measures to combat this are considered necessary.
Discussions on the natural environment and people’s
activities commonly include either/or choices. An example of this is seen with the stalemate that hasstalled talks between individuals who advocate keep-Prof. Nakamura believes that science should not determine value, and that one of the roles of scientists is
to highlight the variety of values that can be considered.
Japan has a declining birthrate and an aging population. Although population shrinkage is seen as problematic, Prof. Nakamura is level-headed about the issue. He believes we should change our values because
abandoned farmland can be restored to wetland andprovide habitats for red-crowned cranes, although
there are downsides to such a value change because
salaries may not rise as they did during the nation’s
period of rapid economic growth. He is rather moreconcerned that the sight of children playing in rivers
has now become so rare. An increasing number ofJapanese people have never experienced the joy ofplaying in rivers or other outdoor places. Prof. Nakamura expects students to develop the ability to think
for themselves by gaining a wide range of hands-on
learning experiences and to live by their own yardsticks. He also wants young researchers to experienceother countries rather than staying exclusively at theuniversity, believing that HU should continue to be an
institution where previous students wish to return.

A talk on connections between rivers and forests with JICA trainees (from Africa,
Central America and other developing countries) on a long-term training program in
Hokkaido

Field survey at a wetland restoration site in the US state of Florida

Not just either/or choices05

ing an existing dam andothers supporting its removal. However, the option of improving thedam could also be considered. Production and ecosystem conservation are
not necessarily diametrically opposed. In Hyogo
Prefecture, farmers growrice without using agricultural chemicals so thatstalks are conserved, andthe rice is sold under the
Stork Rice brand. This rice is highly popular among
school children and parents for use in school lunches.

HOKKAIDO UNIVERSITY Environmental Report 2013

1. Research for a brighter future
Research that provides solutions to environmental and energy problems is the greatest contribution universities can make tosociety. Hokkaido University undertakes nationally and internationally high-profile research in a variety of fields in thisregard.

Turning Biomass into Resources Using Activated Charcoal

Atsushi Fukuoka

Production of bioethanol from waste
left after sugarcane juice extraction

Efforts to produce a catalyst superior to
enzymes

to researchers because a small change to a catalyst
dramatically alters chemical reactions, which can inturn benefit society. A student from Prof. Fukuoka’slaboratory devotes himself to research in the field,saying, “I realized at an early stage that I’m not greatat organic chemistry, but I may be able to apply my efforts to solve global environmental issues in the worldof catalysts, where organic chemistry, inorganic chemistry and physical chemistry come together.”

The importance of novelty for research

As research must be original in order to be significant,Prof. Fukuoka always asks his students what is new intheir work. He says individuals who are well suited toresearch can talk about science theoretically and consider abstract concepts as concrete. For example, students with an aptitude for research understand theconnection between environmental issues and charging for plastic bags at supermarkets. They do not believe that shale gas and methane hydrate are silverbullet solutions to fuel shortages simply because
stocks of them will last as long as 100 years. Althoughthese energy resources are expected to replace petroleum, theycannot be used as
raw materials for plastics because chemicaltransformation does
not occur readily withthem other than via
combustion. Individuals who can consider
both their own generation and future
generations are needed as researchers.

HOKKAIDO UNIVERSITY Environmental Report 2013

3
Connections with the worldanand new pinnacles of achievementnCatalysts and natural enzymes facilitate chemical reactions. However, the latter have the drawbacks ofhigh expense and the need for accurate temperatureand pH settings. With catalysts, not all expected reactions take place; only 90% or so materialize. However,as these substances are man-made, they can be used
under various conditions such as environments withheating and acid conditions. They are also affordable
and can be used repeatedly. Based on these benefits,Prof. Fukuoka seeks to produce a catalyst superior to
enzymes and is enthusiastic about trying new approaches.
Catalysts make a substantive yet unrecognized contribution to chemistry, but are particularly interesting2
Pivotal roles forstrong-willed students

Based on the view that resource-poor Japan’s existing
resources should be used more effectively, Professor
and Catalysis Research Center Director Atsushi Fukuoka succeeded in saccharifying biomass with high efficiency using readily available activated charcoal as acatalyst. The term biomass refers to renewable, biologically derived organic materials other than fossil resources, but plant biomass (e.g., Chinese silver grass,rice straw) was used in his experiment. As a result of
trial and error with different materials, Prof. Fukuoka
managed to efficiently produce glucose and xylitol
from sugarcane bagasse (waste left after juice extraction). Glucose is a raw material used in the productionof bioethanol and biodegradable plastics, and xylitol
is effective in preventing cavities.
As opposed to the acid catalysts used in conventional
research on biomass degradation, Prof. Fukuoka succeeded in using alkaline-treated activated carbon ― amethod that previously seemed unfeasible.

1
Research for a brighter future
ResearProfessor and Director, Catalysis Research Center06

2

Feature Article

Activities for the Future

Student-based Identification and Resolution of
Problems at Hokkaido University
Sustainable Campus Contest
Campus improvement based on
students’ perspectives and ideas

The Sustainable Campus Contest, which has been held
annually since 2010, is a Sustainability Weeks event
hosted by students and organized by the Student
Council for Sustainable Development (SCSD; a student
organization). (For more information on the Sustainability Weeks and SCSD, see p. 37 and p. 13, respectively.)
As explained by SCSD representative Mr. Yusuke Matsuo and Mr. Yoshiyuki Inoue, the contest provides HU
students with opportunities to raise issues they feel
affect HU based on their research or daily lives and topresent solutions. If the judges deem their ideas feasible and effective, HU will finance their implementation by the students who suggest them. An example
of a successful proposal was the establishment of aposter management committee to improve the usageof bulletin boards that students could use freely injoint-use buildings, and HU supports related activities.

Limited number of entries in 2012

The 2012 Sustainable Campus Contest presentation
themes were: 1. The Connected Vehicle Project: Thisinitiative involved experimental on-campus usage ofclean-energy-powered bicycle taxis (known as Velotaxis) and electric low-carbon carts (LCCs) to support
the examination of roles for forms of transportation
other than buses and cars on campus; 2. TFT-Hokkaido: Table for Two, or TFT, is a system under which restaurants in developed countries serve healthy meals
and donate the equivalent of 20 yen for each one tosupport healthy school lunches for children in developing countries; and 3. Creation of a Communication
Center at Hokkaido University: This project is intended
to support the creation of a community center on the
HU campus as a forum for networking among HU students, staff and local residents.
Only three entries were made in 2012 (significantly
less than the eight proposals received in 2010), and

SCSD representative Yusuke Matsuo (left) and Yoshiyuki Inoue (right)

there was room for improvement in terms of presentation content and contest publicity. On the positiveside, however, university students from Tokyo andOsaka as well as local high school students came toobserve the contest, and individuals from outside HU
also participated.

Pre-event planned for 2013

To further promote the event and support the resolution of problems facing HU, SCSD is preparing for the
next contest. As a new pre-event, plans are under way
to operate a Talk Café as a platform for informal discussion of everyday problems.
SCSD members look forward to welcoming a significant number of participants from the campus andelsewhere. The organizers hope people will see HU’s
problems as affecting the whole of the JR Sapporo
Station North Exit district where the university is located rather than only the university itself, and that
HU students and individuals from outside the campus
will engage in fruitful exchanges of opinions.

Sustainable Campus Contest 2012

07

HOKKAIDO UNIVERSITY Environmental Report 2013

2. Pivotal roles for strong-willed students
Hokkaido University works to enrich its undergraduate and graduate programs with the goal of enhancing students'
awareness of the environmental sustainability concept. Related initiatives by students voluntarily engaging in environmental
activities have recently taken on a higher profile.

Exercise in Local Science, Faculty of Letters
Problem resolution training based on
consideration of crow-related issues
and other difficulties

One of the objectives of the Exercise in Local Science
course is to help students realize there are no correct
answers. People often fall into the habit of thinking in
dichotomy before graduating from high school be-

Crow observation on campus

Hokkaido University ― a place wherestudents can follow their true passions

Assistant Prof. Tatsuzawa specializes in the ecology ofwild animals, and says Hokkaido University is probably
the only Japanese university where research on ecology is performed in the Faculty of Letters. This may be
due in part to Hokkaido University’s traditional placement of special emphasis on practical learning, research diversity and research independence. Tatsuzawa previously engaged in research on sika deer on
Yakushima Island and in Nara Park. He received a proposal to engage in collaborative research from agroup of scientists in Siberia while considering reindeer in this study, and today also engages in researchon the ecological management of reindeer andwolves in conjunction with ethnic minorities in thenorthern region. Believing that only Japan forces students to follow either humanities or science courses,
he encourages his students to carefully consider what
they want to do on campus without the constraints ofsuch a boundary.
Assistant Prof. Tatsuzawa hopes that students will develop the character and ability to follow their true passions beyond the walls that separate faculties fromother faculties, universities from other universities,
and HU from society.

