Jordan Anthony Process Book

process book
melt collective
Jordan Anthony Tate COMD 400 Katherine Gillieson
1

contents
project
introduction
research and
proposals
5 11
2

design phase
appendices
40 62
3

project introduction
problem space
infrastructure /
facilities
behavior / practice
/knowledge
recycling culture
Is the motivation related to the
recycling behavior. Meaning the
attitudes, knowledge, and awareness
of the relative society on the concept
of recycling which depends on the
behavior/ practice/ knowledge.
recycling behavior
Is the actual act and practice of
recycling which depends on the
facilities and infrastructure
of the campus.
I had some difficulty discerning the problem space for this project. Essential the main
goal of this project was to achieve sustainable behavior change in plastic recycling and
sorting practices and an improved change in perspective of discarded plastic from waste
to resource within the UBC community.
At first, I considered UBC campus as the only problem space involved within this project
but as I moved further into research I discovered that the problem also lies internally
within each member of the UBC community.
Further research presented two relative problems spaces to investigate concerning the
UBC campus and its community.
4

zero waste action plan
In the fall of 2010, UBC initiated a process to engage
the Vancouver (Point Grey) campus community
in the development of a Zero Waste Action
Plan. The Plan sets out goals, targets, and actions
that will move the campus toward a vision of UBC
as a zero-waste community. In the context of this
plan, Zero Waste is as much a guiding principle
or philosophy as an aspirational target, where all
unwanted products and materials will be treated
as resources that can be used again, resulting
in virtually zero garbage. UBC has implemented
many successful recycling and composting programs
and policies to date. During the three years,
2011/12/13 period, the operational waste diversion
(away from landfill and incineration disposal) was
approximately 45%, slowly and steadily increasing,
and construction and demolition waste diversion
were fluctuating around 84%. This led to approximately
61% of UBC’s overall waste being diverted
during this period. On the path to zero waste,
UBC’s Vancouver campus is targeting an increase
in its overall diversion rate to 70% by 2016 and
80% by 2020, despite inevitable campus growth.
With decreased disposal comes decreased the
cost for many materials, bringing the potential for
a cost-neutral plan to be implemented over the
longer term.
(UBC Vancouver Campus Zero Waste Action Plan)
5

zero waste action plan
Even though UBC has implemented multiple
sustainability-related initiatives and infrastructure
they have not been able to meet their projected
waste diversion metrics stated in the 2014 Zero
Waste Action Plan.
The UBC Zero Waste Action plan (UBC Vancouver
Campus Zero Waste Action Plan) intended to
- through the use of newly implemented strategies
such as the multi-stream waste bins- increase the
re-usable operational waste diverted from landfills
to 70% by 2016. However according to the Zero
Waste Action Plan – 2016 Status Report (UBC Zero
Waste Action Plan – 2016 Status Report and Update)
waste diversion only showed an insignificant
increase from last years (2015) 63% to (2016) 67%.
The report mentions various factors that might
have affected these results but various studies and
reports from the UBC Social Ecological Economic
Development Studies (SEEDS) department related
to the Zero Action Plan initiative, highlights other
critical issues which might have had a significant
effect on the 2016 diversion metrics.
infrastructure/ facilities
Based on the results of quantitative and qualitative
methods of research done in the GEOG 371
Zero Waste Campus Project student report (Fazel
et al.), there was suggestion of multiple factors
that played an instrumental part in the lackluster
recycling behavior and waste diversion. All the
mentioned suggestions from the report involved
strategic placement of the multi stream waste
bins on the campus within the context these main
influencer which were convenience, proximity to
food outlets, accessibility in high traffic areas and
bin capacity.
Another factor related to the infrastructure / facility
issue was the confusion and misinterpretation
of signage found at the individual waste stations.
This issue usually results in missorting of discarded
waste in the waste stations causing cross-contamination.
Missorting of waste at waste stations is
a prominent issue as missorted waste whether it is
recyclable or not will ultimately end up in a landfill
which is the overarching issue and end state in
which we want to avoid. A report on the Reasons
for Contamination of Outdoor Organic Waste Stations
at the University of British Columbia ( Barnes
et al.) states that “Without even reducing the
amount of waste produced or making infrastructural
changes, UBC could reduce the amount of
garbage sent to the landfill by 45% if UBC students
and staff sorted out their waste correctly”. (Smyth,
Fredeen, and Booth) and (“Waste Audit”) both
highlight the importance of conducting research
on the characterization of waste composition
and its spatial variability in order to enhance the
sustainability of an on-campus waste management
6

system.” Various studies of the effectiveness of
visual cues and signage present at waste stations
found at UBC campus highlights important issues
that should be addressed to improve waste sorting
behavior. Studies done by the SEEDS department
examines the reasons associated with the missorting
of waste. From the information studied
from the reports, there were three major factors
which influenced waste-sorting behavior: clarity
of information, proximity to receptacles and the
emotions they evoke. (Chiykowski et al.)
behavior/ practice/ knowledge
Along with the variables presented in the Infrastructure
and facilities category, there are other
factors related to the recycling culture which
influences diversion metrics. According to a
study on increasing recycling at Leeds University
(Clay), there are 4 relevant variables that influence
recycling culture: knowledge of recycling scheme
and awareness of recycling, social pressure and
the creation of social norms, belief in the benefits
of recycling, general environmental concern and
conservation behaviour.
The following extract from the GEOG 371 Zero
Waste Campus Project student report (Fazel et al.)
effectively summarizes the importance of recycling
culture in improvring recycling behavior and
ultimately diversion rates.
Multiple scholarly articles have emphasized the
importance of educating recycling bin users in
creating a sustainable community (Olson, Arvai,
and Thorp) , surveyed a sample of undergraduate,
graduate students, as well as the faculty members
of Michigan State University (MSU). They created
a general mental model representing the subjects’
understanding of the MSU concept of recycling
(Olson, Arvai, and Thorp) Their results demonstrated
that consumer participation is the most
significant factor in recycling rate, and educating
the consumer promotes consumer participation.
(Pike et al.) also argued that for a green sustainable
campus, students must be educated on where
recycling stations are and what can be recycled.
The researchers focused on the university student
residence at Francis Marion University in
South Carolina and concluded that students who
received both the recycle bins and the recycling
education had the highest rate of recycling. This
study carefully considered the correlation between
recycling behaviors and implementation of
recycling culture through education.
Installing recycle bins without implementing the
culture of recycling does not promise a sustainable
campus. It is through combining education
and real life practices that we can achieve the
UBC’s goal of waste reduction.
7

