<< Background >>In a global context marked by the Agenda 2030, sustainability is going to be one of the values governing society and a key competency for graduate students in the upcoming decades. Food discipline graduates will need to address challenges such as climate change, food waste and food losses as well as providing support to food producers seeking to meet global economic, social and environmental sustainability targets. NEMOS project will link sustainability, service learning (SL) and food to demonstrate how the Sustainable Development Goals (SDG) can be achieved. Higher Education (HE) is crucial to achieving the SDGs: to create a more sustainable world, a collective effort is required by all individuals and societies. While policies and public initiatives can raise awareness and initiate sustainable actions, Education is one of the most powerful vehicles for sustainable development. Education includes both working with and for the socio-economic ecosystem and the inner transformation of the individual mindset, values, behaviours and capacities (Wamsler, 2020). Teaching, learning and curriculum design should therefore integrate sustainability competences (Bianchi, 2020). The Joint Research Center, through the recent publication on Sustainable Competences has pointed out their transversal nature: knowledge, skills and in particular attitudes should be acquired all along the educational pathway. Furthermore, a previous E+ project, namely the project TEFSI -Transformation of European Food Systems towards Sustainability by Transnational, Innovative Teaching-, worked to train HE teachers in food and gastronomy, by focusing on experiential learning practices (teachers-centered) that can foster sustainability mind-set in students. Nevertheless, despite the prominence of sustainability as a concept, societies’ trajectories remain deeply unsustainable (WEF, 2018; WWF, 2016). NEMOS project builds on the previous results by focusing on service learning as a means to increase sustainability competences in students alongside the community to which the university belongs. Service learning is an educational approach that combines community services and experiential learning (students-centered) into a comprehensive individual experience that is both individual (learner) and collective (learning community). The main aim of the project is therefore to provide an educational model, complete with students´ toolkit and educational practices patterns in order to integrate the acquisition of sustainability competences during curricular education. The model will be developed within Food-related degrees, then piloted, validated, and made available and transferrable to other subject-fields. While there have been substantial advancements in sustainability education leading also to new knowledge over the past two decades, they do not seem to have catalyzed the necessary change to address todays’ increasingly complex challenges (Wals & Corcoran, 2012; Wamsler et al., 2018). As a result, more integral approaches and pedagogies are urgently needed. To address current gaps, it is only recently that the concept of the inner or personal transformation has received growing attention in sustainability science and education. Although UNESCO has started to openly advocate for better recognition of the cognitive and socio-emotional dimension of learning in SDG-related education (UNESCO, 2017), related knowledge is scarce and fragmented. In fact, despite growing interest, the inner (or personal) transformation has, to date, not been systematically connected to sustainability education (Leichenko & ÒBrien, 2019; Fisher et al, 2017; Frank et al., 2019; Wamsler et al., 2018). Their potential for education for sustainability, both as an end and means, remains a scarcely researched area in general, and even more, when it comes to educational approaches and interventions.<< Objectives >>The five universities of this project (Public University of Navarre -UPNA- in Spain, University of Pisa -UniPI- in Italy, TU Graz in Austria, TU Dublin in Ireland and ISARA-Lyon in France) will be pioneers in designing a new educational model based on how to effectively acquire sustainability competences, through SL. The graduates will be better prepared to face the challenges of our global world. The project will also involve students from different disciplines, they will have an international experience with all the values linked to it. The students will increase their awareness about sustainability and SL, the global challenges of humanity and the importance of integrating all this in their professional future. The importance of sustainable food innovation is reflected in the 17 SDGs; in particular, in Goal 2 (“end hunger, achieve food security and improved nutrition, and promote sustainable agriculture and farming”) and Goal 12 (“responsible production and consumption”). Education is a key change agent in catalyzing the achievement of the SDGs. In particular, SDG 4.7 requires all learners to acquire critical skills, essential knowledge and an ontological mindset for becoming deeply committed to building a sustainable future. The objectives of this project are the following ones:O1)Defining a food sustainability profile (FSP) through a community building methodology by developing a model of intervention common to all universities involved, focused on sustainability and pedagogical practices, included service learning (SL).O2)Defining a methodological handbook (MH) in Food sustainability through SL as a common framework of activities for acquisition of sustainability competences for SL and roadmaps of implementation.O3)Defining assessment tools of FSP and MH by co-creation practices in SL.O4)Defining a new educational model suitable for the acquisition of sustainability competences through green pedagogies and SL.Therefore, the final results would be this new educational model that we propose as the germ of change in the current educational model. Globally, the expected impact on the participants, participating organisations, target groups and other relevant stakeholders involved in this project is mainly to become aware of the importance of being change-makers in designing a new educational system, that deals with the impact of human activity in a holistic way. Embedding sustainability in the students´curricula, as a key competence through SL will provoke an inner awakening to this need. If we want to produce and consume new food products, let´s do it in a sustainable way and with the aim of contributing to the eradication of hunger from the world. From a more specific point of view, there are different levels of impact: All the staff involved in the project will increase their awareness about sustainability and Climate Change issues. They will integrate the 2030 Agenda and the SDGs in their expertise and they will focus their teaching, training or professional activity from a more holistic position, with awareness of technical development. On the other hand, they will have the opportunity to develop international collaboration, taking part in a multidisciplinary and multicultural team; this will improve their skills and competencies in different areas such as conflict resolution, teamwork, European identity, common concerns, critical thinking and curricula design. The project will motivate the staff to get involved in international projects, exchanges, and collaborations in the future. They will also be closer to stakeholders’ vision, needs, capacity of support, so they will bring the university closer to society thanks to the SL methodology. Moreover, SL helps to build and to apply values that enable students to create a reflective opinion on how the world is and should be. It increases the awareness of societal problems and the analytical skills to evaluate them regarding the given circumstances.<< Implementation >>Initially, we will define a pre-model of intervention common to all the universities involved. This entails literature review both at educational and subject-field level on sustainability and pedagogical practices. Then, we will consult, involve and call for action of local communities, building up existing networks and enlarging them. This activity will include meetings, surveys and any other suitable channel to involve communities (companies, associations, citizens and general public, and policy makers).Also, teachers, tutors and support staff will be consulted, involved, and called for action. Furthermore, drafting and delivering of the processes’ outcomes will serve as a basis for the project result PR2 design and development. An analysis of strategic documentation informing food sustainability will be undertaken, providing a basis for mapping existing curricula to core sustainability concepts. Using these mappings as artefacts for interviews and expert-focus groups with key stakeholders (i.e. staff, students, sustainability experts and professional field) across the 6 project partners, an ideal Food Sustainability Profile (FSP) for students will be developed, integrating the different skills and technical capacities that define a knowledgeable student in food sustainability. A series of pedagogical interventions (Service Learning included) will then be designed and piloted to develop students’ FSPs. Both educators and learners will be actively involved in this action-research process with the final set of methodologies (MH) documented as guidelines for adoption and transferability to other disciplines. Assesssment tools of FSP and MH will be developed to enhance validity and they will act as an auditing instrument for evaluating the integration of sustainability through SL within Food related degrees. The delivery of a Pedagogical strategy in HE (based on Green Pedagogy) will be achieved by a more conscious understanding, reflected in new questions on how SL supports sustainability.It is relevant to stress the relation between the project outputs and outcomes and the overall process that is taking place in HE institutions which are already active in SDGs topics related to food, service learning and sustainability, and the project represents a step forward to integrate these subjects into curricula and teaching: the consortium has stated activities and indicators considered to be appropriate for project success.Moreover, implementation of the project will add both dissemination and exploitation activities to those listed. IGCAT, an EU-wide network and one of the NEMOS partners, will play a leading role in the dissemination of project results.The consortium is composed of organisations already working in the addressed topics and participating in large and diversified networks which are related to the project topic. It is therefore likely that additional activities will be implemented, according to ongoing opportunities. NEMOS project aims at providing a methodology and tools, and a first round of validated practices and learning resources, for a process that can be replicable in other degree programmes, disciplines, and fields of education and training. As regards the outputs of the project, they will be sustainable for the project partners, as integrated in regular activities of universities. Required resources, that will be lower than those required to launch the process, as instruments and methods, will be already fixed and mechanisms will be established during the project implementation. They will be provided by the members of the community themselves. Universities will provide learning by using internal resources, as in their mission.Developed Open Educational Resources will be reused and adapted for other courses in following academic years.Support to students’ development is already a duty for the universities: this will be enriched by the new methods and tools, and will be integrated in the regular support offer.