The document proposes recommendations for NTU to achieve its carbon neutral target. It recommends expanding e-learning to reduce transportation emissions, the largest source of NTU's carbon footprint. It evaluates alternatives like buying carbon offsets but does not recommend it. The alternatives of removing shuttle buses, providing free bicycles, setting air conditioning to 25C, and reducing lesson days are compared. The recommendations aim to shift lectures online while implementing other measures to lower emissions and costs long-term. Effectiveness will be measured through surveys, rankings, cost savings, and carbon emission tracking.

1. Achieving our Carbon Neutral Target
Lee Qi Ni | Lye Zi Ying | Sam Shi Xiang | Jonathan Wong Xiao Lun | Peck Hwee Leng
AB0401 Seminar 4 Group 2
To: Joy Chua, Program Director of NTU’s Sustainable Earth Office

2. Overview
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Long-term Goal
Main Sources of Carbon Emissions
NTU’s Current Efforts
Review and Comparison of Alternatives
Recommendations
Measuring Effectiveness of Recommendations
Executive Summary

3. Long-Term Goal
• Zero carbon emissions
(Unlikely to achieve unless NTU buys large
numbers of Carbon Offset credits @ high costs,
which is not the best use of NTU’s finances.)
• Modify target to reduce NTU’s carbon
emissions by at least 50% in the long run.

4. Main Sources of Carbon Emissions
• Transport (78.72%)
• Water, Electricity, Heat and Stationery: (20.42%)
• Waste (0.86%)
NTU’s Current Carbon Emissions Levels:
• Per Student:521kg/year
• Per Staff: 5051 kg/year

5. NTU’s Current Efforts
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Building more hostels (reduce commuting)
Recycling bins
Light and air-conditioning sensors to save electricity
Sustainable Earth Office

6. We suggest NTU to focus on:
• Reducing commute (major contributor to
NTU’s carbon emissions)
• Less focus on electricity and waste (less than
30% of NTU’s carbon emissions)

7. Solution 1: Expand E-Learning
• Currently: Saving 4.92% of total carbon emissions
(2 weeks of e-learning, with some physical and some
online lessons)
• Future: Shift all lectures and some seminars
online (students only need to come for
tutorials/laboratories)
• Estimated to reduce the frequency of commuting
by 35%, reducing total carbon emissions to 376kg
per student.

8. Potential Impact of E-Learning
• Environment:
– 89% reduction in travel-related carbon emissions
– Although E-Learning increases carbon emissions from
computing by 25kg/student, it reduces travel emissions by
365kg/student.
– Paper use does not change much
• Cost
– Can teach more students with less lecturers (more cost
effective)
• Effectiveness
– ‘Learners learn more using computer-based instruction than
they do with conventional ways of teaching, as measured by
higher post-treatment test scores.’
(data assumes the moving of all physical lessons online)
(2007 study “Towards Sustainable Higher Education: Environmental impacts of campus-based and distance higher education systems” by
Stockholm Environmental Institute and the United Kingdom’s Open University Design Innovation Group)
(2000 published survey titled ‘Training and Retraining’, commissioned by the American Psychological Society by Fletcher and Tobias)

9. E-Learning: Impact on Stakeholders
• NTU:
Need to upgrade server to accommodate more students accessing recorded lectures.
Might need to extend tutorial times to allow students to ask questions about lectures.
Smoother traffic inflow into campus due to reduced commute to lectures.
• Staff:
More time to do research, prepare for lessons etc. as they do not need to conduct lectures
repeatedly.
• Students
Can absorb lecture content better as they can view recorded lectures multiple times, time
saved on commute can be used for projects/revision.
• Government
NTU’s reduced CO2 emissions can lower Singapore’s overall CO2 emissions as well.
• General Public
Might feel that NTU is teaching less with no physical lectures.
On the other hand, NTU might have a better image for being environmentally friendly (need to
publicise the link between online lectures and reduced CO2 emissions)

10. Solution 2:
Buying Carbon Offset Credits from CO2 Australia
What’s Real
What’s Not Real
• Australia governmentaccredited carbon
credits
• Can reduce the amount
of CO2 in Australia’s
atmosphere
• Trees might not store so
much CO2
• Might not have so much
carbon offset credits to
sell
• Does not physically
reduce Singapore’s CO2
levels

11. Solution 2:
Buying Carbon Offset Credits
• Buying from CO2 Australia is symbolic at best
• No reduction of actual carbon emissions
• No change in habits that produced CO2 in the
first place.
• NTU should reduce carbon emissions
• Do not buy Carbon Offset credits

12. Solution 3: Other Alternatives
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Remove shuttle bus service
Provide free bicycles within campus
Set air-conditioning to 25 degrees Celsius
Reduce lesson days to reduce commute days