HOKKAIDO UNIVERSITY Environmental Report 2013

3
Connections with the worldanand new pinnacles of achievementn

No correct answers

2
Pivotal roles forstrong-willed students

Many people think that only science courses offer the
study of subjects related to environmental issue resolution. However, Hokkaido University’s Faculty of Letters offers a unique specialized subject called Exercise
in Local Science in the first semester of the second academic year. Graduate School of Letters Assistant Professor Shirow Tatsuzawa and five other faculty members teach the subject to about 30 students, including
some from other faculties.
The course consists of 14 to 15 classes, with the firsthalf designed to equip students with basic survey-related techniques. These include methods of accessing
literature/maps and critically viewing resources andstatistical data using binoculars, digital cameras andother tools. Annual field excursions to Shizunai, Akan,
Shiretoko and other places are also part of the course.
The latter half highlights examples of common environmental issues. Problems with the local crow population have been highlighted since 2009 after an oncampus attack by a crow resulted in a head injury.
Students choose themes (such as on-campus crowdistribution and HU student awareness of crows), consider possible solutions and summarize them in presentation files.
Students also improve the techniques they learn
from classes on the Outdoor Survey Method Training
course in the first semester of the third academic year,
and demonstrate their mastery of these methods in abachelor’s thesis during the fourth academic year.

cause they always look for“right” answers. However,environmental problems
generally have more than
one solution. To ensure
students realize this, thecourse attaches importance to 1) processing
one’s own opinions andinformation, and 2) listening to other opinions in
the field.
Another objective of thecourse is to encourage students to consider HU’s issues as problems that also Assistant Professor Shirow Tatsuzawa
affect local communities.
Crow-related issues and waste problems are ideal topics in this regard. In off-campus fieldwork, students engage in various activities such as quantifying animal
populations and talking with locals, business people
and government officials. As a lack of social experienceon the part of students often causes them to makemistakes, Assistant Prof. Tatsuzawa provides them with
opportunities to display the ability for independentjudgment and encourages their growth as local problem solvers, believing it is important that students
learn from their mistakes rather than avoiding making
them in the first place. He also says students should
develop the ability to think for themselves and question common wisdom.

1
Research for a brighter future
ResearHaving Students Tackle Environmental Issues
as a Way of Building their Abilities

08

3

Feature Article

Activities for the Future

Contribution to Africa beyond National Boundaries and Fields of Specialization

Hokkaido University Research Network with African Countries (HURNAC)
Mayumi Ishizuka

Professor, Graduate School of Veterinary Medicine

Networks for the study of African issues

The Graduate School of Veterinary Medicine runs a research project on environmental pollution in conjunction with African countries. The initiative was selected
as a Japan Society for the Promotion of Science (JSPS)*
Core-to-Core Program, and international research exchanges and symposia have helped to expand related
networks. The project was launched after Graduate
School of Veterinary Medicine Professor and toxicology expert Mayumi Ishizuka visited Zambia. During thevisit, locals sought advice from her in relation to environmental pollution whose causes were unknown.
Rapid resource development and urbanization havebrought environmental chemical pollution to Africancountries, and issues such as the use of agriculturalchemicals and the dumping of electronic waste exacerbate the problem. Despite this situation, there is insufficient information to accurately assess the current
state of environmental pollution and take effective
measures. Against this backdrop, the network was established to implement collaborative work involving
researchers from a variety of different fields. The inaugural symposium held in 2007 was attended by only
five countries, but now attracts more than 50 individuals from a dozen or so countries each time.
*The Japan Society for the Promotion of Science (JSPS) is an independentadministrative institution carrying out programs based on four concepts:
1. support for research through Grants-in-Aid for Scientific Research programs; 2. promotion for the development of the next generation of researchers through Research Fellowships for Young Scientists; 3. international scholarly collaboration; and 4. support for university reform.

Efforts to promote research by
involving local residents

Based on a belief that research activities should involve local researchers, Prof. Ishizuka and other project participants work with their counterparts at the
University of Zambia ― an institution with ties to Hokkaido University. Researchers from advanced countries
sometimes treat nations in which they conduct research simply as places for sample collection, and failto return their research achievements to benefit theseCollection of cattle urine and blood for a survey on environmental
pollutants (Zambia)

09

countries. Local residents view
such cases as “sad research.”
Against this backdrop, theGraduate School of Veterinary
Medicine invites young re searchers in Ghana, Egypt, Ethiopia and other countries to HU
to study environmental pollution issues.
The organization of presentations highlighting research results and information exchanges is actively
pursued. The Recent Advances in Research on Environmental Toxicology symposium attended by young
researchers from Africa was held at the Graduate
School on February 28, 2013, closely followed on
March 1 by a Hokkaido University Research Networkwith African Countries (HURNAC)-hosted lecture
meeting entitled People in Africa and their Environment― Contribution to Africa from Hokkaido. While themorning session was conducted in English, lectures
were delivered in Japanese in the afternoon session to
encourage the participation of non-researchers too.

Africa’s multiple problems

Many undergraduate and graduate students are interested in conducting field surveys, but cannot visit African countries easily due to the distance and cost involved (in contrast to Asian countries) as well as issues
with security and sanitation. Nevertheless, Prof. Ishizuka makes every effort to encourage students in thisregard based on her desire to further build the fledgling research network already in place and broaden
the scope of research in order to contribute to African
development.
She emphasizes that Africa’s multiple problems require students to adopt a broad perspective when
considering issues such as environmental pollution.
Field studies in Africa require the ability to communicate in English, but Prof. Ishizuka believes that having
the desire to make one’s ideas understood is more important.

Survey on environmental pollution in lakes and marshes based on observation offish and birds (Ethiopia)

HOKKAIDO UNIVERSITY Environmental Report 2013

3. Connections with the world and new pinnacles of achievement
Hokkaido University has established networks at home and abroad to address global warming and other issues that require
worldwide collaboration, and seeks to work with and learn from other universities. To these ends, it actively hosts symposia
and other events on related topics.

International Exchanges Involving Non-Researchers
Consideration of campuses inAmsterdam and Cambridge

government allocates a budget for the initiative.
Due in part to encouragement by the EU and the respective countries’ central governments, these universities have positioned industry-academia-government
collaboration and energy consumption reduction aspart of a campus-wide strategy. With a long-term perspective, they strive to create compact campuses
based on space sharing by limiting the number ofbuildings, and also save energy based on competition
among undergraduate schools rather than focusing
on the pursuit of equality. Hokkaido University canlearn a lot from these approaches.

Ongoing investigation and research after
the visit

Does the principle of all faculties being
equal really guarantee equality?

Dr. Komatsu and Mr. Tanaka learned a number ofthings on their visit to the university in Amsterdam. In
this city (the capital of the Netherlands), the municipal
government and the private sector engage in close
collaboration for favorable time management andquality. However, there is room for improvement in
the university’s participation in this collaboration. The
institution plans to build a new campus with a longterm perspective as a foundation for industry-academia-government collaboration.
The two visitors found that the University of Cambridge promotes energy conservation through competition by inviting its undergraduate schools to submit energy-saving project ideas, and that the central

Inside VU University Amsterdam

Office for a Sustainable Campus Action Framework for International Networking<Achievements><Field survey>

2011

Sustainable CampusInternational Symposium
2011

Field survey atuniversities in Europe
and U.S.

Vision<Planning, research/investigation>
International Exchange
Project with Three EU
Universities

2012

Polytechnicof Turin
VU University
Amsterdam
University ofCambridge

Participation/Analysis
Association for the
Advancement of Sustainability inHigher Education (AASHE) STARS
International Pilot Program

Campus assessment by users
Survey on energy conservation behavior
Ministry of Education, Culture, Sports, Science andTechnology and Hokkaido University policy surveys

VU University Amsterdam: cities and universities,
industry-academia-government collaboration

2013

Polytechnic of Turin: energy, CO2 inventory
University of Cambridge: architectural performance assessment

Action Plan 2012 for
Sustainable Campus
Concreteactions

Action Plan implementation- Campus assessment byusers- Energy-saving activities anduser behavior assessment

Practice

International Symposium on
the Creation of Sustainable
Campuses 2012 ― Value
Metrics, Participatory
Assessment and Policies for a
Sustainable University Campus
Sustainable Campus
Assessment System 2013
(to be described later)

Assessment

VU University Amsterdam: communities and universities,
tourist destination management
University of Cambridge: energy policy of the central
government and energy management by universities

International Symposium 2013

The Hokkaido University Office for a Sustainable
Campus promotes events and research activities
based on the framework shown in the figure on theleft. In December 2011, Hokkaido University enteredinto an agreement with three EU universities (Polytechnic of Turin (Italy), University of Cambridge (UK)and VU University Amsterdam (Netherlands)) toconduct collaborative research in order to support
the development of strategies for building sustainable campuses and related assessment systems.
Based on this agreement, the projects described
below are under way.