<< Results >>This project will be focused on defining a new educational model in which we will integrate the sustainability competences in an effective way through SL, firstly in the field of Food-related Degrees. This could serve as a basis for application in other Degree programmes. This approach is innovative and brand-new for all the partners. Sustainability as a transversal topic is in an embryonic stage of development in teaching and learning in higher education. Yet, it is increasingly mandated by SDG 4.7 through university sustainability tracking and reporting systems, such as STARS AASHE (https://stars.aashe.org/). Specific learning outcomes, teaching and assessment methods have yet to be designed for developing the transversal skills needed to address the very complex problems posed by the sustainability challenge. Traditionally, food and sustainable development have been treated as disciplinary topics and not used for the development of transversal competencies. Regarding food-related- degrees students, they will acquire a transversal competence in their programmes, so they will be more prepared for the demands of their professional future. They will be more aware of the importance of focusing their profession from a global perspective, with diverse elements such as social, cultural, innovative, economic and environmental sustainability, under the lens of service learning and with a strong commitment with society. They will have the opportunity to take part in working on a societal change of vision, that will help them to improve their international experience with relevant skills as teamwork, cultural diversity, European youth identity and others. The main impact expected in relevant stakeholders is their perception about university as an open and accessible university, interested not only in their problems, technical difficulties, professional needs, but also in their knowledge, vision and values, their local and global position in the actual world. At European level, the desired impact, while also including relationships with stakeholders, is more focused on increased harmonisation of methods and tools within the European HE system. This harmonisation will allow easier mobility of students across countries and, in the future, common language and attitudes toward sustainability. At international level, the desired impact is related to an increased number of students and communities having the opportunity to acquire sustainability competence through SL, since achievement of the SDGs is a global objective. This is a pioneer project and the impact will be assured by the accessibility of all the project activities and results in English, French, Italian, German and Spanish. The project will be uploaded to the Erasmus+ Platform results and will thus be accesible to anyone interested. The results of the project will also be shared and presented in several international forums and congresses linked to sustainability. The Multiplier Events are also focused on this international and European impact, so they will allow the NEMOS project to be known, not only by the staff from European and International universities, but also by other institutions and organisations interested in sustainability and service learning. Therefore, integrating sustainability in the under- and graduates´ curricula is not an option but a need. As a general strategy, dissemination will be based mostly on the use of online tools. However, since the impact on universities at organisational level is quite relevant internally and at national levels, activities of communication and dissemination will also include bilateral meetings, presentations at local and national events (in addition to those of the project), when and if possible. Relations with local stakeholders in the frame of service learning will require a strong communication and dissemination action, which will begin at the project start and integrated into community building activities.

Clonal microorganisms display cellular heterogeneity at the transcriptional level, to survive under unfavourable conditions or differentiate into specialised structures. This is the basis of antibiotic and fungicide resistance, but very little is known about how cellular heterogeneity originates and operates in the infection biology of agricultural fungi. Magnaporthe oryzae is one of the most devastating fungal pathogens in the world that destroys enough rice to feed 60M people every year. It produces ~50,000 new spores a day from a single lesion in the fields, but it remains unknown whether they are transcriptionally different. Spores contain three cells that display cellular heterogeneity between them during appressorium development, a specialised cell necessary for infection. Two of the cells undergo autophagy rapidly and the third undergoes a mitotic division leading to the formation of the appressorium. The mechanism by which cellular heterogeneity operates in spores has never been elucidated. This proposal will identify, for the first time, the molecular mechanisms driving cellular heterogeneity and genes subjected to it. An unparalleled resolution of the infection-associated developmental program of individual spore cells will be obtained by scRNA-seq, which will identify a cohort of virulence factors critical for infection. I propose that the underlying mechanism of cellular heterogeneity is the cell cycle, through the activity of Cyclin Dependent Kinases (CDKs) and a novel group called non-PSTARE CDKs, reported to be regulators of transcription in other organisms. By a state-of-the-art chemical genetic approach combined with phosphoproteomics, their role and signalling pathways will be determined. Overall, with this proposal, novel components associated to the infection process of one of the most threatening fungal pathogens in the world will be determined, opening avenues that up to date have not been explored and whose potential is inestimable.