These extracts from Sean Clay’s study on increasing
recycling at Leeds University (Clay) also adds supplementary
confirmation to the previous summary.
It is clear that recycling behaviour is determined by
complex interactions between a variety of factors, and
that increasing recycling participation will require
careful management of these factors. This study has
demonstrated high levels of environmental concern
and a strong support for recycling among the students
of the University, although this is not always translated
into effective action. However, there are various
means by which this attitude-behaviour inconsistency
can be changed.
Improving the recycling knowledge and awareness
of the students has been shown to be vital to improving
recycling rates. Fortunately, this is relatively
easy to achieve, through the use of simple information
provision and prompting techniques. This should
include information about the relevance and effectiveness
of recycling in alleviating waste management
and consumption problems, specific details of the
recycling facilities available in the University and the
importance of recycling to the community and wider
national interests. In a University setting, such information
can be easily communicated to a large section
of the student population by posters, flyers or email.
The promotion of recycling as a social norm should
be encouraged as social influence can greatly affect
recycling. Those students already recycling should
attempt to engage their peers in this activity, or in a
more structured use of social influence special recycling
volunteers could be selected to actively promote
recycling among their peers. The use of behavioural
experience can also be employed, as students are
more likely to start recycling items they are already
familiar with. Recycling forums could be set up to
determine such information, and to elicit recommendations
from the wider student body on how recycling
could be made more accessible in the University. Fostering
good environmental concern and promoting
other conservation behaviours among students will
also serve to benefit recycling.
The single variables found to be of the most significance
in this study were knowledge of recycling
followed by perceived social influence. Personal
satisfaction derived from recycling and ecological
concern were also significant, along with the
frequency of collection, although this factor is not
relevant in terms of University recycling. The study
concludes that the best and most practical method of
inducing good recycling behaviour in the long term is
to concentrate on increasing internal incentives and
facilitators, specifically knowledge of recycling and
its benefits, and reduce external barriers to recycling.
Taking the outlined factors of recycling behaviour
and recycling culture into consideration the UBC
waste diversion metrics can be significantly improved.
8

However Influencing behaviour change is a complex task, especially recycling behaviour.
Considering the constraints and scope of my project I decided to focus only
on plastic recycling. Moreover;
How can design inform/ influence the best methods or strategies to change or improve
the narrative of discarded plastic from waste material to valuable resource
- and also the best ways to inform and provide information and awareness to the
UBC community of plastic recycling?
9

esearch and proposals
here enters
Melt Collective is a creative sustainability
hub which gives students the opportunity
to bring their product ideas to life from
free waste materials. At the same time
helping to close the loop and to localise
recycling, we reduce the carbon and economic
cost of recycling this material.
Melt Collective is an Information, awareness,
knowledge/ learning hub which will
provide the UBC community with handson
learning on various plastic recycling
related topics such as; best practices and
issues of improper recycling. Students
will also learn immersively about how
different materials can be reused, and
the different properties that make the
materials useful.
10

project proposal
Melt Collective is a student-led recycling workshop and
laboratory based out of UBC campus. Our primary goal
is to prove that UBC’s waste plastics can be upcycled
and sold on campus, by developing a community that
promotes transparency in recycling and spreads education
about closed-loop economies and extended product
life-cycle awareness.It is also a project for student involvement,
skill development and ongoing research, built
on the sustainable principles of reusing waste and saving
marine ecosystems--the primary victims of plastic waste.
By creating useful products and resources from this waste,
we can foster an economic incentive for ocean clean-up.
My project aims to through research, find and implement
the most suitable and viable communications/education/engagement/design
strategy into the form of a
sustainability campaign. Then, through collaborating with
the”Melt Collective”;
• Provide information and awareness to the UBC community
on various plastic recycling related topics such
as; best practices and issues of improper recycling
• Promote the Melt Collective and its services within the
UBC community.
• And chiefly to make an attempt to change the narrative
of discarded plastic from waste to valuable resource.
11

pillars
oceans
education
Our oceans are littered with plastic waste. We
see photos of sea birds, stomachs askew with a
lifetime of ingested plastic. Surfing in Morocco,
the beaches were littered with plastic waste. The
first of these factories will be in Vancouver, then
soon around the world. Waste will be transformed
into useful goods, creating an economic
imperative for the material. In turn the profits
can be used to help clean our beloved oceans.
For starters, regular Beach Cleanups (in partnership
with Surfrider and Northwest Wildlife
Preservation Society) with a twist: after cleanup,
involve the volunteers in the recreation process,
making new things directly from the waste
Outreach to local environmental groups and
especially elementary and high schools will begin
in 2017, once our AMS club has established operations
and is collecting, sorting and producing.
The school and group tours will involve collecting
plastic waste, touring the recycling workshop,
live demonstrations of the machines and discussions
about research and the future of recycling,
including globally in developing nations as well
as the large-scale ocean cleanup that must occur.
Overall, the goal of these tours will be to present
a transparent walkthrough of how recycling can
work.
12