3
Connections with the world
andaan
n new pinnacles of achievement

Research on comparison of the industry-academiagovernment collaboration frameworks at Hokkaido
University and VU University Amsterdam is still inprogress. Between 600 and 900 researchers at the universities will be asked to fill in a questionnaire on industry-academia-government collaboration to
support the identification ofelements necessary for an
ideal framework. A look atthese elements and the results of evaluation under the
Sustainable Campus Assessment System 2013 (see p. 13)
is expected to provide insights that will contribute to
the future development ofsuch collaboration.

2
Pivotal roles forstrong-willed students

Dr. Maki Komatsu (a coordinator at the Office for a
Sustainable Campus) and Mr. Yoji Tanaka (a Unit Chiefat the Sustainable Campus Promotion Division of the
Facilities Department) visited VU University Amsterdam in the Netherlands from February 7 to March 19,
2013. To investigate the actual situation of industryacademia-government collaboration and other matters, they met with Dr. João Romão from the Department of Spatial Economics (part of the Faculty of
Economics and Business Administration), who used to
conduct research at Hokkaido University, and others.
They also visited the University of Cambridge and Oxford Brookes University in the UK from March 4 to 6 toinvestigate the roles of environmental offices and other matters.

1
Research for a brighter future
ResearOverseas inspection tour by Office for a Sustainable Campus staff

・University campus assessment
Supervising institutions: Polytechnic of Turin and Hokkaido
University
Investigation of existing assessment systems and assessment indicators; setting of assessment criteria for crosscomparison of reform methods and sustainability strategies
・User involvement in living campus
Supervising institutions: VU University Amsterdam and Hokkaido University
Examination of campus blueprints for the future throughuser assessment:
Campus users gathered and submitted the results of campus assessment based on the viewpoints of academic characteristics, creativity, sustainability and regional qualities,
and proposed strategies for the future.

HOKKAIDO UNIVERSITY Environmental Report 201310

Developing a Sustainable Campus
At the 2008 G8 University Summit, the Sapporo Sustainability Declaration was adopted, stating thedetermination of universities to “be the driving force behind the development of a sustainable
society”. Currently, universities are being asked to contribute to efforts toward sustainability throughresearch and education while acting as role models for a sustainable society by promoting the use of
their campuses as living laboratories.
In order to construct this model, Hokkaido University established the Office for a Sustainable Campus in November
2010, which serves as the institution’s core organization promoting campus sustainability. In March 2011, Hokkaido
University became a pioneer university in Japan to formulate Action Plan 2012 for a Sustainable Campus. We set along-term goal of reducing carbon dioxide emissions by 35% from 2005 levels by the year 2030 and agreed to set
second-phase medium-term goals by the year 2015.
In July 2011, we launched an Environmental Impact Reduction Promoter system to put people in charge of
implementing the action plan. We completed the Sustainable Campus assessment 2013, thus establishing a
structure to check on the efforts and continuously make revisions in order to fully implement a sustainable campus.

Office for a Sustainable Campus
The office’s three divisions cooperate to carry out thefollowing tasks and maintain an environmentally friendly
campus.
Division of Campus Assessment
1) Develop plans to achieve campus sustainability
・Formulate action plans for campus sustainability to be
implemented in conjunction with the Medium-term
Goals, the Medium-term Plan and the Campus MasterPlan.
2) Implement Campus Sustainability Assessments
・Identify specific indicators to assess progress toward
campus sustainability and build a comprehensive
environmental evaluation system taking the university’s
characteristics into consideration. Publish assessment
results on the campus and elsewhere.
3) Devise Participatory Projects
・Develop projects throughout the school in which bothstudents and faculty can participate.
・Disseminate information regarding the above activities
and results and expand the scope to a campus
neighborhood or regional environmental management
program.
4) Establish Domestic and International Networks
・Cooperate with international campus sustainability
networks.
・Collaborate with local communities in making effective
use of the university’s various resources.
Division for Reduction of Environmental Impacts
1) Develop Plans for Environmental Impact Reduction
・Develop plans for the achievement of CO2 emission

11

reduction goals.
・Establish energy conservation design guidelines.
2) Promote Energy Conservation Measures
・Promote energy consumption monitoring and database
compilation.
・Promote energy conservation measures in relation tofacility development and management.
・Develop energy conservation technologies that makethe most of campus characteristics.
3) Apply Intellectual Property to Campus Environments
・Study the feasibility of environmental impact reduction
technologies using campuses as laboratories.
Environmental Preservation Center
・Create a system for separating and collecting waste andrecyclable resources.
・Put together information on campus waste and develop
a system for integrated waste management.

Energy conservation patrol carried out in the winter

HOKKAIDO UNIVERSITY Environmental Report 2013

Action Plan 2012 for a Sustainable Campus — Summary
Policy1
Eco-friendly
Activities through
Education andResearch

Area
1.1.1

Education for Sustainability

1.1.2

Student Activities for
Sustainability• Provide incentives for students to organize sustainability activities.
• Provide information about sustainability-related publications and activities held both at the university andelsewhere.
• Create websites and social network pages to disseminate information.
• Develop an environment where students can work together with Office for a Sustainable Campus.

1.2.1

Promote the campus as a study
field for research on Environmental Impact Reduction• Create research data about environmental impact reduction within the university.
• Create specific research topics about environmental impact reduction using the campus as a study field.
• Support public research applications for sustainability and environmental impact reduction.

2.1.1

Publicizing information about
activities and achievements inenvironmental impact reduction• Publicize information about Hokkaido University’s activities and achievements in environmental impact reduction.
• Disseminate information about the university’s activities in environmental impact reduction through environmental
reports, websites, events, information centers, social networks, etc.

2.1.2Development of various
strategies for education• Promote educational activities to faculty and students through visualization of environmental impact.
• Create a university environmental information website.
• Reach out to the public regarding ideas and projects for environmental impact reduction.

2.2.1

Working together with local
communities onsustainability issues• Hold lectures in which citizens can participate.
• Provide sustainability education to local elementary, junior high and high school students.
• Through effective use of university resources, foster cooperation and collaboration between faculty, students, andthe local community.

2.2.2

Working together with thegovernment onsustainability issues• Through cooperation and collaboration with the government, implement joint events and exchange information
about sustainability.
• Consider plans to set up a working group with the local government aimed at reducing environmental impact aroundcampus (transportation planning, energy conservation planning, open space planning, etc.)

2.2.3

Working together withprivate companies onsustainability issues• Consider measures to promote a sustainable campus through university collaboration with private companies.
• Contribute to reduction of society’s carbon dioxide emissions through environmental impact reduction
technologies.

2.3.1

Establishing domestic
networks• Strengthen cooperation and exchange of information regarding sustainable campuses.
• Implement joint research on sustainable campuses with other domestic universities.

Establishing international
networks• Participate in international pilot projects operated by associations for sustainability at North American institutes ofhigher education.
• Implement joint research with EU3 Universities. Hold symposiums together with Seoul National University.
• Participate in international conferences and symposiums on sustainable campuses. Plan and hold international
conferences at Hokkaido University.
• Join associations for sustainability at North American institutes of higher education as well as internationalsustainable campus networks.

3.1.1

Ecosystem conservation on
our campus• Study how to create and utilize databases based on ecological surveys.
• Review guidelines for development activities and ecological preservation.
• Formulate policies on maintenance management and conservation of green spaces.
• Create guidelines for utilizing campus green spaces.
• Formulate guidelines for maintenance management of the Sakushukotoni River, which is the backbone of the water
system.
• Examine plans for creation of a tree belt around the periphery of the campus and an elm grove.

3.2.1

Promote northern forest
project• Advance carbon dioxide fixation capabilities through adequate management of experimental forest cleaning andthinning, reforestation, and silviculture.
• Study forest certification, create carbon credits, and operate carbon offsets.
• Establish events, business trips and mechanisms to offset campus carbon dioxide emissions.
• Study methods for cooperation and collaboration with local government, forestry cooperatives, and local
communities.

