SGA discusses transportation services and committee updates – The Johns Hopkins News-Letter

Student Government Association Meeting Report: November 4

Executive Summary

A meeting of the Student Government Association (SGA) on November 4 focused on key operational updates and new initiatives with significant implications for the university’s commitment to the United Nations Sustainable Development Goals (SDGs). Discussions centered on sustainable transportation, civic engagement, student well-being, and inclusive community-building, aligning with SDGs 3, 4, 10, 11, 13, 16, and 17.

Transportation Services and Sustainable Infrastructure

A presentation by Transportation Manager Nelson Greenlee detailed current services and future projects aimed at creating a more sustainable and accessible campus transit system.

Advancements in Sustainable Transport and Community Safety

The following projects demonstrate a direct contribution to several SDGs:

• SDG 11 (Sustainable Cities and Communities) & SDG 13 (Climate Action): A key upcoming project is the introduction of electric buses, a significant step towards reducing the campus’s carbon footprint and promoting sustainable transport infrastructure.
• SDG 11 (Sustainable Cities and Communities): The establishment of an additional bus stop at the Bloomberg Student Center enhances the accessibility and convenience of public transit for the student body.
• SDG 16 (Peace, Justice and Strong Institutions): The implementation of a new camera system with a safety scoring mechanism on shuttle vans is designed to improve passenger safety and institutional accountability, reinforcing the goal of safe and secure community environments.

Existing Services Supporting Accessibility and Safety

The university’s current transportation network supports key sustainability and equity goals:

1. Daytime and Night Ride Services: These shuttle systems provide safe, accessible, and affordable transportation alternatives, contributing to SDG 11.2. The night ride service, in particular, enhances safety for all students.
2. Inter-campus Routes: The Homewood-Peabody-JHMI and East Baltimore shuttles facilitate access to educational and professional opportunities across different campuses, supporting SDG 4 (Quality Education).

Committee Initiatives and SDG Alignment

Updates from various SGA committees highlighted a broad commitment to sustainability, social equity, and institutional effectiveness.

Progress on Health, Inclusion, and Civic Engagement

• Health, Safety, and Sustainability Committee: The committee reported progress on initiatives directly aligned with SDG 3 (Good Health and Well-being) and the broader sustainability agenda.
• Student Services Committee: A proposal to create a world map on campus to showcase student diversity directly supports SDG 10 (Reduced Inequalities) by promoting the social inclusion of all students regardless of origin and fostering an appreciation for cultural diversity as outlined in SDG 4.7.
• Civic Engagement Committee: The potential sponsorship of a Center for Social Concern event fosters collaboration and partnership, a core principle of SDG 17 (Partnerships for the Goals), while promoting civic participation in line with SDG 16.
• Finance and Internal Affairs Committees: The Finance Committee’s transition to event grants and the Internal Affairs Committee’s bylaw review reflect a commitment to SDG 16 by ensuring effective, accountable, and transparent institutional processes.

Legislative Action for Community Well-being

The SGA passed a bill to fund a “National Day of Kindness” initiative.

Fostering a Supportive and Inclusive Campus Environment

• SDG 3 (Good Health and Well-being): The initiative, which includes distributing handheld cards of encouragement, is designed to promote positive mental health and well-being within the student community.
• SDG 16 (Peace, Justice and Strong Institutions): By actively fostering a culture of kindness and mutual support, this program contributes to the development of a peaceful and inclusive campus society.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 11: Sustainable Cities and Communities

   • The article discusses transportation services on a university campus, which functions as a small community. The introduction of “electric buses” directly addresses sustainable transport, and the implementation of a “new camera system on the vans with a safety scoring system” relates to creating safer community transport systems.

2. SDG 3: Good Health and Well-being

   • This goal is connected through two distinct topics in the article. Firstly, the focus on a “safety scoring system” for transport vans aims to improve road safety, which is a key aspect of public health. Secondly, the bill funding a “National Day of Kindness” with “handheld cards of encouragement for students” is an initiative to promote mental health and well-being within the student community.

3. SDG 7: Affordable and Clean Energy

   • The plan to introduce “electric buses” is a direct move towards cleaner energy sources for transportation, reducing reliance on fossil fuels and contributing to energy efficiency goals.

4. SDG 10: Reduced Inequalities

   • The Student Services committee’s consideration of creating “a world map on campus to showcase student diversity” is an initiative aimed at promoting social inclusion and recognizing the diverse origins of all students, which aligns with the principle of reducing inequalities by fostering an inclusive environment.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 11: Sustainable Cities and Communities

   • Target 11.2: “By 2030, provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety…” The article’s mention of introducing “electric buses” directly supports the “sustainable transport systems” component of this target. The “new camera system… with a safety scoring system” directly addresses the “improving road safety” aspect.

2. SDG 3: Good Health and Well-being

   • Target 3.6: “By 2020, halve the number of global deaths and injuries from road traffic accidents.” Although the target date has passed, the principle remains relevant. The “safety scoring system” is a clear initiative to enhance transport safety and prevent accidents, aligning with the goal of this target.
   • Target 3.4: “By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.” The SGA’s funding for a “National Day of Kindness” and “cards of encouragement” are direct actions to “promote mental health and well-being” among students.

3. SDG 7: Affordable and Clean Energy

   • Target 7.3: “By 2030, double the global rate of improvement in energy efficiency.” The transition to “electric buses” from conventional fuel-based buses is a measure that improves energy efficiency in the campus transportation sector.

4. SDG 10: Reduced Inequalities

   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all…” The proposal to create a “world map on campus to showcase student diversity” is a symbolic but important action to promote social inclusion and make students from all backgrounds feel recognized and valued.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For Target 11.2 (Sustainable and Safe Transport):

   • Mentioned Indicator: The “safety scoring system” itself serves as a direct indicator to measure and monitor the safety of the shuttle service.
   • Implied Indicator: The number or proportion of “electric buses” in the campus fleet can be used to measure progress towards a sustainable transport system.

2. For Target 3.6 (Road Safety):

   • Implied Indicator: Data from the “safety scoring system” could be used to track improvements in driver behavior and a reduction in safety incidents or accidents over time.

3. For Target 3.4 (Mental Health and Well-being):

   • Implied Indicator: The successful passage of the bill and the implementation of the “National Day of Kindness” event could be considered a process indicator. Student participation rates or qualitative feedback on the “cards of encouragement” could serve as impact indicators.

4. For Target 7.3 (Energy Efficiency):

   • Implied Indicator: The implementation of the plan to introduce “electric buses” would be the primary indicator. Further metrics could include the reduction in fuel consumption or CO2 emissions from the campus shuttle fleet.

5. For Target 10.2 (Inclusion):

   • Implied Indicator: The creation and installation of the “world map on campus” would be a tangible indicator of the effort to “showcase student diversity” and promote inclusion.

4. Summary of Findings

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