esearch
community awareness
In developing nations like India and Ghana,
overrun by e-waste and plastic trash, people
struggle to recycle it into new things. Without the
tools and information to properly recycle, they
often resort to burning the plastic for energy,
or using the ‘burn-and-sniff’ sorting method,
to guess at what material a plastic might be. As
UBC is a leading research institution, the Plastic
Workshop will support student research into
novel sorting and processing methods, with the
goal of creating affordable sorting technology
that can be spread around the world to help
improve the health of amateur recyclers. By preventing
exposure to the dangerous fumes burning
plastic expels, health risks can be mitigated.
Plastic doesn’t come from the store and go to
the recycling bin, but it sure seems so. We aim
to reshape this narrative; creating long-lasting
plastic products. More deeply, though, by developing
a craft from recycling plastic, people will
create objects that they value--like that ceramic
mug or wooden chair you treasure, a plastic
plant pot you create could be a beautiful, long
term possession. Fostering a deeper connection
with the objects we use, plastic can cease to
be viewed as a disposable, and be appreciated
for its unique properties and cherished, when
shaped by hands, with love. While we create
these products, we hope to foster a community
of like-minded ‘melters’, intent on sharing
knowledge about the new craft.
13

process flow diagram
Gathering metrics about
waste streams and
separating different types
of plastics into groups.
Removing of contaminants
and debris which helps reduce
machine clogging.
Plastic is broken down into small
pellets to allow for easy and
accurate manipulation of the
plastics.
Compression mold is used for
molding more creative items.
Injection mold is used for
industrial molded parts or items.
Extrusion machine creates
spaghetti like material which is
used as material for 3D printers.
14

materials
Fig 1
Diagram illustrating the
process and products of the
Melt Collective
Discarded plastic is retrieved and
sorted from the recycling bins.
Stickers are removed and plastic is
cleaned so no contaminants and
debris will aect later processes.
Plastic is broken down into small
pellets to allow for easy and
accurate manipulation of the
plastics.
Extrusion filament
used for 3D printers
Industrial parts. Injection molding
is the most common modern
method of manufacturing plastic
parts; it is ideal for producing high
volumes of the same object. (Surf
Fins, Penny boards etc).
Compression molding can
be used for creative one
time items. (Plant Pots.)
15

ubc sustainability and sort-it-out campaign analysis
An analysis of the current sustainability clubs;
“Sort-It-Out” identity/ informational/ educational
material was done to assess the efficiency and
effectiveness. Points and information from other
assessment of similar cases were taken into consideration
and used in my assessment to ensure
an unbiased conclusion.
The Sort-it-Out campaign is a child initiative of
the UBC sustainability brand. The implementation
of the Sort-it-Out campaign resulted in the campus-wide
rollout of multi-waste stream stations
which allowed the UBC community to effectively
recycle their waste in most areas on campus.
Along with the improved facilities and infrastructure,
there were multiple campaign materials such
as posters, banners, social media implementation,
events etc.
Even though these additional materials have
proven to be beneficial to improving waste sorting
behaviour (Cohen, Hockley, and Tims), it has yet
to prove as effective as the projections from the
zero waste action plan anticipated. In fact current
unpublished research conducted in the form of
a waste audit organised by UBC’s largest student-run
sustainability club on campus, Common
Energy, determined that in March 2014, 73% of the
waste in the garbage streams in the Old SUB was
incorrectly sorted and could have been redirected
into the other three streams. In March 2016, a
waste audit was conducted of the Nest that determined
80% of the waste in the garbage stream was
incorrectly sorted, suggesting that waste-sorting
behaviours of users worsened from the Old SUB
to the Nest. (Foster)
According to the UBC Sustainability Communications
Guidelines
The UBC sustainability visual strategy was designed
to:
• Share the UBC sustainability story in ways that
engage and inspire target audiences.
• Reflect “Tier One” quality through messaging
and creative.
• Align with the UBC Brand.
• Scale across diverse print and digital media
channels
(“Sustainability Communications Guidelines”)
The UBC sustainability brand has also defined a
set of “sustainability criteria” to support their collective
efforts and ensure campus-wide cohesion.
The Waste criteria are;
• Contributes to campus zero waste (recycling,
reduction, reuse)
• Contributes to closed loop waste management
(“Sustainability Communications Guidelines”)
16

There are 5 key considerations that need to be applied
when utilising the UBC sustainability brand
USE THE OFFICIAL RIPPLE VISUAL ELEMENT
For institutional communications relating to climate and
energy, recycling and waste, food and purchasing, transportation
and social well-being,
PROMPT SUSTAINABILITY BEHAVIOURS
The Ripple is a visual reminder to behave more sustainably.
Be strategic about where you use the Ripple and ensure it
has good visibility and can be easily understood by a broad
audience.
USE EMILY CHARACTER IN STUDENT FOCUSED
COMMUNICATIONS
For student communications on sustainability, the character
and messaging of ‘Emily’ is used to engage and educate
students on various sustainability initiatives at UBC.
UBC sustainability communications
should employ aspirational language that
creates a desire in our audience to become
change-agents, community leaders,
and responsible global citizens. By using
cohesive, enterprise-wide visual elements,
sustainability at UBC becomes a societal
conversation about the world we want
to live in and an active realization of our
commitment to being a living laboratory.
(“Sustainability Communications Guidelines”)
USE THE OFFICIAL SUSTAINABILITY URL
AND HASHTAG
On all digital sustainability communications, please use
the official UBC sustainability website URL, sustain.ubc.ca,
and utilise the Ripple Effect hashtag, #RippleEffectUBC, to
engage audiences at UBC and beyond on important sustainability
issues, events, campaigns and research.
BE POSITIVE
The language and tone for sustainability communications at
UBC should be positive and encourage versus negative and
punitive.
17