13. Other Alternatives
Remove shuttle bus service
As carbon emissions for transport is one of the highest contributor, we should
look at tackling the main source. With the removal of the shuttle bus service,
we can look at reducing the carbon emissions contributed by NTU by a
significant amount. Furthermore, with bus service 179 and 199 already long in
place before the shuttle service and has been serving the NTU community, the
removal of the shuttle bus service will not affect the students and staff at NTU
as it is not the only way in and out of NTU.
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NTU
- Reduce carbon emissions. Save costs.
Staff
- One less alternative around and into NTU
Students
- One less alternative around and into NTU
Government
- See NTU as more eco-friendly
General Public
- See NTU as more eco-friendly
Service Providers - Singapore Bus Service faces pressure to
provide more frequent service

14. Other Alternatives
Provide free bicycles within campus
With the removal of the shuttle bus service, we will still want to find an
alternative for our students and staff to travel around NTU more conveniently
while ensuring carbon emissions are reduced. Thus, we plan to provide free
bicycles for usage within campus. Students and staff can loan the bicycles that
will be located strategically to provide a easy and convienient usage.
Additional bicycle lots will be built to encourage students to ride their own
bikes too. Bicycle paths will also be created around NTU
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NTU
Staff
Students
Government
General Public
- Reduce carbon emissions. Increase costs.
- Alternative around NTU
- Alternative around NTU
- See NTU as more eco-friendly
- See NTU as more eco-friendly

15. Other Alternatives
Set air-conditioning to 25 degrees Celsius
By setting the air-conditioning fixed at 25 degrees for the entire school system
as compared to allowing the toggling of the air-conditioning level, NTU can
look at reducing it carbon emissions as less electricity and energy will be
consumed. Furthermore, this measure is easy to implement as currently, NTU
controls the air-conditioning level for each faculty centrally.
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NTU
Staff
Students
Government
General Public
- Reduce carbon emissions. Reduce costs.
- Have to adapt to fixed air-con temperature
- Have to adapt to fixed air-con temperature
- See NTU as more eco-friendly
- See NTU as more eco-friendly

16. Other Alternatives
Reduce lesson days to reduce commute days
Currently, NTU works on a five-day work week. Meaning to say classrooms and
lecture halls are used for five days a week. By reducing lesson days from the
introduction of more e-learning week and tighter class scheldues, NTU can
save on electiricity by using less of the classrooms and lecture halls, and
reduce commute frequency; thus reducing carbon emissions.
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NTU
Staff
Students
Government
General Public
- Reduce carbon emissions. Reduce costs.
- Longer school days, but less commute days
- Longer school days, but less commute days
- See NTU as more eco-friendly
- See NTU as more eco-friendly

17. Comparison of Alternatives
Criteria of
assessment
Feasibility
Disruption
Long-term
Effectiveness
Cost
Solution 1:
E-Learning
Possible to be
implemented, not
many changes needed
to increase number of
e-learning days from
the existing
framework.
Some disruption
to the current
teaching and
learning practices
that staffs and
students are
used to.
Low to moderate
cost* of switching
to E-Learning
based on current
technologies, able
to save on the
operation costs.
Quality of teaching will
not be compromised
as lectures do not
require much
interaction. Students
can watch recorded
lectures at their own
pace.
Can overcome
with proper
planning and as
we explore how
to teach more
effectively under
this method.
E-learning can
continue to be
carried out over
the years.
Ensures
sustained
reduction in
carbon
emissions.
*related costs:
1) Training for
Allows teachers
teachers
and students a 2) IT set-up/
choice to pace
equipment
their learning at 3) Administrative
their own
arrangements
preference. (eg.
Can pause and
replay videos)

18. Comparison of Alternatives
Criteria of
assessment
Feasibility
Solution 2:
Not feasible, seen
Buy Carbon Offset as a symbolic
gesture as it does
Credits
not solve the root
of the problem
and does not
change habits that
lead to increasing
carbon emissions
Might have to
purchase more
and more credits
in future with
more
developments.
Disruption
Long-term
Effectiveness
Cost
No disruption to
current operations
or lifestyle of
stakeholders
Makes up for the
carbon emission in
the short term but
may not effectively
serve as a
reminder to
reduce carbon
emissions.
Extra high cost
needed to buy
credits to make up
for current
emissions.
Possibly less
motivation to
purchase over
time since there is
no legal
requirements and
adds significant
cost to the
university.
Higher carbon
emissions in the
future will further
increase the costs.

19. Comparison of Alternatives
Criteria of
assessment
Feasibility
Solution 3:
Feasible since
Remove shuttle students can
bus service
take public
transport into
and around
campus. Many
bus trips by
public transport
companies are
rather empty, far
from maximum
comfortable
capacity.
Disruption
Affects students
who are used to
taking buses
within campus
to classes
Long-term
Effectiveness
Effective in
permanently
slashing off large
amounts of
carbon
emissions since
Classes are
transportation
situated within
makes up the
walking distance bulk of
in NTU. Students university’s
who regularly
carbon footprint
walk from
classes to
classes are
unaffected
Cost
Operation costs
greatly reduced
Relationship
with current
shuttle bus
service provider
greatly affected.

