initiatives revenue
alternative
efficient
goals community
water
air culture
natural
change
society
lifestyle
management
progress
fleet
footprint
prosperity
communication
policy
reduction
ideas
green
Environmental Management Plan
November 2011
environment
impact
value
compost
quality
active
students
access
longevitysupport
economy
space
business
procurement
carbon sustainability
infrastructure
awareness lights
facilities
academic renewable
waste
bicycl
alignment
innovation
future
emissions pedestrian
transportation
clean
commute conservation
vitality energy
campus recycle
value
healthy
paper
Conducting business to positively impact people, the environment and the economy
Environmental Management Plan: Table of Contents
Executive Summary5
1.0 Introduction7
1.1 Purpose8
2.0 Background & Context10
3.0 Sustainability13
3.1 What is Sustainability?13
3.2 Why does Sustainability matter at Mohawk?15
3.3 Why does Mohawk Sustainability matter to the Community
16
3.4 What are other institutions doing?17
4.0 Current Environmental Impact: Baseline Greenhouse Gas Inventory
19
4.1 GHG Inventory Background19
4.2 Emission Classifications20
4.3 2007 Baseline GHG Inventory21
4.4 Baseline Conclusion22
5.0 Carbon Reduction Target23
5.1 Mohawk College Carbon Reduction Target23
5.2 Achieving Carbon Reduction25
5.2.1 Pillars to Support Carbon Reduction26
5.2.2 Supporting Strategies27
5.3 What will be achieved?35
6.0 Implementation37
6.1 Environmental Management Plan Implementation37
6.2 Change Management39
6.3 Work Plan41
6.4 Communication, Tracking & Reporting43
6.4.1 Communication43
6.4.2 Tracking45
6.4.3 Reporting45
Index46
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Message from the President
Reducing our carbon footprint is a responsibility we all share, both individually and as an institution.
Embedding sound environmental principles into our programs and practices is one of my top priorities
as President, and is part of the College’s commitment to sustainability.
As a college we’ve made significant progress in reducing our impact on the environment. This success
is the result of students and staff working together to generate ideas and then putting those ideas
into action. The Mohawk College Environmental Management Plan builds on this momentum, and
was developed following extensive consultations with staff and students. The Plan calls upon all staff,
students and members of the community to work together to build a more sustainable college.
Mohawk’s Environmental Management Plan will be the framework for all decisions made with respect to improving the College’s
environmental stewardship. It sets ambitious goals, including a call for a 20% reduction of 2007 baseline carbon emissions by 2020, but it also
provides direction and sets the priorities needed to achieve these goals.
Getting there will require us to rethink how we do business. From public transit to local food, from waste reduction to alternative energy,
we will need to take a different approach to planning for future investment and growth. We will need new programs and policies in order to
make these changes possible and, above all, we will need everyone’s support and commitment to make it happen.
We have an opportunity to set an example for our colleagues, our students, our community and other colleges. Together we will make
Mohawk a more productive, prosperous college and become a leader in the sustainability movement.
Rob MacIsaac,
President, Mohawk College
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Message from the MSA President
The Mohawk Students’ Association (MSA) takes great pride in representing the best interest of
students at Mohawk College through effective leadership and sound decision-making. We strive
to provide the best services, programs, and support to give students the opportunity to excel both
academically and socially. In recent years, the MSA has introduced a number of green initiatives to
foster a positive social environment and lessen the ecological footprint of the association.
It is with great excitement that the Mohawk Students’ Association supports the Mohawk College
Environmental Management Plan (EMP). We believe that this plan establishes realistic, achievable
goals that will make a positive impact on our environment as well as on the overall quality of the
student experience at Mohawk College.
Daniel Clark
MSA President 2011-2012
We acknowledge and appreciate that some areas of the EMP are in alignment with initiatives already being implemented by the MSA. By
encouraging the expansion of our existing programs and initiatives, and acting as a catalyst for new ideas, we believe the EMP will allow the
Mohawk Students’ Association to create an increasingly positive impact on the College community.
We look forward to the implementation of this plan, and hope that it is utilized to its full potential in order to reduce the environmental impact
of the College and achieve long-term sustainability.
Sincerely,
Daniel Clark
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Message from the MCACES President
On behalf of the Mohawk College Association of Continuing Education Students
(MCACES), it is with great pleasure to deliver this message in full endorsement of the
Mohawk College Environmental Management Plan (EMP).