ubc sustainability and sort-it-out campaign analysis
Fig 2
Ripple effect visual device
The ripple effect is a core visual device for UBC sustainability,
intended to help communicate our story in
a simple, creative and inspiring way.
The term ripple effect was coined by educational
theorist Jacob Kounin: “One small change can create
a ripple effect that leads to greater changes with profound
impact.”
In our sustainability efforts at UBC, one small change
can create a ripple that leads to greater changes on
campus, in our local community and, ultimately,
around the world. It speaks to a convergence of ideas
and conceptual integration.
Food Scraps:
Cooked food waste
Raw fruit, vegetables & grains
Bones & egg shells
Dairy products
Paper towels & napkins
Compostable* paper plates
Compostable* food containers
Non-synthetics tea bags
Plain, uncoated wood chopsticks
Keep Out:
Plastic bags & plastic containers**
Biodegradable plastic bags
All plastic cutlery &
plastic chopsticks
Diapers
Dog waste
** Food containers must be certified compostable, fibre based.
** Certified compostable plastic products are not acceptable
in the Food Scraps bin.
Recyclable Containers
(clean/empty only):
Plastic #1-7 containers
Glass bottles & jars
Metal cans
Milk cartons
Recyclable plastic bottles
Recyclable cups & cutlery
Juice boxes
Tetrapak containers
Non-paint aerosol cans
(empty, no toxic residues)
Keep Out:
Food & Liquids
Plastic bags & styrofoam
Dishes, glassware or ceramics
Windows or mirrors
Unstamped plastics
Paper (clean only):
Newspapers & magazines
Envelopes
Computer paper
Paper cup sleeves
Cereal boxes
Telephone books
Sticky notes
Soft cover books
Keep Out:
Milk cartons
Paper cups
Used paper plates
Pizza boxes
Soiled paper
Garbage:
Plastic bags
Styrofoam
Plastic wrap
Candy bar wrappers
Chip bags
Non-recyclable cutlery
Waxed paper
Aluminum foil
Keep Out:
Anything compostable
or recyclable
The visual concept of the ripple creates a fluid expression
across diverse media in graphic, photographic
and video form, immediate Sort it out ly identifying
the content as sustainability-related.
The graphic representation of the ripple effect depicts
the intersection of three sustainability perspectives:
economic, environmental and social. The ripples carry
static animation, with the larger set of rings being the
first drop and the smallest being the most recent.
Fig 3
Use of Emily mascot in campaign
material
18

DID YOU KNOW
Most of UBC’s
garbage can
be recycled?
TOWARDS ZERO WASTE
Composting and
recycling at UBC:
Right now, we’re
only recycling
LESS THAN 50%
Our goal is to reach
60% BY 2016 &
80% BY 2020
GARBAGE WE SENT
TO LANDFILL IN 2013:
3000
TONNES
OR 19 BLUE
WHALES
NUMBER OF YEARS
TO DECOMPOSE IN
THE LANDFILL:
PAPER
5 20 200 500 1,000,000 NEVER
FOAM
AMOUNT OF RECYCLABLE MATERIAL IN UBC’S GARBAGE:
FOOD SCRAPS
AND COMPOST 48%
PAPER
PLASTICS
METAL AND
GLASS
17.5%
11%
7.5%
Garbage in landfills creates a higher risk of
soil, water and air pollution. It also creates
the greenhouse gas methane, which is 20
times worse than CO .
UBC is aspiring to be a “Zero Waste” campus where all
unwanted products and materials will be treated as resources
that can be used again. To reduce environmental impacts,
greenhouse gas emissions and garbage disposal costs we can
all do our part. Please take an extra second and Sort it Out.
and create a green, zero waste campus:
USE RECYCLING STATIONS TO SORT YOUR FOOD SCRAPS AND RECYCLABLES INTO THE PROPER BINS.
FOOD SCRAPS RECYCLABLE
CONTAINERS
Fig 4 Sort-It-Out Infographic
PAPER GARBAGE
To reduce our environmental
footprint and reuse our resources,
UBC is replacing garbage cans
with multi-bin recycling stations.
sustain.ubc.ca/sortitout
Keep plastics out of
green bins.
Plastics of any kind
including regular and
compostable plastic
bags and plastic food
containers, must not be
put in food scraps bins.
sustain.ubc.ca/sortitout
Did you know most of UBC’s garbage can be recycled? You can recycle everyday waste
materials—like food scraps, paper and food or drink containers—at recycling stations. Please
refer to the Sorting Guide at the end of this document for specific information on what goes
into which bin. You can also find more information on the Sort it Out webpage.
recycling stations.
Frequently Asked Questions
Q: What can be recycled and composted?
mixed paper. Refer to the Sorting Guide at the end of this FAQ for more information.
Q: What can’t be recycled?
A: Materials that are not recyclable must go into the garbage. These include: Styrofoam,
plastic bags, potato chip bags and unmarked plastic containers. Materials such as batteries
and electronics can be recycled elsewhere, but not at recycling stations. A good resource
for recycling options is the comprehensive Sorting Guide.
Q: Where are the recycling facilities at UBC?
A: There are over 700 recycling stations located in buildings across campus. Recycling carts
are generally located in student housing recycling rooms, with recycling stations found in
dining halls and food service outlets across campus.
Q: How much garbage does UBC divert from the landfill?
A: As of 2014, we were able to divert about half of all operational waste (not including
construction waste) away from the landfill. However, with proper separation (putting the right
materials in the right bins), most of your garbage can be diverted from the landfill using
UBC’s recycling stations.
Fig 5
Sort-It-Out FAQ
19