3.3.1

Thorough planning forenergy efficient designs• Thorough implementation of energy saving designs in new construction and renovations.
• Improve the level of energy saving designs by using CASBEE, etc.
• Consider performance-based contract criteria allowing retro commissioning.
• Introduce a system capable of measuring building units’ energy consumption in real time.
• Verify the effect of energy saving methods in new construction and renovations.

3.3.2

Installing energy efficient
appliances• Replace boilers, air-conditioning equipment, and lighting equipment with highly efficient equipment.
• Implement energy saving measures in existing facilities and install individual electricity meters.
• Introduce a system capable of controlling the power required for air-conditioning, natural gas consumption, anddemand.
• Adopt energy saving technologies to reduce the consumption of fuel on training ships.

3.3.3

Offering incentives• Consider measures that give incentives to initiatives for reducing energy consumption.
• Study the possibility of implementing ESCO projects that assess energy conservation.

3.4.1

Reduction of energy consumption• Reduce per-unit (total floor area) energy consumption by at least 1% per year.

3.4.2

Development of renewableenergy• Study the adoption of renewable energy sources such as solar power, geothermal heat, wind power and biomassenergy.
• Study the adoption of renewable energy in small-scale facilities.

3.5.1

Thorough implementationof the 3 Rs within theuniversity• Unify the classifications for waste separation.
• Reduce the total amount of annual waste by 30% (relative to FY 2008). Reduce year-on-year paper procurement by
1%.
• Safely dispose of hazardous waste such as laboratory waste. Publicize and disseminate information regarding theamount of waste collected and the amount of resources recovered.

3.5.2

Cyclic use of organic waste• Study structural improvements and the utilization of technology for reusing organic resources.

3.5.3

Hazardous waste
management• Educate the entire university about the proper disposal of toxic substances and adequate storage of hazardous
materials.
• Thorough registration and use of the chemical substances management system.

3.6.1

Water management• Reduce campus water use (well water and tap water) by at least 1% year-on-year.
• Appeal to campus cafeteria operators for effective wastewater management

3.6.2

Stormwater management• Thoroughly manage sewage water quality using the legal sewage water quality test.
• Adequately manage stormwater drainage by ensuring permeability of the pavement surface and ground.

3.7.1

Low-impact foodpurchasing• Appeal for preferential purchasing of sustainable foodstuffs and beverages.
• Appeal for implementation of a system that gives incentives for the use of sustainable menus.

3.7.2

Low-impact dining services• Appeal for the provision of napkins made from recycled material and reusable dining utensils for takeout orders.

3.8.1

Vehicle restrictions• Consider complete vehicle restriction measures, including commuter vehicles.
• Consider how to reconstruct the delivery system on campus with the environment in mind.
• Embodiment of the campus flow plan recommended in the Campus Master Plan 2006

3.8.2

Improvement of facultytransportation methods• Consider measures to discourage commuting by private car or driving with a single occupant, and promote
commuting by public transportation or bicycle.
• Promote the use of video conferencing in order to limit the use of airplanes for business trips.

3.8.3

Improvement of bicycletransportation
infrastructure• Formulate rules for handling abandoned bicycles and bicycle parking regulations on campus.
• Consider measures to reduce the risk of traffic accidents caused by bicycle traffic.
• Establish bicycle lanes with pedestrians in mind. Ensure bicycle parking locations and parking areas with ample capacity.

39
Space saving

3.9.1

Thorough implementationof space saving• Promote the use of databases to reduce superfluous buildings and spaces as well as to utilize open spaces.
• Consider mechanisms for rewarding faculties that make efforts toward space-saving.

310
Purchasing

3.10.1

Promotion of green
purchasing• Promote green purchasing and contracts based on the Green Contract Law.
• Consider purchasing electricity with minimal carbon dioxide emission factors.
• Consider the purchase or rental of environmentally friendly vehicles for use as campus buses or official vehicles.

11
Education

21
Informing the
Public Both
Inside andOutside theUniversity

22
Working
Together with
Local
Communities

23
Establishing
Domestic andInternational
Networks

31
Ecosystem

32
Northern
Forest Project

33
Energy Saving
Measures in
Buildings

34
Energy3
Environmental
Impact Reductionin University
Management

Main Details• Provide university-wide courses and graduate courses focusing on sustainability.
• Provide guidance on sustainability to first year students and create necessary brochures.
• Promote activities for constructing a sustainable campus, such as Sustainability Week.

12
Research

2
SocialContribution
through
Dissemination ofInformation about
Environmental
IssuesPlan

Formulated March 2012

35
3R Measures

36
Water

37
Food

38
Transportation Planning

2.3.2

HOKKAIDO UNIVERSITY Environmental Report 201312

Environmental Impact Reduction Promoter
SystemOne Environmental Impact Reduction Promoter is assigned
from each faculty along with at least one assistant. As of July11, 2011, there are officially 33 promoters and 33 assistants.
The Environmental Impact Reduction Promoter Meeting wasestablished to facilitate an exchange of opinions andinformation between the Environmental Impact Reduction
Promoters and the Office for a Sustainable Campus. The firstmeeting was held on October 11, 2011.
Environmental Impact Reduction Promoters’ Tasks
・Tasks involving coordination with the Office for a
Sustainable Campus and individual faculties as well as
understanding the current situation in each faculty inrelation to the promotion of environmental impact
reduction measures.
・Assessing energy conservation in each faculty,
conducting energy conservation campaigns, reducing
waste and promoting recycling.
・Drafting plans to reduce environmental impact throughcoordination with the Office for a Sustainable Campus
and individual faculties.
・Establishing and operating a system for raisingawareness of faculties’ environmental impact reductionand energy conservation activities.

Action Plan 2012 for a Sustainable Campus
Hokkaido University’s second-phase medium-term goals
promote maintaining an advanced and environmentallyfriendly campus that supports world-class education andresearch. To this end, we formulated the Basic Plan for an
Eco-campus and the Action Plan for an Eco-campus, which
set forth the goals of promoting maintenance of existing
facilities and constructing a comprehensive environmental

Environmental Impact Reduction Promoter Meeting (May 28, 2012)13

Environmental Impact Reduction Measures

・Promote energy-saving measures
・Effective publication of environmental laws.
・Northern Forest Project・Thorough implementation of the 3 Rs on campus.
・Effective publication inside the university and elsewhere.
・Development of new methods

performance evaluation system that covers the entire
campus.
The Office for a Sustainable Campus’ Expert Committee on
Environmental Consideration, Steering Committee, andExecutive Office for Campus and Environmental Planningstudied these matters, drawing from the Environmental
Impact Reduction Measures (see above). We formulated theaction plan based on an expert conference in which four
American universities participated (Portland State University,
University of Oregon, Stanford University, and the Universityof California, Berkeley), as well as experience fromparticipating in the ISCN* and the AASHE2011 annual
conference, and a study by three European universities(Munich University of Technology, Swiss Federal Institute ofTechnology Zurich, Polytechnic of Turin). The Action Plan not
only calls for sustainability of university activities, but alsopresents measures that should be put into practice in order
to construct a sustainable society.
*International Sustainable Campus Network

Sustainable Campus Assessment System 2013
There are university sustainability assessment systems suchas STARS, which is operated primarily by AASHE*¹, UNImetrics, which is being jointly developed by Polytechnic of
Turin, University of Cambridge, VU University Amsterdam,and Hokkaido University, and AUA, which was constructedby Hokkaido University Office of International Affairs. We
drew from the above and included our own originalassessment criteria, thus completing Hokkaido University’sassessment system.
The Sustainable Campus Assessment System 2013 iscomprised of four categories: I Management, II Education
and Research, III Environment, and IV Local Community. Eachcategory consists of different fields and sections. The
assessment results form the basis for criteria in university
management policy decisions and are a necessary part of thesustainability evaluation criteria for general overall activities
at the university.
*¹Association for the Advancement of Sustainability in Higher Education

HOKKAIDO UNIVERSITY Environmental Report 2013

Sustainable Campus Assessment System 2013 (Summary)Category: Ⅰ Management
Field
Ⅰ-1

Policy and overall
plan

Ⅰ-2

Organization toconsidersustainability

Section

Assessment Criteria

Ⅰ-1-1

Is there an overall plan and policy for education and research on sustainability?

Education and research

Ⅰ-1-2
CampusIs there a Campus Master Plan with reference to sustainability? Does the master plan contain
policies and schemes to construct a sustainable energy system? Etc.

Ⅰ-2-1
Dedicated staff

Is there a sustainability office and a coordinator?

Ⅰ-2-2
Activities

Are faculty and staff being educated about sustainability? Are appropriate evaluations being madefor faculties’ and students’ activities? Etc.