20. Comparison of Alternatives
Criteria of
assessment
Feasibility
Disruption
Long-term
Effectiveness
Cost
Solution 3:
Provide free
bicycles
Despite major
changes and
development
needed, the huge
long term savings
and benefits* in
return outweighs
initial costs.
Provides a zerocarbon emission
and a healthy
alternative to get
around in the
campus.
Able to reduce
carbon footprint
on travel
significantly.
High short term
costs of setting
up and providing
infrastructure.
Students may
develop the habit
of cycling to
places of
reasonable
distances, able to
reduce carbon
footprint not
only in school but
also practice it
outside of school
in the long term.
Extra efforts
needed to ensure
safety and
security of biking
assets in campus.
*Benefits:
1) Zero carbon
emission
mode of
transport
2) better
environment
3) healthier
lifestyle/habit
in people
Minimal
disruption as
students used to
getting around in
campus by foot
may continue to
do so.
Pedestrians and
cyclists will need
to abide by the
rules for safety.

21. Comparison of Alternatives
Criteria of
assessment
Feasibility
Disruption
Solution 3:
Set airconditioning to
25 Celsius
Can be executed
easily, reducing
carbon footprint
cost-efficiently
in the long term
Staffs and
students may
have to adapt to
the new room
temperature.
Long-term
Effectiveness
Can be carried
out over the
years to
consistently
reduce carbon
emissions
annually
Cost
Minimal cost of
centralising airconditioning
control and
relocating
switches to
minimise
temperature
adjustments

22. Comparison of Alternatives
Criteria of
assessment
Feasibility
Disruption
Long-term
Effectiveness
Solution 3:
Reduce lesson
days
With proper
arrangements,
number of days
students have to
commute to
school will be
reduced,
thereby cutting
carbon
emissions.
Students may
have to adjust to
longer school
days but get to
have more days
off for their own
revision
Fixed model can
be replicated
year on year to
reduce number
of schoolreporting days
and carbon
emissions with
less travel.
No disruption to
some students
who are already
packing their
school days so
as to reduce
number of days
they need to
travel to school
Cost
Administrative
adjustments
needed:
1) Scheduling
of classes
2) Allocation of
facilities,
teachers and
other
resources

23. Recommendations
• Alternative 1: Extend E-learning to all lectures
and some seminars
• Alternative 2: Do not buy carbon offset credits
• Alternative 3: Other Solutions
– Remove shuttle bus service
– Provide free bicycles within campus
– Set air-conditioning to 25 degrees Celsius
– Reduce lesson days to reduce commute days
(Based on feasibility, disruption, long-term effectiveness, and costs as analysed in our
comparison of alternatives earlier. )

24. Measuring Effectiveness of
Recommendations
• People
– Conduct student and staff surveys
– NTU’s ranking to ensure E-Learning and reduction in
schooling days do not affect the education quality.
• Profit
– Calculate cost savings from removal of shuttle bus
service and savings from less electricity use.
• Planet
– Sustainable Earth Office can calculate NTU’s carbon
emissions to see if its measures are keeping within
costs and reaping the intended benefits

25. Executive Summary
This presentation was commissioned to review and compare various alternative paths; E-Learning, Buying
Carbon Offset Credits, and other alternatives; that would lead towards our long-term carbon-neutral
target. We identified the main source of NTU’s carbon emissions to be transport. Hence, our suggested
measures are geared towards reducing commuting measures.
For E-Learning, shifting lessons to an online format would result in huge carbon emissions savings at
relatively low costs, making it the most feasible option.
Buying carbon credits is not recommended as it does not help NTU to cut down on carbon emissions. It
lacks long term feasibility as there is no change in the habits of NTU that caused emissions in the first place.
In addition, we’ve suggested 4 other alternatives (mentioned in paragraph below) and evaluated each of
them based on the costs and benefits to all relevant stakeholders. The alternatives are also compared with
each other using the criteria of feasibility, long-term effectiveness, disruption and cost.
In summary, to help reduce NTU’s carbon footprint; my team recommends a paradigm shift towards online
lessons. Concurrently, we recommend to have a minimum temperature of 25°C in classrooms, scrapping
the shuttle bus service and use bicycles for internal campus travel and help students to achieve a weekly
timetable of 4 academic days.
To track the effectiveness of our suggested solutions, NTU can use the triple bottom line (people, profit,
planet). NTU’s Sustainable Earth Office can use surveys, university ranking, cost savings, and tracking of
NTU’s carbon emissions to assess the actual impact of these alternatives