Campus Iberus is the strategic alliance of the public universities of Zaragoza, Navarre, Lleida and La Rioja. These universities created the Consortium Campus Iberus in May 2012 as a dependent organization, with the mandate of implementing its Strategic Plan.In line with this, Campus Iberus seeks, among other objectives, to offer an education that pays attention to the challenges of the knowledge society and provides answers to society’s needs. In this regard, the collaboration with businesses is a key factor. Specifically, Campus Iberus aims to:-Contribute to the integral training of students complementing their theoretical and practical learning. -Foster the development of technical, methodological, personal and participative skills.-Provide practical experience that makes entrance to the job market easier and enhances future employability. -Promote innovation, creativity and entrepreneurship values.Campus Iberus obtained its accreditation as a mobility consortium in the 2014 call, the consortium is formed by nine organizations – Campus Iberus as coordinator, together with the four universities that are part of it and their respective University-Enterprise Foundations, which manage the mobility programmes.In the first year of the project (October 2015), Campus Iberus launched a public call to award the 15 mobility grants that had been allocated to us, intended for final year students and recent graduates. In September 2016, we were offered the opportunity of applying for new traineeship mobility grants under this project. The directors of the four Doctoral Schools of the Campus Iberus universities had expressed, at a meeting held a few days before this possibility was announced, that there was great interest among their students to carry out traineeship periods at European institutions. For this reason, Campus Iberus applied for 12 additional mobility grants in order to launch a call intended for students of doctoral programmes at the Campus Iberus universities.The call was highly successful, with a number of candidates that far exceeded the number of available grants. This call has opened a new channel of collaboration between Campus Iberus and the Doctoral Schools at its universities that we aim to keep developing in the next few years. Campus Iberus regards doctoral students, a pool of future researchers, as an extraordinarily important resource and a strategic line of action for our Consortium.The Vice-Rectors of the universities have supported decidedly the initiative of launching a specific call centralized at Campus Iberus for the doctoral students of the four universities.The results of the call have been highly satisfactory, not only because 13 more mobilities have been carried out than initially assigned, but also because of the high degree of satisfaction among participants, as shown by the evaluation surveys filled by them.To manage the project, we have used the same software application that was developed for the management of the mobilities in the previous call. In this way, when a graduate applied to participate in the programme, and after checking that s/he met the criteria for admission, s/he was given some credentials to allow him/her to access the platform, and upload, safely and in compliance with the Spanish Data Protection Act, the necessary data to view the open traineeship positions. The impact that has had on our organization has been very positive. On the one hand, it has allowed us to strengthen and structure the links among all the member organizations of the mobility consortium, which in turn has led to an improvement in the project’s implementation with a view to future calls. Of special relevance is the project’s communication effort made by the Campus Iberus office in Brussels which has led to networking opportunities with businesses and European institutions, with a view not only to them to act as hosts for our students, but also to launch new projects in a European context and strengthen the joint internationalization strategy of the four universities.Thanks to the Iberus+ project, Campus Iberus has set up new international actions, such as mobility programmes with third countries such as China, as well as the participation in education and research projects on an international level.This programme strengthens decisively our strategy of fostering employability and bringing nearer students and businesses, creating synergies with other Campus Iberus programmes intended for students.

Advanced technologies and tools are available today for enhancing decision-making processes based on empirical evidence. However, many enterprises across Spain and Europe are still far from employing the full potential of such state-of-the-art scientific advances in their day-to-day operational processes. As a result, energies are wasted, opportunities to economize are lost, and citizens end up paying higher bills for services. This Erasmus+ Consortium, SmartTransLog@EU, will focus on specific and criticalissues that are in need for improvements across European Logistics & road Transportation (L&T) sectors.Road transportation is the predominant way of transporting goods in Europe and most parts of the world. Related direct costs have increased significantly since 2000. Moreover, road transportation is intrinsically associated with a good deal of indirect or external costs –congestion, contamination, security and safety-related costs, mobility, delays, etc.– but these are usually left unaccounted, because of the difficulty of quantifying them. According to some studies, traffic jams in metropolitan areas constitute a serious challenge for the competitiveness of Europe. External costs due to traffic jams represent about 2% of the European GDP, a percentage which continues to increase. In addition to these tangible costs, environmental costs of the production and use of fossil fuel enter the green equation. As recognized by the Horizon 2020 Framework challenge on Smart, Green and Integrated Transport, if European L&T enterprises want to be competitive in a global economy, they must benefit from efficient methods for real-life and environmentally-aware (green) decision-making.To confront these challenges, SmartTransLog@EU will offer world-class international, interdisciplinary, and integrated (WIN3) training to a new generation of MSc/PhD students. Our Consortium aims at delivering a better future for Spanish and EU industries by training the next generation of ‘total’ operational researchers and industrial engineers, capable of solving realistic L&T industrial ‘challenges’ in stochastic and dynamic environments. To achieve this goal, we offer our young students the possibility of completing internationally co-supervised and interdisciplinary MSc and PhD theses based on integrated real-life challenges provided by our academic and industrial partners throughout Europe. Each of these challenges will be carefully selected so that besides their practical relevance, they are able to generate scientific advances in emerging techniques and methods. Our MSc/PhD students and professors will complete pre-doctoral or post-doctoral stays at a foreign EU university as a way of improving their training and expertise in L&T. This WIN3 training will also contribute to increase the employability levels of our MSc/PhD students in a very competitive labor market. To that end, SmartTransLog@EU brings together experts on simulation, optimization, and data analysis/analytics (SOD) methods applied to L&T from five Spanish universities: Universitat Oberta de Catalunya (UOC), Universidad Politécnica de Madrid (UPM), Universitat Politècnica de Catalunya (UPC), Universitat Pompeu Fabra (UPF), and Universidad Pública de Navarra (UPNA). It is worthy to notice that the different members of this Erasmus+ Consortium have been working together since 2006 in training and research projects related to the topics of this proposal, and they jointly co-advise a remarkable number of MSc/PhD students and researchers.