Ⅰ-2-3

Is there a permanent committee that makes policy decisions related to the university’ssustainability? Is there a system to evaluate the progress of the overall plan? Etc.

Mechanisms to support
policy decisions

Ⅰ-3

Financial resource
management

Is there an operation policy and secure funds for long-term development of a sustainable campus
with regards to education and research funds, university administrative costs, and overall university
resources?

Ⅰ-3-1

Long-term planning
Ⅰ-3-2
Securing budgets andacquiring funds

Has sustainability been specifically set as a budgetary expense? Are national and private budgets
as well as international funds being acquired? Etc.
Are investments being made in relation to the environment and sustainability? Are impact
assessments for these investments being made? Is there a fund allocation system in place forsustainability research? Etc.

Ⅰ-3-3

Operations
Ⅰ-4

Asset management

Ⅰ-4-1
Community utilization ofuniversity assets

Is the community utilizing the university’s facilities? Are historical assets being preserved? Are there
environmental projects carried out in conjunction with the local community?

Ⅰ-4-2
Servicing of university
assets

Are public-private partnerships and fixed-term leases being utilized to maintain the university’senvironment?

Ⅰ-5

Is there an integrated understanding of facilities’ current condition and actual use? Is there an
implementation plan and maintenance plan for new facilities? Etc.

Ⅰ-6

Has the university created a sustainability network with overseas universities, research institutes,
and communities? Is there awareness of movements on the global stage?

Facility management
Network to enhance sustainability

Ⅰ-7

Personnel training

Ⅰ-8

Procurement andcontracts

Ⅰ-7-1
Faculty evaluation

Is there a mechanism for evaluating researchers’ dedication to administrative affairs related to theuniversity’s sustainability? Etc.

Ⅰ-7-2
Recruiting talent

Is there a system with a flexible means for recruiting talent with competency in sustainability?

Ⅰ-8-1
Procurement

Is green purchasing being employed for office equipment? Are contracts being completed basedon the contract patterns prescribed in the Green Contract Law?

Ⅰ-8-2
Contracts

Are environmentally conscious contractors being used? Are local contractors being actively used?
Etc.

Category: Ⅱ Education and Research
Field
Ⅱ-1

Education

SectionⅡ-1-1

Curriculum

Ⅱ-1-2

Sustainability
Literacy

Ⅱ-2
Research

Ⅱ-2-1

Sustainability research

Ⅱ-2-2

Living lab

Ⅱ-2-3

Practical community
research

Ⅱ-3
Students

Ⅱ-3-1

Encouraging andsupporting student
activities

Ⅱ-3-2

Student participation in
university management

Assessment Criteria
Are there educational programs related to sustainability? Has the university individually defined“sustainability” and developed a specific curriculum including educational programs, internships,
and lectures to which this definition applies? Etc.
Is sustainability orientation for new students and environmental education for current students
being carried out?
Is the topic of sustainability being researched at the bachelor’s, master’s, and doctoral degree level?
Is the campus being used for sustainability research? Is the university providing incentives for thistype of research? Etc.
Is interdisciplinary research on sustainability being conducted together with the local community?
Is the university providing incentives for this type of research? Etc.
Is the university supporting students’ activities related to sustainability? Does the university
encourage off-campus internships (related to the environment and sustainability)? Etc.
Are mechanisms being created for student participation in overall university’s sustainability
planning and campus-wide activities?

HOKKAIDO UNIVERSITY Environmental Report 201314

Category: Ⅲ Environment
Field

Section

Ⅲ-1

Is there a database in which flora and fauna characteristics and distribution on campus arerecorded? Are there ecosystem conservation plans? Etc.

Ecosystem

Ⅲ-2

Ⅲ-2-1

Land

Assessment Criteria

Green space and forest
land

Ⅲ-2-2

Other open space

Are there green space and forest land maintenance management plans? Is there an organization to
execute these plans? Are the plans’ state of implementation and results fully understood? Etc.
Is a campus plan being considered, including evaluation of the ratio of open space excluding green
space and forest land? Etc.

Ⅲ-3

Are there guidelines to build public spaces inspired by intellectual creativity with humanity andculture in mind? Are these plans being carried out? Etc.

Ⅲ-4

Does the university aim to have a suitable campus that preserves the current design and does
everything possible to avoid rebuilding? Does the university aim to have a campus that takes its
surroundings into consideration?

Ⅲ-5

Is the total amount of waste being reduced from 2005 levels? Are the 3 Rs implemented on
campus? Are hazardous materials adequately disposed of?

Public SpaceLandscape

Waste

Ⅲ-6

Energy andresources

Ⅲ-6-1

Is energy consumption being reduced from 2005 levels? Are cogeneration and heat waste recovery
being implemented? Etc.

Ⅲ-6-2

Are greenhouse gas emissions being reduced compared to the previous year? Have initiatives been
implemented to promote the absorption of greenhouse gases? Etc.

Ⅲ-6-3

Are renewable energies being used? Has a plan been developed to conduct feasibility studies on
the expanded use of renewable energies? Etc.

Ⅲ-6-4

Is tap water consumption being reduced relative to 2005 levels? Is a food mileage improvement
policy being practiced in the cafeterias? Etc.

Energy management
Greenhouse gases
Renewable energy
Other resources

Ⅲ-7

Is there an overall plan with an integrated infrastructure design for roads, energy, water supply andsewage network, electricity, and communications? Etc.

Basic Equipment

Ⅲ-8

Facilities

Ⅲ-8-1

Environmental
performance

Ⅲ-8-2

Indoor environment

Ⅲ-9

Transportation

Are there criteria for energy-saving designs? Have the building areas that meet these criteria been
identified? Has seismic index information been used in facility maintenance plans? Etc.
Is there a management plan for temperature, humidity, and carbon dioxide concentration? Has animplementation system been created? Is the state of implementation and progress wellunderstood?

Ⅲ-9-1

Has an implementation plan been formulated with a circulation design that controls the amount ofvehicle, pedestrian, and bicycle traffic? Has this plan’s implementation system been created? Etc.

Ⅲ-9-2

Are there circulation plans and implementation plans for bicycle and pedestrian traffic? Has
wintertime traffic been accounted for? Etc.

Ⅲ-9-3

Is an implementation plan being formulated with a circulation design that connects to the campus’surrounding transportation network? Has an implementation system been created for this plan?
Etc.

Flow planning
Pedestrians and cycling
Connecting with thelocal community

Ⅲ-10

Is the state of conservation of historical buildings being evaluated? Is a plan for their use being
formulated? Has this plan’s implementation system been created? Etc.

Ⅲ-11

Are there plans to use the campus’ open spaces as evacuation sites? Have evacuation routes been
identified and publicized on campus? Etc.

Use of historical assets on campus
Disaster prevention locations

Category: Ⅳ Local Community
Field

SectionⅣ-1

Collaboration between industry, academia,
and government

Ⅳ-2

Community service

Ⅳ-2-1

Is there a community collaboration contact center and coordinator? Has a place been created forongoing consultation with the local government and companies?

Ⅳ-2-2

Are details of community collaboration activities and research such as seminars and conferences
open to the public? Have documents of the results been published for the general public? Etc.

SystemActivities

Ⅳ-3

Dissemination of Information

15

Assessment Criteria
Has an industry-academia-government collaboration office been established? Is intellectual
property used to contribute to industry? Is there an industry-academia-government collaboration
coordinator? Etc.

Has information regarding the university’s sustainability activities been collected and disseminatedto the general public? Etc.

HOKKAIDO UNIVERSITY Environmental Report 2013

TOPICS〈Research Results and Evaluation ― Awards Report〉▪ Graduate School of Environmental Science awarded the Northern
Energy-saving Award

Associate professor Tatsufumi Okino of the Graduate
School of Environmental Science and Graduate School ofEnvironmental Science student Takeshi Watanabe havebeen working on an environmental impact reduction
project entitled Improving Equipment Management that
Employs a Visualization System in the Graduate School of
Science and Energy-saving through Communication between
Members. The project uses a visualization system toremove redundant equipment and replace it with the useof high-potential energy-saving equipment, as well as
constantly exploring new policies for energy conservation
through communication with members. Furthermore,these policies can be used outside the research institutethrough dissemination of information, leading to energy
saving.
The results wererecognized, and the
Graduate School ofEnvironmental Science
was awarded the
Hokkaido Bureau of
Economy, Trade andI n d u s t r y ’ s 2 012
Nor thern Energy
Saving Award (forcompanies, etc. recognized by the Hokkaido Bureau of
Economy, Trade and Industry as leaders in development,
effective use or popularization of energy) in the “effective
use category”. This prize recognizes exemplaryorganizations and individuals who have achieved
remarkable results in development, effective use, andpopularization of energy in Hokkaido.
Hokkaido University presents the “Hokkaido University
Elm Award” to individuals and groups that are recognized
for remarkable achievement in extracurricular activities,
community activities, self-improvement and student
leadership. Watanabe received the 2012 Hokkaido
University Elm Award.