ubc sustainability and sort-it-out campaign analysis
Food Scraps:
Cooked food waste
Raw fruit, vegetables & grains
Bones & egg shells
Dairy products
Paper towels & napkins
Compostable* paper plates
Compostable* food containers
Non-synthetics tea bags
Plain, uncoated wood chopsticks
Keep Out:
Plastic bags & plastic containers**
Biodegradable plastic bags
All plastic cutlery &
plastic chopsticks
Diapers
Dog waste
Recyclable Containers
(clean/empty only):
Plastic #1-7 containers
Glass bottles & jars
Metal cans
Milk cartons
Recyclable plastic bottles
Recyclable cups & cutlery
Juice boxes
Tetrapak containers
Non-paint aerosol cans
(empty, no toxic residues)
Keep Out:
Food & Liquids
Plastic bags & styrofoam
Dishes, glassware or ceramics
Windows or mirrors
Unstamped plastics
Paper (clean only):
Newspapers & magazines
Envelopes
Computer paper
Paper cup sleeves
Cereal boxes
Telephone books
Sticky notes
Soft cover books
Keep Out:
Milk cartons
Paper cups
Used paper plates
Pizza boxes
Soiled paper
Garbage:
Plastic bags
Styrofoam
Plastic wrap
Candy bar wrappers
Chip bags
Non-recyclable cutlery
Waxed paper
Aluminum foil
Keep Out:
Anything compostable
or recyclable
** Food containers must be certified compostable, fibre based.
** Certified compostable plastic products are not acceptable
in the Food Scraps bin.
Fig 6 Sort-It-Out Sorting Guide
20

issues with identity
The Sort it out guide (fig 6) is not designed effectively.
when taking into consideration the context
in which this guide would be read- which is at the
moment of recycling, This guide does not allow for
quick and easy comprehension. when in the act of
recycling time and convenience is an important
factor as stated earlier. this guide does not compensate
for this.
The sort it out infographic (fig 4) is a good way of
educating users on the importance and purpose
of the campaign but the design of this campaign is
not inviting to readers. It is too heavily saturated
with colour which overbears on the legibility of
the document.
The use of Emily mascot (fig 3) is a creative platform
to connect with the student body but studies
into the effectiveness of the use of the Emily
character states that it has had an adverse effect.
(Ho et al.) study on the awareness of 3 sustainability
campaign including Sort-It-Out, Ripple Effect
and Emily stated that most students assessed,
was unfamiliar with the Ripple effect and Emily
campaign. The study also stated that participants
thought that these campaigns belonged to other
AMS campaigns not belonging to the sustainabilty
department. It was also stated in the study that the
Emily Campaign was also regarded as “creepy”
The Sort-It-Out FAQ (fig 5) sheet is an essential
element for the sustainability campaign as it
provides pertinent and summarises information to
concerns and questions users will have. however,
it could be improved by introducing more hierarchy
of information, meaning questions or concerns
which have been expressed more frequently
can have a higher visual hierarchy.
21

esearch
In order to properly create an effective campaign to influence the behaviour of the
user involved, I researched into behaviour change theories
The theory of reasoned action was used to map out and fully
understand the problem.
The theory of reasoned action explains behaviour as a result of the person’s intention
to perform that behaviour. That intention is influenced by (i) the person’s
own attitude towards the behaviour, or (ii) the belief that people important to the
person think she/ he should or should not perform the behaviour. Of course, the
person’s own ideas are influenced by the society she or he lives in.
(Ajzen and Fishbein)
motivation ability trigger
If a person believes that the most favourable
outcome will result from a
behaviour, then the person is said to
have a favourable attitude towards
the behaviour
If anticipated outcomes are believed
to be negative then the person will
have a negative attitude towards
that behaviour.(Ajzen)
If the student has a positive attitude
towards the outcome then
they will perform the behaviour.
With the implmentation of the Zero
Waste Action Plan UBC has adopted
a positive sustainabilty culture.
Does the person have the skill set
and knowledge to perform the behaviour?
Does the behaviour require a new
skill set and knowledge?
How can you educate the user?
Most students of the UBC community
posses the required skills to
recycle,
but the knowledge of proper waste
sorting is absent.
Object or interface the user
interacts with
If a trigger is not clear in its purpose
or instruction a friction point
will be the result.
friction point
waste sorting guides are hard to
read and understand.
22