The EVS ‘International Volunteer Programme’ at Carrickfergus YMCA involves participation in our family activities (Parents & Kids Together - PAKT), Youth Centre and Health Hub Information Point. Carrickfergus YMCA has been involved as a hosting organisation in EVS for over 14 years and during this time has hosted three international volunteers on an annual basis. The YMCA is an international Association and as such we have a number of European partners. The YMCA in Carrickfergus works with around 250 young people and over 90 families each week through a range of projects including: Youth Drop in - Open 4 evenings & 2 afternoons each week to work with young people between ages 8-25 years. Approx 40 attendees each night. The club offers normal drop in activities such as sports, social recreation and arts & crafts plus project-based youth and young adult programmes addressing issues affecting young people in N. Ireland today - social isolation, drug & alcohol awareness, identity, sexuality and citizenship Health Hub – a drop-in shop front providing education, advice, support and referral to youth and young adults on a broad range of health related issues such as alcohol and drug use, pregnancy, sexual and mental health, diet and eating disorders. Parents and Kids Together Project. This project offers after school activities 5 afternoons each week for children aged 5 - 11 along side a teenager club 2 evenings per week. Parents take part in life skills / educational courses 2 mornings per week and 8 family events per annum. PAKT works in six disadvantaged social housing areas within Carrickfergus - Glenfield, Castlemara, Dunluskin, Sunnylands, Woodburn and Killycrot. European volunteers work in these local community projects. They are involved in activities that encourage acceptance of diversity, religious backgrounds and education. They will be positive role models of cultural diversity in practice. The placements are typically of 10-12 months duration, from September to August, and volunteers are accepted from all programme and partner countries involved in the EVS programme. Carrickfergus YMCA is currently approved to host three EVS volunteers, including those with fewer opportunities. The project involves empowering the volunteers, providing the opportunities for them to develop their competences, to learn new skills, to engage with local young people and their families and to learn more about the social issues that face families living in disadvantaged areas in Northern Ireland. The objectives of the project are to: 1. Enable local young people and their families from disadvantaged backgrounds to have meaningful engagement with concepts and experiences through meeting young people from a different social norm. 2. Increase the aspiration and motivation of local young people to participate in active citizenship and explore the potential for their increased mobility and opportunities for employment across Europe. 3. Improve the key competences and skills of the volunteers - both local and international. 4. Enable the volunteers to participate in active citizenship that includes developing a broad understanding and a practical experience of social issues including poverty, low employment levels and poor educational achievement, engaging in intercultural dialogue, social inclusion, reconciliation and community cohesion 5. Enhance the 'International dimension' of Carrickfergus YMCA's youth work and family activities. The working methodology is based on a Christian social action model, utilising non-formal and informal learning, and undertaking projects to build individual and community confidence and acting as positive role models of diversity at work. Throughout all the programme areas we develop themes of reconciliation, cultural awareness and community development addressing the issues arising from Northern Ireland’s long period of conflict. The programmes are located in East Antrim within which Carrickfergus is centrally placed. This is an area affected by the ghettoisation of Northern Irish society, young people are brought up in sectarian communities where there is very little diversity. In Carrickfergus, 92% of the population are white & protestant with a predominantly British cultural heritage. In the recent past there has also been intra-community strife between the various factions of protestantism which negatively effects the self confidence and attitudes of people living in these communities. Carrickfergus YMCA works with a range of partner organisations outside its’ home-base area to ensure that young people and their families are introduced to different expressions of cultural and religious experience. The project will impact on those who come as volunteers, building key competences helping with future employment especially in youth work and social work areas and help local young people to meet and understand others and hopefully lead to increased personal motivation and aspirations.