▪ Faculty of Fisheries Sciences Training Ship Oshiomaru awarded
Japan Meteorological Agency Director-General Award
The Faculty of Fisheries Sciences’ training ship, Oshiomaru,
received the 2012 Japan Meteorological Agency DirectorGeneral Award in recognition of its long-term
contribution to the Meteorological Agency bycollaborating on sea surface temperature observation
reports. After receiving the award, Oshiomaru Captain
Yoshihiko Kamei happily proclaimed, “Although our areaof observation was restricted to the waters around
Hokkaido, they were conducted under severe winterconditions and we are overjoyed to receive this award. It isa great encouragement to our crew. We would like tocontinue to contribute to the local community throughour observations”.

Constructed: September 28, 1992 / GT: 179 tons / Length: 39.39m / Crew capacity: 33 /Annual number of days at sea: 170 / Voyage waters: Around Hokkaido

HOKKAIDO UNIVERSITY Environmental Report 201316

TOPICS〈Collaboration, Contribution, andCommunication in the Local Community〉▪ “ Hokkaido University Environmental Education Lecture” held at
Sapporo Moiwa High School
In the 2006 academic year, Hokkaido University began
giving Hokkaido University Environmental Education
Lectures to freshmen at Sapporo Moiwa High School. Thisinitiative originally began as a Japan Science andTechnology Agency Science Partnership Program (SPP)
and aims to give students a sense of future career paths
through science- and environment-related lectures.
In the 2012 academic year, approximately 50 research
departments, including the School of Science, School of
Agriculture, and Graduate School of Engineering, provided

a total of 31 lectures based on the two main themes of“Science of Life and the Environment” and “Science of
Human Lifestyle and theEnvironment”. Two groups ofstudent representatives who
took the lectures gave
presentations about thecourse at Hokkaido
University’s “Sustainable
Campus Contest”.

▪D eveloping Specialists Who Can Engage in Radioactivity Countermeasures
In the wake of the accident at Tokyo Electric Power
Company’s Fukushima Daiichi Nuclear Power Station, theMinistry of Education began the Initiative for Human
Resource Development in Nuclear Energy in the 2011
academic year, seeking to “develop international humanresources capable of responding to various environmental
radioactivity issues in cooperation with the agency”. The
initiative is being carried out in cooperation with
universities, research institutes, and local governments
across the country.
In the 2012 academic year, lectures on environmental

radioactivity were given in three levels: beginner,intermediate, and advanced. There were also internationalseminars, environmental radioactivity experiments,
Fukushima decontamination training, and tours of related
facilities. All programs
received more applicants
than e x p e c te d an dpositive feedback
from participants onquestionnaires following
completion.

▪P ublic Lectures and Symposiums on the Environment in the 2012
Academic Year
⃝Graduate School of Environmental Science
Public lectures on Chemistry that Supports theEnvironment (total of 6 lectures)
・Environmental Cleanup and Energy Transformation
through Photocatalyzed Reaction
・Chemistry and the Burdens on Oceans and Lakes
・Fairytale Environmental Chemistry・Atmospheric Chemistry of Ozone and Aerosols・Catalytic Purification of Air and Water
・Reagent for Determining the Concentration of Metal Ions
⃝Graduate School of Public Policy
Public Lectures on Sustainable Low-carbon Societies(total of 14 lectures)⃝Graduate School of Public Policy
Environmental Policy Seminar: Towards a Sustainable
Hokkaido, Japan, and World ― Renewable Energy and a
Green Economy⃝Human Resource Development in Nuclear Energy:
Environmental Radioactivity / Public Lectures
・Food Safety and Radioactivity Inspections / Regulations
・Two years after the Nuclear Accident: The Situation in
Iitate Village”

17⃝Graduate School of Engineering Public Lectures
Waste Studies Special Lecture ― Creating a Recyclingorientated Society (total of 15 lectures)⃝ Public Symposiums Jointly Hosted by Research Facultyof Agriculture
Safe and Secure Society Created through Agriculture andFood Science ― Science and Technology, the Foundationof Human Survival⃝C lock Tower Salon Hosted by Research Faculty ofAgriculture・Guardian Angel of Earth and Sky
・The Revival of a Polluted Earth?
・The Encounter of Nature and Food
⃝ Slavic Research Center Public Lectures
Who Will Protect the Nature and Environment of Eurasia?
(total of 7 lectures)⃝ Hokkaido University Museum Parataxonomist Lectures* A parataxonomist is aperson who is capableof correctly identifying
and sorting scientificspecimens or samples.
They play an importantrole in environmental
studies and education.

HOKKAIDO UNIVERSITY Environmental Report 2013

TOPICS〈Effective Use of Energy and Resources〉▪S ummer Power-saving in 2012 Academic Year (Period: July 2－ September 28)
1) Measures and Targets

have been exceeded taking into account temperature andhumidity, there is a system in place where the Office for a
Sustainable Campus will send a warning e-mail to the
responsible faculty’s Environmental Impact Reduction
Promoter to check if pre-determined power-saving
measures are being observed and conduct energy-saving
patrols when necessary.
In the 2012 academic year, after reflecting on university
electricity demand analysis and questionnaire results fromthe 2011 academic year, we made requests for thoroughpower-saving from the use of air conditioning, lighting
equipment, and office automation equipment.

Due to the tight supply-and-demand situation of electricity
following the Great East Japan Earthquake, the national
government requested that Hokkaido Electric Power
Company’s consumers meet power-saving reduction targets
during the summer. Hokkaido University decided to take aproactive approach to this request, as it was already engaged
in energy conservation activities with promotion ofEnvironmental Impact Reduction in University Management
stipulated in the university’s environmental policy.
On the Sapporo campus, a target of 18,500kW was set for
maximum electricity use during the July to September period.
Excluding the university hospital, this value represents an 8%
reduction from 2010’s maximum electricity usage levels during
the summer period and is over 7% greater than the reduction
from 2010 levels requested by the national government.
Similarly, the Hakodate campus’ target maximum was set at
530kW. This value represents a 10% reduction from 2010’s
maximum electricity usage levels during the summer period.

3) Results and Evaluation

The university was not able to meet all power saving
targets, but despite the target maximum being exceededon some days, the Sapporo campus was able to achieve a
9.4% reduction at all general facilities other than theuniversity hospital. At the Hakodate campus, there wasconstruction work during the 2010 summer period, whichcaused closure of a number of facilities, making
comparison criteria for maximum electricity use very low,
and targets were determined to be unrealistic.
Most departments reduced their electricity use (kWh)from the levels in the 2010 academic year, and it was
concluded that power-saving behavior is already wellestablished. However, there were also departments where
power-saving activities were limited due to the increased
use of electricity in operating new functions, equipment,
and facilities, as well as the use of temperature-sensitive
experimental equipment. Energy conservation measures
will need to be put in place for experimental equipmentin the future.

2) Methods

On the Sapporo campus, the environmental impact
visualization model project, carried out in three
departments during the 2011-2012 academic year,
publicized data of energy consumption reduction throughenergy conservation activities.
As part of the 2011-2012 environmental impact reduction
pilot project, electricity meters were installed andelectricity use for each department on the entire Sapporo
campus and Hakodate campus was publicized on theuniversity website as a means of implementing electricity
use visualization. Only Sapporo campus data is publicizedexternally.
If it is determined that maximum electricity use targets

Environmental Data
◆ Energy Consumption by Academic Year

◆Greenhouse Gas Emissions by
Academic Year(crude oil per equivalent in ℓ / square meter of total floor area)
Sapporo Campus

Hakodate Campus

2（ℓ/m ）

70

60

0.18

0.20

60.9

61.2

13.53

12.71

50

40

5.19

5.82

2.38

2.19

64.0
13.26

6.58
2.25

0.19

0.17

62.9
11.63

63.1

0.15

11.72

8.80

8.88

1.53

1.67

100,000

30

60

40.33

41.67

40.77

40.68

10

2,265

2,759

3,000

87,75988,1602011

2012

74,384
1,950

50

40

0.13

40.7

0.08

0.09

0.12

0.09

37.7

7.69

7.71

7.2

29.56

27.67

27.80

27.18

29.22

2008

2009

2010

2011

2012

2.06

2.08

36.7
2.22

60,000

39.8

37.5

1.93

2.26
8.24

20

93,59540,00077,60072,43420,00010
0090,518 91,160
79,86580,00030

39.66

96,602
3,007

70

9.03

20

（t-CO2）2（ℓ/m ）

2008

2009

2010

2011

2012

■Gas (boiler) ■Kerosene ■Electricity■Gas (general) ■Heavy oil

0■Gas■Heavy oil■Kerosene ■Electricity

2008

2009

2010

■Hakodate Campus ■Sapporo Campus

Note 1) The increase in CO2 emissions in 2008 wasdue to changes in the CO2 emissions coefficient for electricity.
Note 2) CO 2 emissions coefficient used in calculations (kg/kWh)2008 academic year: 0.588
2009 academic year: 0.433
2010 academic year: 0.353
2011 academic year: 0.485(The value for the 2012 academic year has yet to beannounced.)

