Sustainability projects highly commended in awards

Initiatives creating more sustainable menus on campus and equipping the next generation with knowledge on climate change have been Highly Commended in this year’s Green Gown Awards.

Giving Food More Thought, a project that is offering staff and students sustainable and quality meals shaped by Reading research, was recognised in the Campus Health, Food & Drink category.

Climate in the Classroom, a collaborative drive led by the University to increase climate education for young people, was also praised by judges in the Next Generation Learning & Skills category.

The University of Reading additionally finished as a runner up in the Sustainable Institution of the Year category, recognising its work hitting a range of carbon reduction targets.

Giving Food More Thought

Led by the Catering team in Campus Commerce, this initiative brings together academic and professional services colleagues to provide meals that are affordable, nutritious and sustainable.

Research in soil science, agriculture, food and nutrition, consumer health and behaviour and climate has helped add enticing dishes to campus menus that use less meat and more locally sourced ingredients.

The University was the first major UK Higher Education body to adopt and join Menus of Change Universities Research Collaborative – a global community of researchers and food service leaders developing innovative ways to change eating habits to benefit the planet.

The judges praised the initiative for providing information to consumers on carbon footprint and on using foods from the University's own farms.

Climate in the Classroom

The Climate Education Summit hosted by the University in September 2021 brought together scientists, young people, policymakers and partners like the Met Office and Wildlife Trusts to discuss how they could work together to make climate change more prominent across all school subjects in the short term.

The Summit was delivered by colleagues in Meteorology, the Institute of Education, professional services and other areas. It led to the development of a National Climate Education Action Plan, supported by the Department for Education, which is providing more resources and training for teachers and helping teachers and schools build climate education into lessons.

A Climate Ambassador Scheme was also launched this year to connect climate experts with schools seeking to reduce their carbon footprint or help pupils develop green skills.

The judges remarked that the project had been 'remarkable' with some 'great impact already in evidence'.

Find out more about this work on the University’s Partnering for the Planet campaign website.