addressing motivation
Eventhough there is a prominent recycling culture
within the UBC community, there is a clear
disparity with the collective mind set of the UBC
community and the resulting behavior.
A UBC sutdent run newspaper (Ubyssey) adequately
summarises this disparity
UBC pats itself on the back for being super
eco-friendly, and one cannot ignore the numerous
campaigns that AMS sustainability and UBC
throw each year. Ripple Effect, Sort-It-Out and
Doing It Green are some of the initiatives that
have become part of our everyday lives. It would
be hard to find someone to argue that UBC is not
respectful of the environment, as ecology is maybe
the one theme that unites students in a pseudo
campus spirit.
Yet, there is still a culture of non-recycling on
campus. “I think most people are like me in the
sense that they won’t walk the extra mile to just
find a bin, even if it is overflowing,” said Brauner.
“They just think that someone will take care of it.”
If students were bored enough to play the thrilling
game of ‘watching how people act when they
approach a recycling station’, they would discover
that a not-negligible fraction of them stop in awe,
before dumping whatever they have in the garbage
bin. Even if it is plastered with the phrase: “Stop!
Is that really garbage?”
David Stonham, who is the Sustainability Projects
Coordinator at AMS sustainability, tried to explain
this particular concern. “If you contaminate one
of the bins, then … there is a big chance that the
whole bin will be rejected and turned into the garbage
stream,” said Stonham before inviting unsure
students to prefer the garbage bin to an
unsafe choice.
But fear of contamination is most likely not the
only factor to account for the persistence of the
non-recycler community. “Maybe they feel like
they do not have a lot of time and they cannot be
bothered to sort through their things,” said Alyson
Small, a first-year Arts student. It is no breaking
news that students are lazy. It is however interesting
to see how laziness, a trait about which many
boast, is suddenly concealed when it comes to recycling.
When we approach a recycling station and
take the daring decision to dump everything in the
garbage, we tend to do it with a muttered slur, and
usually with unnaturally quick movements.
Is that a product of the “green norm” that is commonly
accepted on campus? “If it is the social
norm to recycle, people are going to conform to
that,” said Stonham. “We are trying to make it a
norm.” An enforcement that Freedom Fighters will
not dare criticize. If there are still students who
really do not care about the environment, they are
not very loud, proof that UBC and AMS sustainability
are succeeding in establishing those social
attitudes. “The Sort-It-Out campaign is doing a
pretty good job so far,” stated Stonham.
Yet, as Brauner said, “you can try to educate people,
but that is not always effective.” Be it a product
of this lack of interest or not, the garbage bins
are overflowing at least once a day in the SUB.
(UBC Vancouver Campus Zero Waste Action Plan)
23

primary research; survey
24

25

primary research; survey
26

This participants of this survey included a range of members from
the Melt Collective team. They were chosen because they of all
people considered would know what values and characteristics
best represented the Melt Collective
27

3m communication strategy
appeal to positive emotional state
Positive messaging is seen as more credible and
results in more creative open minded behaviour.
(Fredrickson)
Various studies state that putting readers in a good
mood, through appropriate positive language and
colourful visuals can encourage recall. Designs
should utilise a simple but vivid colour pallet,
and encouraging tone. Use of reprimanding tones
can result in reactance, or intentional defiance
of prompt but good moods have been shown to
encourage recalling of behaviour at future opportunities.
(Sussman and Gifford)
Appealing to negative emotions can lead to scepticism,
feelings of helplessness, and decreased
intention to act (Carter) (Feinberg and Willer).
Negative emotions have also been shown to limit
individuals to think only short term and be less
able to plan for the future. (Carter)
implementation of sort it out visual
elements and identity
The sort it out campaign is one of the most easily
recognisable, understood and accepted sustainability
campaigns within the UBC community.
(Ho et al.) Using aspects of the campaign identity
will allow users to quickly understand the context
and purpose of the campaign. Implementing the
sort it out campaign will also add credibility to the
3m campaign.
implement connection to societal
norms and values
confirmation to society / describing/ promoting
the practive or behaviour as common. “Be like
everyone else” or socially acceptable behaviour.
Robert B. Cialdini’s research on influence states;
“One of the best-studied nudges is the concept of
social norms that can activate particular human
tendencies and trigger automatic behavioural
responses (Cialdini). The fact that people are more
likely to (automatically) accept and follow rules
that are desirable and approved by their group (or
society) makes the “choice architects” empowered
to draw on social norms as a persuasive “weapon
of influence.”
(Byrne and O’Regan) emphasize the importance
of creating positive social norms, because it will
promote positive indi
28

vidual values, attitudes, beliefs and sense of responsibility
towards waste reduction.
relaying “ease” of behavior.
Communicating a notion that recycling is easy
and not hard will result in the user’s likelihood of
accepting the behaviour. “Th eory of Planned Behaviour
(TPB) postulates three independent factors
to determine a behaviour: attitudes towards
the behaviour (refers to the degree to which a person
has favourable or unfavourable attitudes towards
the behaviour); subjective norm (perceived
social pressure to perform or not to perform the
behaviour) and perceived behavioural control
(the perceived ease or the difficulty of performing
the behaviour). Perceived behavioural control can
also be understood as the convenience. If people
perceive recycling to be convenient and easy,
they are more likely to engage in this behaviour.”
(Ummat)
29

3m education strategy
In order to effectively educate and relay knowledge
to the UBC community, the “3M”campaign must
implement an education strategy.
Transparency- if the UBC community knew where
their discarded waste ended up they would be more
mindful of their sorting and recycling behaviour.
Categorical confusion was noticed to be a frequent
issue - use of anti-contamination stickers
Cutlery was highly incorrectly sorted because users
group their waste into a bag or container then dispose
of it altogether
Education should target HOW to recycle as a priority
and why less
Education should address the misconception of
difficulty and inconvenience.
Misinterpretation of difficulty of a service usually
occurs at the initialization phase. Melt Collective
should employ a demo event to not only promote
the campaign but to relay the ease of use. experiencing
the service can change attitudes towards
behaviour.
topics to include
• Where are recycle stations
• Proper recycling behaviour spread awareness of
highly sorted items so special attention is given to
that. benefits of recycling
• Information on the distinction of hard and soft
plastic.
The issue of users not having time to pay attention
to learning materials according to studies are
frequent. In order to address the 3M campaign will
position learning material of the melt collective and
plastic recycling behaviour in areas where users are
more likely to
pay attention
• Table toppers
• At the point of sale
• At the multi-stream recycling stations
( when users utilise the multi-stream waste stations
most users are in a hurry and not much
attention is given to any prompts, therefore,
prompts would have to be attention-grabbing
and easy to follow.)
30