HOKKAIDO UNIVERSITY Environmental Report 201318

TOPICS〈Sustainable Campus Facilities and Environment〉▪E nergy-saving Design at the Graduate School of Veterinary
Medicine Teaching Hospitalprovide highquality veterinary
medicine. The
facility makes useof an energysaving design tohelp control CO2
emissions.

In March 2013, Hokkaido University Graduate School of
Veterinary Medicine’s Teaching Hospital was established.
The hospital’s fundamental policy is based on threeprinciples: fostering scientifically reliable veterinarians,
contributing as a hub for regional veterinary medicine in
Hokkaido, and researching, developing, and substantiating
leading edge veterinary medicine. It strives to be a medical
center that shares functionality and comfort in order to
Hokkaido University Graduate School of Veterinary
Medicine Teaching Hospital
Total floor area: Approximately 3,000m2
Structure and scale: Reinforced concrete, basement andthree floors
Floor configuration:
3F: Mechanical room and electrical room
2F: Operating rooms (5 rooms), ICU, medical training room,
conference room, etc.
1F: Internal medicine and surgical diagnosis rooms (12rooms), treatment room, radiotherapy room MRI, CT, Xray (2 rooms), echocardiography rooms (3 rooms), etc.
Main Points of Facility Equipment
・Built as a center of excellence for veterinary sciences and asa highly advanced veterinary hub.
・Built a parking lot and outpatient entrance on the east side,
and a staff entrance on the south side (pre-existing hospitalside).
・The diagnosis and examination departments wereconstructed on the first floor, allowing for smoothprocession from registration to diagnosis and examination.
・On the second floor, a medical office was established in theoperating department and the veterinarian, animal, andsurgical instrument flow lines were divided.
・The use of highly insulated construction and geothermalheat contributes to CO2 reduction throughout the entire
building.
・The exterior walls were constructed with tiles to minimize
the loss of heat through large openings.
Energy-saving Design
1) Highly insulated construction
・Use of exterior thermal insulated roofing (rigid

polyurethane foam t200), inside insulation in the external
walls (spray-on urethane foam t75), and vacuum-insulated
glass.
2) Limited Solar Radiation
・Installation of eaves around the large window openings
that protect against solar radiation.
・Use of plants around the base of the building to limit
reflected heat from the sun.
3) Utilizing Natural Energy
・Use of a courtyard and high side light to allow natural lightto enter the building.
・Natural ventilation system with built-in sashes that ventilate
even during the night when outside temperatures are low.
・The first floor waiting room area is designated as an animalzone and the second floor lounge area as a human zone toprevent odors.
4) Utilizing Geothermal Heat・By incorporating a buried earth tube, external air is broughtin through an underground pit, making effective use ofgeothermal heat.

Enhancedinsulation(interiorinsulation)

Operating zone surrounded by cloister corridorsthat limit and stabilize outdoor air load
Exterior insulation

Large eaves
provide shadefrom the sun

Natural lighting

Mechanical room
Operatingroom

Induction room

DS

Dog
run

Lounge area

Naturalventilation
RooftopgardenAtrium

Waitingroom

DS
Cloistercorridors
Pit ventilation system (summer
precooling, and winterpreheating recovery)

Natural ventilation utilizing
the stack eﬀect (power
unnecessary/night purge)

Earth
tube

Use of low-e glass in apertures
Limiting reﬂected heat through use of greenery around the building

Diagram of energy-saving design▪ Improving the Campus Master Plan and Traffic Environment
Hokkaido University set out a basic policy for facility
maintenance in the Campus Master Plan 2006 in order torealize its vision for the future in the 21st century. In thisplan, traffic environment maintenance around the
Sapporo campus is recognized as an unavoidable
challenge in realizing a sustainable campus. A Master Plan
Realization Task Force was established within the Facility
and Environmental Planning Office. This task force studied
traffic environment improvements and related public
space maintenance issues.
In January 2012, a Survey on Sapporo Campus Traffic was

19

conducted, which identified a number of issues. The
importance of ensuring traffic lines for and separatingpedestrian, bicycle, and automobile traffic modes as well
as securing linked public space was recognized. In
response, concrete deliberations are underway in regards
to maintenance around Clark Memorial Student Center
and Kita 18-jo. However, the Sapporo campus has apopulation of over 20,000 people with a wide variety ofviews, so there is a possibility that the situation will not
improve with regulations alone. A soft approach, such asteaching manners, must also be considered.

HOKKAIDO UNIVERSITY Environmental Report 2013

▪ Effective Use of Historical Buildings
Evaluation Methods for Effective Use of Historical
Buildings, and we are currently making evaluations while
striving to implement methods to better preserve andutilize these buildings. It should be noted that theu n i ve r si t y h as b e e ncommissioned by the
Ministry of Education’s
Univer sit y Facilit yManagement Program toformulate these evaluation
methods.
Furukawa Hall

Hokkaido University was originally founded in 1876 as
Sapporo Agricultural College, and possesses many
historical buildings. Although these are valuable cultural
assets, Hokkaido University has not taken adequate careof the facilities, and the methods of preservation and use
have been questioned.
In the 2006 academic year, we began to study thepreservation of historical buildings, and in 2010
established a division called the Historical Asset Usage
Task Force inside the executive Office for Campus andEnvironmental Planning . In April 2012, we formulated▪ Campus Ecological Environment Survey and Flora and Fauna Map
1) Hokkaido University Campus Ecological
Environment Survey

approximately two locations, identification, and sorting)⃝Other animals, etc. (recorded when observed during
field study)

The Hokkaido University is one of the leading universities
in Japan in terms of the flora and fauna that inhabit its
campuses. This breeding environment plays an importantrole in ensuring biodiversity in Sapporo City. In regards tothe natural environment, the philosophy of a “sustainablecampus” was used in the 2007 Campus Master Plan, calling
for the creation of a preservation area and environment.
However, collection and management of centralized
information and comprehensive studies on the creation ofpreservation areas for plants and animals were not carried out.
Therefore, a study was conducted in 2009 on the areas
on campus with high natural quality that are targets forpreservation indexes and to be the object of programs. In
2012, a study on the following topics was carried out inthe Elm Forest, the east and west parts of the Departmentof Agriculture, and the area around the School of Science.
⃝Distribution of flora and plants of interest, distributionof foreign plants (conducted in spring, early summer,and summer)⃝Understanding insect fauna, in cooperation with theuniversity museum (collection of insects in2) Sapporo Campus Flora and Fauna Map

The database of accumulated information was constructed ina format that conforms to Darwin Core in order to ensure
versatility. In addition, we have organized the positional dataand compiled GIS data to allow use in safety managementof flora and fauna on campus, publishing on the web,and use in research. The Sapporo Campus Flora and Fauna
Map is available on the university's Facilities Department
website andincludes topics suchas introductions toplant and animal
characteristics andimportant areas.

http://www.facility.hokudai.ac.jp/contents/map/map.html

Environmental Data
◆Sapporo Campus by Academic
Year Water Consumption◆General Waste Generation
Figures (Sapporo Campus)（m3/m2）

3（m ）13,518 13,549
244

238

2,374

2,472

12,807232

2,442

12,242222

2,486

12,520
242

2,438

400

365.1

1.6
1.4

1.43

1.34

1.41

1.34

1.2

10,000
3,970

3,809
3,969

3,575

3,212

(Sapporo Campus)

（t）

1.8

15,000◆Paper Procurement Volume

1.25

378.7 378.7

302.1 302.1

300

268.6

265.6 265.6

1.0
0.8

1.29

1.22

1.19

200
1.12

1.05

0.6

5,000
6,930

6,939

6,162

5,957

6,628

100

0.4
0.2

0

2008

2009

2010

2011

2012

■Kitchen waste■Recycling waste■Bottles, cans, PET bottles ■General waste

0

0.14

0.12

2008

2009

■Well water

0.22

0.22

0.20

2010

2011

2012

■Municipal water

0

2008

2009

2010

2011

2012

■Total procurement volume (t)■Procurement volume of recycled paper (t)Note 1) Kitchen waste is generated by the university
hospital’s food preparation facilities.