As one of the unique student associations within the Canadian college system,
MCACES supports the EMP which reflects our institution’s desire to be premiere
advocates for environmental sustainability.
The EMP is a comprehensive, process oriented endeavour which supports quality,
innovation and sustainability. These pillars are key priorities for Mohawk College and
reflect values deeply entrenched within the Continuing Education Student mindset.
Amanda Tallon
MCACES President
2011-2012
Our students are conscientious adult learners whose professional experiences give
them an appreciation of the strategic commitment Mohawk College is making towards
creating a high quality of life for students, staff and the community at large.
As an association committed to serving our students, we support the Environmental Management Plan, a plan with the same depth and
calibre of Continuing Education students at Mohawk College.
Sincerely,
Amanda Tallon, President
Mohawk College Association of Continuing Education Students
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Executive Summary
Mohawk College is committed to conducting business in ways which positively impact people, the environment and the economy. As
momentum builds at the individual, community, and broader levels, Mohawk College will be a frontrunner in the sustainability movement.
The development of a sustainable culture began in 2008 when the Sustainability Office and Go Green Committee (GGC) were established.
In their infancy, the Sustainability Office and Go Green Committee focused on the introduction and implementation of initiatives, programs
and incentives that directly supported the development of a sustainable culture amongst Mohawk students, staff and faculty. In 2010, the
Sustainability Steering Committee (SSC) was formed to define the overarching direction and objectives of the Sustainability Office and GGC,
and now coordinates all sustainability efforts at Mohawk.
This Environmental Management Plan (EMP) has been developed to act as the leading policy document and blueprint that will shape the
College’s transformation towards a greener, prosperous future as an environmentally, socially and financially conscious institution. This EMP will
play a vital role in Mohawk’s future success, as the global sustainability movement progresses from a grassroots campaign to a global reality.
Mohawk has adopted a multi-faceted definition of sustainability which recognizes the interconnection between economy, society and the
environment in creating a high quality of life for students, staff and the community at large. This plan was developed based on the idea that
achieving sustainability requires participation from all levels of the College structure as well as students and other community members.
Since establishing Sustainability as a strategic priority, awareness and stakeholder engagement have already increased dramatically at Mohawk.
In collaboration with Zerofootprint, Mohawk completed a baseline Greenhouse Gas Inventory for 2007 carbon emissions and followed the
study with a series of Carbon Roundtables in which over 170 students, staff and faculty provided their input. This EMP was developed based on
the results of the GHG inventory and feedback from Roundtable sessions.
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The completion of a GHG inventory identifies the activities and operations contributing to Mohawk’s carbon footprint while enabling the
development of meaningful and appropriate emission reduction strategies, and creating a benchmark for future assessments. This EMP has
set a reduction target which calls for a 20% reduction of 2007 baseline carbon emissions by 2020.
This plan provides direction and sets priorities by proposing a set of Pillars which represent the key areas of focus and encompass the many
practices that contribute to Mohawk’s carbon footprint. This includes campus buildings, College-owned fleet, lifestyle choices, procurement,
student and staff commuting, waste produced on campus, as well as awareness and engagement.
The Pillars are each associated with a set of Strategies aimed at reducing carbon emissions in these key areas. The Strategies will be carried
out through sets of Actions which identify operational and activity changes that will also improve social and economic environments
for Mohawk stakeholders.
Nurturing a sustainable culture at Mohawk will contribute to the College’s ability to continually recruit and retain students, provide positive
working and learning environments, and to remain competitive with other post-secondary institutions while building on Mohawk’s reputation
within the community and beyond. By connecting academic programming to the development of a sustainable culture, students will access
experiential learning opportunities that contribute to sustainability, and Mohawk graduates will be better prepared for their future careers.
Achieving the long-term emissions reduction target will minimize the College’s impact on the environment by reducing the carbon footprint,
will lower operational costs and will increase financial stability and long-term vitality of the College.
This plan calls upon all staff and students to contribute to developing the sustainable culture at Mohawk College and will require the creation
of new programs, policy development and changes to decision-making across a broad range of issues. Implementation and review of the EMP
will be overseen by the SSC in order to see that Mohawk becomes an efficient, productive, sustainable institution.