• Floor vinyl which guides the user to the proper
waste stream before they reach. Floor graphics are
a great way of catching attention, as people are
always instinctively scanning the ground as they
walk (Yellow Dog Blog). Floor graphics are most
effective when they are linking orguiding the user
to an item that is at eye level, and in this case,
the floor graphics will lead to the recycling bins
(Jessup) . They are effectively used in retail advertising,
as they catch the eye of consumers and
influence their decision making. (Theses, School,
and Zandecki)
• Ka-ching- sound prompt when depositing plastic
waste. ( Reward of recycling)
• The 3M campaign could also implement a sorting
guide specific to the geographical location on
campus, respective to the restaurants or stores
found in that general area.
(For example, in the village, there is a bubble tea
store, a McDonald’s and the basement consisting
of multiple restaurants that share the same type
of material.)
If waste streams represented these takeaway materials
from the respective restaurants at the right
waste stream users would understand easier and
quicker which waste stream their discard items
belongs. Which would improve sorting behaviour
and ultimately improve diversion rates.
ka-ching
31

values and characteristics
voice
Crafty or Creative
Hands-on
Active
culture
Pro-Environmental
Youthful
Resourceful
emotional
benefit
Satisfied
Community
learning
impact
x-factor
Knowledge & Skill development
Community
Creative Alternative
Self Expression
Transparency
Artsy
Creative
Self Expression
32

33

users/personas
Sally Yen
friction point
Inconsistent behavior and practice
with attitude and beleif.
information
• Business Student
• Loves to go out and have fun
with many friends
• Has a Pro-Enviromental
attitude
how melt collective addresses
the problem.
Melt Collective will provide a community activity
for user and friends as a weekly event.
Melt Collective will also address the attitude/
behavior inconsistency by providing knowledge
and skill development on proper recycling
practices through hands on fun/ artsy
activities.
users like this will help melt
collective community grow.
34

Bradley Meechum
friction point
Doesnt really care about recycling
information
• Introvert/ loner
• Comp Science major
how melt collective addresses
the problem.
Melt Collective will instill pro-enviromantal
attitudes and knowledge by providing a
medium of expression, customization and
personlistion. While developing proper recycling
skills.
• Loves playing video games
• doesnt like spending money.
• Likes customiztation and
personlisation
35

users/personas
Suzy Burns
friction point
unware of improper recycling
practices and or wants a more
transparent alternative of recycling
plastic
how melt collective addresses
the problem.
Melt Collective will properly educate user
on proper plsatic recyling practices. and also
provide a transparent recycling service.
information
• Has a few friends
• Enviromental Engineer major
• Has strong pro-enviromental
attitudes and recycles to the
best of her knowledge
36

37

mood board
38

39

logo sketches
design phase
40

41

logo interation
The existing identity of the melt Collective was inconsistent and incomplete
so steps to solidify the identity were taken
design criteria
• Hands on feel/ casual fun
• Directed towards UBC community (students)
• Must represent recycling
42

Chosen Logo
43

1 2 3 4 5
6
7
8
16 15
14 13 12 11 10
9
18 19 20 21 22 23 24 25 26
31
30
32
29 28 27
Second set of logo iteration
44

Latest logo iteration
Initial Logo design
Eventhough numerous iterations of logo
designs were done I have decided to
stick to the original Logo design. Done
by Mary-Clare Wilke
45

“CAP-TRAP” Implementation
3m education strategy
As a way to promote proper waste sorting behavior the” CAP-TRAP”
project was initiated by the Melt Collective. This essentially provides
an additional infrastructure along with the multi-stream waste station,
to recycling plastic bottle caps for the Melt Collective
46

“CAP-TRAP” placement proposal sketches
The pilot test was not as successful as hoped due to the placement
and instructional information on the label. so it was edited based
on recommendations from students and staff.
47

COLLECTIVE
#keepbcbeautiful
#preciousplastic
#bethechange
#reducereuserecycle
#zerowaste
#meltcollective
PLASTIC BOTTLE CAPS HERE
CAMPUS RECYCLING PROJECT
1
2
REMOVE PLASTIC
BOTTLE CAP
PLACE CAP
IN CONTAINER
48

COLLECTIVE
#keepbcbeautiful
#preciousplastic
#bethechange
#reducereuserecycle
#zerowaste
#meltcollective
Redesigned “CAPTRAP template
49