HOKKAIDO UNIVERSITY Environmental Report 201320

Sustainability Weeks 2012 October 6 - 21, 2012
The Hokkaido University Sustainability Weeks (SW) 2012 event was held on the theme of A Future Society Offering Peace of Mind for All, with thelaunch of the official SW logo providing even greater impetus in the organization of this sixth annual gathering. With focus on the event’s role as anopen global platform for exchanges, the Sustainability Weeks provided excellent opportunities for the discussion of sustainable society. Researchers assembled from around the world with the results of their latest research and activity reports to consider, along with students and local residents, what constitutes the security necessary to protect all life on earth.

DATA●Number of events: 36 (including 6 pre-events and 13 post-events)●Number of entries for the Sustainability Research Poster Contest: 78 teams(90 people: 11 undergraduate students, 29 master’s program students, 50
doctoral program students; 11 undergraduate/graduate schools)●Number of events jointly planned with partner institutions: 3 (6 institutions)(Finland: University of Oulu, University of Lapland; Nepal: Tribhuvan
University; Korea: Korea University, Seoul National University; China:
Beijing Normal University)●Number of participants from partner institutions: 39 (16 institutions in 9

countries)(In addition to the institutions above: US: University of Oklahoma; Italy:
Polytechnic University of Turin; Indonesia: University of Palangkaraya,
Gadjah Mada University, Bogor Agricultural University; Canada: Universityof Alberta; China: Zhejiang University; Finland: University of Helsinki;
Nigeria: University of Nigeria, Ebonyi State University)●Total number of attendees: 5,843 (including 602 from overseas)●Number of archive views: 15,438 (as of November 30, 2012)●Number of website visitors: 31,021 (April 1 ― November 30, 2012)●Number of likes on Facebook: 2,330 (as of November 30, 2012)

Events Details[Model] Models for a Sustainable Society (3 events in total)●International Symposium 2012 Indigenous Cultural Heritage
and Tourism - Potential in Hokkaido (October 13 - 14)
This symposium highlighted sustainable relationships between indigenous
cultural heritage and local
communities. To highlightthe issues involved, examples from around the worldof cultural heritage management involving collaboration with local residents were introduced.
●International Symposium on Creation of Sustainable Campuses 2012 (October 29)
This symposium featured reports on action plans and the status of
local collaboration among other topics by researchers from the
Polytechnic University of Turin, the University of Cambridge and VU
University Amsterdam.
[Network] Expanding a Cooperative Network (5 events in total)●Joint Finnish-Japanese Symposium - Environmental Changes
in Northern Regions (September 10 - 14)
This symposium featured discussions on how global warming affects the environment in northern regions and provided opportunities for exchanges with representatives of Oulu University, Lapland University and the University of Helsinki.

[Quality] Quality of Life (10 events in total)●Stand Up Take Action in Hokudai (October 17)
This event held at Hokkaido University as part of a global campaign
for poverty eradication featured presentations by researchers andothers engaging in international cooperation activities.
[Nature] Harmony with Nature (3 events in total)●Striving for the Revitalization of Agriculture in France (November 30)
Co-hosted by the Socićtć Franco-Japonaise and the Alliance Française de Sapporo, this event featuring a lecture by a professor fromthe National Museum of Natural History in France provided a forum
for learning with the theme of agricultural revitalization.
[Future] Learning for the Future (9 events in total)●4th Hokkaido University Sustainability Research Poster Contest (October 13 - 21)
A total of 78 teams ofgraduate and undergraduate students madeposter-based and oralpresentations on theircurrent research fromthe viewpoint of contribution to the realizationof a sustainable society.

Sustainability Weeks 2013(numerous planned events)
Core weeks: October 26 (Sat.) - November 10 (Sun.), 2013
*Events and dates are subject to change.
Oct. 26 (Sat.)
Oct. 29 (Tue.)

Event to mark the Sustainability Weeks 2013 GiFT2013 (Hokkaido University)
Sapporo Clock Tower Salon: Q&A with Members of
the Research Faculty of Agriculture (Research Faculty of Agriculture)

Nov. 5 (Tue.) 7 (Thu.)
Nov. 6 (Wed.)

Nov. 9 (Sat.)

21

Oct. 31 (Thu.) Nov. 4 (Mon.)

Clark Theater 2013 (Hokkaido University Theater
Project)

Nov. 4 (Mon.)

International Symposium: Performative Films (Center for Applied Ethics and Philosophy (CAEP), Faculty of Letters)

Nov. 9 (Sat.) 10 (Sun.)
Nov. 10 (Sun.)

Sustainability Research Poster Contest (Hokkaido
University)
International Symposium on the creation of
S u s t a i n a b l e C a m p u s e s 2 0 1 3 (O f f i c e fo r a
Sustainable Campus)
Symposium on Alien Species (student-planned
event; Research Group of Regional Sciences at theGraduate School of Letters)
3rd International Seminar Series on Environmental
Radioactivity (Office of Human Resource Development Project for Environmental Radioactivity)
4th Sustainable Campus Contest (SCSD)HOKKAIDO UNIVERSITY Environmental Report 2013

Hokkaido University
Overview of the
Sapporo Campus

Foreign Scholars’
Accommodation
International
House Kita 23

HU has campuses in the Hokkaido
cities of Sapporo and Hakodate.
Covering an area of around 1.77

Center for Innovation
and Business Promotion
Creative Research Institution(CRIS)

million square meters, theKita 20-jo East Gate

Sapporo site is one of the nation’slargest urban campuses. HU has

Institute of Low
Temperature Science
To Asabu

engaged in a variety of initiatives
using the campus as a living

Kanjo

Streetlaboratory as part of its efforts to

Elm T

unnel

School of Veterinary
Medicinecreate a sustainable society. Here,an overview of the Sapporo

6

Kita 18-jo Gate

Kita 18-jo Street

SubwayKita 18-jo
StationCampus and its notable facilities
Nishi 5-chome Street

are shown.
3

Graduate Schoolof Chemical Sciences Office of International Affairs
and Engineering
International Student Center
Hokkaido University
Hospital
School of Medicine❶ Poplar Avenue

School of Engineering

Ginkgo Avenue

1

IshSchool of Pharmaceutical
Sciences and Pharmacy

ma

iya

Hokkaido University❷ The
Museumeet

Str

Schoolof Education
2

Graduate Schoolof Health Sciences

University❹ Hokkaido
Information Center

Graduate Schoolof Environmental Science

Center for Sustainability School of Law
Science
School of Economics Centennial Hall
and Business(Kyaratei Restaurant)
Administration
Administration Bureau
Faculty of Agriculture
Bust of Dr. William S. Clark

To

Ot

JR

Ha

ko

da
t

Kita 8-jo StreeteL❺ Sakushukotoni River❻ Site of Old Village

Main Gate
Hokkaido University
Information Center

4

ar

u

SubwayKita 12-jo
Station5

Facultyof Letters)452❸ Biogas Plant

Kita 13-jo Street

Subway Namboku Line

ute

(Ro

Schoolof Science

Kita 13-jo Gateine

JR Sapporo
Station
0

100

200

300
m

To Asahikawa/
Chitose

SubwaySapporoStationTo Botanic
GardenHokkaido
Sapporo Campus
SapporoHakodate

Hakodate Campus
22Office for a Sustainable Campus
Kita 8, Nishi 5, Kita-ku, Sapporo, Hokkaido 060-0808 Japan
Tel.: +81-(0)11-706-3660
Fax: +81-(0)11-706-4884
osc@osc.hokudai.ac.jp
website: http://www.osc.hokudai.ac.jp/

SapporoSapporo Campus

Hakodate Campus
Hakodate■ Sapporo Campus
Kita 8, Nishi 5, Kita-ku, Sapporo, 060-0808
Lands: 1,776,249m2
Buildings: 732,003m2■ Hakodate Campus
3-1-1, Minato-cho, Hakodate, 041-8611
Lands: 105,149m2
Buildings: 38,943m2■ Number of Staff（Data as of May 1, 2012）● Number of Staff
3,878● Number of Students
18,161
Number of the students breakdown:
Undergraduate Courses
11,661
Institutes and Centers
50
Graduate Courses
6,450

Printed with environmentallyfriendly vegetable oil ink

Model Barn