# Campus City Project: Challenge Living Lab for Smart Cities
## 4 Findings and Learning  
### Stakeholder's Perspective  
A city's Pain Points, defined from the citizens' point of view, lead to new ideas for solutions. The goal of Campus City is to activate the Smart City ecosystem, where the private sector, the government and academia interact to solve contemporary needs. The Challenge Living Lab enables the students to better comprehend and participate in this interaction by playing an active role in developing innovative solutions to those Pain Points. In the Smart Mobility Challenge, the stakeholder shared a first approximation of energy requirement computation as well as a driving cycle from a local urban zone. The main contributions of the industrial stakeholder were: (a) their experience and coaching on vehicle dynamics, (b) their approach to projects in an industrial context, where the focus is on economically sustainable results, and (c) their openness to create new trusted relationships with our university based on these challenges, and to explore new projects based on these results. In each challenge, the participation of an external mentor (their point of view, experience, and innovation focus), the students (their need to learn how to apply theoretical knowledge to solve real-life challenges) and the professor (their guidance, tutoring and accompaniment) creates an ecosystem of interaction, leadership, application of knowledge and follow up. The different stakeholders had three main roles during the challenges presented: (1) to provide problems and aid in the selection process; (2) to co-design the challenge; (3) to mentor the students while providing information/data/experience to enrich the students' learning experience. The stakeholder plays an important educational role, acting as a link between the students' theoretical and academic environment and the arena of practical and real-world experience. Thus, the stakeholder acts as both mentor and client. For instance, the maintenance/physical plant department, specifically the HVAC team, was the main stakeholder and co-designer in the Smart Energy Challenge. Initially, the challenge was developed by the academic advisor (professor) and then presented to the HVAC team for their inputs and suggestions. This was a crucial step since the HVAC team provided the students with critical information on the current ventilation and air conditioning system. The students constantly reported their advances to their academic mentor and to the HVAC team to receive feedback, adjusting their calculations and models to meet necessary international regulations and standards (ASHRAE 62 and 62.1, ASTM D6245-12). The results obtained, reinforced by the students-stakeholder interaction, led to the conclusion that the currently operation HVAC system does not meet the values required by the international standards. Consequently, the maintenance/physical plant department designed a strategy that avoids internal air circulation in the classroom while installing specialized air filters in the HVAC system. For the Smart Water Challenge, an international academic stakeholder contributed to the co-design of the challenge. Their main contribution during the screening of the Pain Points and challenge design was to focus the study on emerging water pollutants, such as the per- and polyfluoroalkyl substances (PFAS). Moreover, the following challenge objectives were developed between the academic advisor and stakeholder:  
1. To understand the environmental threats of chemicals derived from PFAs. 2. To understand the sources of PFAs and why they are found in drinking water. 3. To explore guidelines, government regulations, and action plans for significant concentrations of PFAs. 4. To survey data and trends to recognize concentrations that pose potential health hazards. 5. To develop corrective solutions in cities based on existing data, considering the implementation of various technologies and their respective costs.