OPERATIONS
2
Removing of contaminants and
debris which helps reduce
machine clogging.
1
Gathering metrics about
waste streams and separating
different types of plastics
into groups.
WASH
WASTE
AUDIT SORT
1 2
3 4
Propaganda and education
masterminds, using your
powers for good
COMMUNICATIONS
Create the raddest events that will
challenge conventions and systems,
and spark creativity
EVENTS
DIRTY
PLASTIC
1 Discarded plastic is retrieved
and sorted from the
recycling bins.
CLEAN
PLASTIC
2 Stickers are removed and plastic is
cleaned so no contaminants and
debris will affect later processes.
MATERIALS
3
Breaking down of plastics
to smaller material for
more efficient molding
and melting.
3 Plastic is broken down
into small pellets to
allow for easy and
accurate manipulation
of the plastics.
PRODUCT DESIGN
BUSINESS
GROUND
PLASTIC
GRIND
EXTRUSION
Brainstorm and blueprint
beautiful, long-lasting products
make from recycled plastic waste.
Examine how we can profit
from waste plastic, while saving
our oceans and creating jobs.
Business text should match
weight of other statements.
FILAMENT
INJECTION
MOLDED
INDUSTRIAL PARTS
WASTENAUTS
OPERATIONS
A Extrusion machine
creates spaghetti like
material which is used as
material for 3D printers.
Build and design the machines
that bring life to the workshop
and enable recycling (Engineers)
Work in the imaginarium: shred,
melt, sort, wash and actively turn
UBC's waste into beautiful objects
Extrusion filament used
for 3D printers
MOLDED
CREATIVE ITEMS
COMPRESSION
B Industrial parts. Injection
molding is the most common
modern method of manufacturing
plastic parts; it is ideal for producing
B Injection mold is used
high volumes of the same object.
for industrial molded
(Surf Fins, Penny boards etc).
parts or items.
C Compression mold is
used for molding more
creative items.
HEAT PROCESSES
C Compression molding
can be used for creative
one time items.
(Plant Pots.)
4 PILLARS
OCEANS EDUCATION RESEARCH CONSUMER AWARENESS
Our oceans are littered with plastic waste. We see photos
of sea birds, stomachs askew with a lifetime of ingested
plastic. Surfing in Morocco, the beaches were littered
with plastic waste. The first of these factories will be in
Vancouver, then soon around the world. Waste will be
transformed into useful goods, creating an economic
imperative for the material. In turn the profits can be
used to help clean our beloved oceans. For starters,
regular Beach Cleanups (in partnership with Surfrider
and Northwest Wildlife Preservation Society) with a twist:
after cleanup, involve the volunteers in the recreation
process, making new things directly from the waste
Outreach to local environmental groups and especially
elementary and high schools will begin in 2017, once our
AMS club has established operations and is collecting,
sorting and producing. The school and group tours will
involve collecting plastic waste, touring the recycling
workshop, live demonstrations of the machines and
discussions about research and the future of recycling,
including globally in developing nations as well as the
large-scale ocean cleanup that must occur. Overall, the
goal of these tours will be to present a transparent
walkthrough of how recycling can work.
In developing nations like India and Ghana, overrun by
e-waste and plastic trash, people struggle to recycle it
into new things. Without the tools and information to
properly recycle, they often resort to burning the plastic
for energy, or using the ‘burn-and-sniff’ sorting method,
to guess at what material a plastic might be. As UBC is a
leading research institution, the Plastic Workshop will
support student research into novel sorting and
processing methods, with the goal of creating affordable
sorting technology that can be spread around the world
to help improve the health of amateur recyclers. By
preventing exposure to the dangerous fumes burning
plastic expels, health risks can be mitigated.
Plastic doesn’t come from the store and go to the
recycling bin, but it sure seems so. We aim to reshape
this narrative; creating long-lasting plastic products.
More deeply, though, by developing a craft from
recycling plastic, people will create objects that they
value--like that ceramic mug or wooden chair you
treasure, a plastic plant pot you create could be a
beautiful, long term possession. Fostering a deeper
connection with the objects we use, plastic can cease to
be viewed as a disposable, and be appreciated for its
unique properties and cherished, when shaped by hands,
with love. While we create these products, we hope to
foster a community of like-minded ‘melters’, intent on
sharing knowledge about the new craft.
A
50

event signage
UBC host frequent sustainability events for the community
to engage in, as a way to create presence and
provide information this 36 x 42 in banner.
51

PROCESS
FLOW
DIAGRAM
1
Gathering metrics about
waste streams and separating
different types of plastics
into groups.
WASTE
AUDIT
SORT
1 2
2
Removing of contaminants and
debris which helps reduce
machine clogging.
3 4
WASH
3
Breaking down of plastics
to smaller material for
more efficient molding
and melting.
GRIND
EXTRUSION
INJECTION
A
Extrusion machine
creates spaghetti like
material which is used as
material for 3D printers.
COMPRESSION
B
Injection mold is used
for industrial molded
parts or items.
C
Compression mold is
used for molding more
creative items.
HEAT PROCESSES
52

MATERIALS
DIRTY
PLASTIC
1 Discarded plastic is retrieved
and sorted from the
recycling bins.
2 Stickers are removed and plastic is
cleaned so no contaminants and
debris will affect later processes.
CLEAN
PLASTIC
3 Plastic is broken down
into small pellets to
allow for easy and
accurate manipulation
of the plastics.
GROUND
PLASTIC
FILAMENT
MOLDED
INDUSTRIAL PARTS
A
Extrusion filament used
for 3D printers
MOLDED
CREATIVE ITEMS
B
Industrial parts. Injection
molding is the most common
modern method of manufacturing
plastic parts; it is ideal for producing
high volumes of the same object.
(Surf Fins, Penny boards etc).
PRODUCTS
C
Compression molding
can be used for creative
one time items.
(Plant Pots.)
informational posters
These poster were created to provide quick information on
how the Melt Collective service/ process is executed.
53

pattern
This pattern was made to compliment and augment the design
direction and aesthetic of the identity.
54

anner design
facebook Banner showing ideal design aesthetic
55

exhibition
First Iteration of exhibit design
56

Second Iteration of exhibit design
57

58
website

59

60

facebook event banner
These are two banners for the same event, design and aesthetic
directions were explored and decided.
design elements
Various shapes and colors similar to this aesthetic
was decided to be ideal for the identity
61

PANEL ON
RESEARCH ETHICS
Navigating the ethics of human research
TCPS 2: CORE
Certificate of Completion
This document certifies that
Jordan Tate
has completed the Tri-Council Policy Statement:
Ethical Conduct for Research Involving Humans
Course on Research Ethics (TCPS 2: CORE)
Date of Issue:
27 September, 2015
62

Multi-Stream Waste Bins
63

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