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1.0 Introduction
A fundamental shift in the attitude toward environmental
responsibility is taking place in our society. This is especially true
amongst the population of youth and young adults. People from
all walks of life – be it in our local communities, across our nation,
or around the world – are beginning to realize that the way we are
presently living cannot be maintained without posing a significant
challenge to the generations who follow.
This unrefined, however basic understanding of the lack of
sustainability within our current system is becoming commonly
accepted. Momentum is building at the individual, community, national, and international levels. As the understanding that the effort of even
one individual can make a difference grows within the global population, people everywhere are opting to live more sustainable lifestyles.
“
Mohawk College is committed to becoming internationally renowned
the way we are presently living
cannot be maintained without
”
posing a significant threat to the
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for its innovation culture and highly skilled, future ready graduates who
will drive the opportunities of tomorrow. Mohawk has identified Quality,
Innovation and Sustainability as the three guiding strategic principles
which will help to achieve this goal. Mohawk College is dedicated
to conducting business in ways which positively impact people, the
environment and the economy.
Conducting business to positively impact people, the environment and the economy
1.1 Purpose
This Environmental Management Plan will act as the catalyst that
will reduce the College’s overall impact on the environment while
continuing to foster the creation of a sustainable culture and
learning environment for all students and staff.
This plan explains the history of Mohawk’s commitment to reducing
its environmental impact, highlights the efforts being made to
do so, and outlines the development of a sustainable culture
within Mohawk College and the surrounding community. This plan
provides a definition of ‘sustainability’ and how it relates specifically
to Mohawk College. It will also illustrate the College’s current
impact on the environment as identified in the College’s baseline
Greenhouse Gas inventory, attached as Appendix E. This plan
has set a Carbon Reduction Target for Mohawk College and has
developed the framework and plans required to successfully achieve
that target.
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For the purposes of this plan, the activities that contribute to
Mohawk’s overall impact on the environment have been organized
into Pillars. These Pillars are each linked to a number of Strategies
which are guided by sets of Actions that must occur in order to
reduce the College’s total carbon emissions. The Pillars encompass
the numerous practices that contribute to Mohawk’s total carbon
footprint while the Actions identify the operational and activity
changes, infrastructure research studies, and policy development
that will take place in order to reduce Mohawk’s impact on the
environment and total carbon emissions.
A Work Plan has been developed which outlines the Actions
associated with each Strategy, and establishes a list of Priority
Actions which must be addressed on a short-term basis. The
Actions will be specific to the individual and operational activities
that contribute to Mohawk’s overall carbon footprint. The Work
Plan will be updated on a regular basis, taking into consideration
past experience, success and changing practices.
Most importantly, this Environmental Management Plan will affirm
the commitment of Mohawk College to the ongoing
communication of the Strategies and Actions, while
providing the opportunity for all Mohawk students and staff to
participate in the on-campus sustainability movement.
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2.0 Background & Context
In 2008 Mohawk College established the Sustainability Office and the Go Green Committee (GGC). Initially, the Sustainability Office and Go
Green Committee focused on introducing initiatives, programs and incentives that would help to create a sustainable culture amongst all
Mohawk students and staff. The GGC terms of reference have been attached as Appendix A.
In 2010, the Mohawk College Sustainability Steering
Committee (SSC) was formed. The mandate of this Committee
was to define the overarching direction and objectives for
both the Sustainability Office and GGC. Membership of the
Sustainability Steering Committee consists of representatives
from all areas within the College, including the Mohawk
Students Association. The Sustainability Steering Committee’s
terms of reference are attached as Appendix B.
The SSC has developed a governance model that provides a
clear reporting structure and maintains accountability within all
levels of Mohawk’s commitment to sustainability. This
Committee also provides a direct link for all campus initiatives
*Image used under Creative Commons from SMBCollege
to the Mohawk Executive Group.
The Sustainability Office has evolved over the last few years to become the coordinator of all corporate and grassroots sustainability activities
and initiatives occurring at Mohawk College.
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As a post-secondary institution and a leader in local community development,
Mohawk College has chosen to take a leadership role in the global sustainability
movement from within the Hamilton community. The adoption of Sustainability
as a strategic priority is a clear indication that Mohawk College is committed to
providing a better quality of life for the students, staff and community members
that are connected to the College.
“
Mohawk College is committed
to providing a better quality of
”
life for students, staff and
community members
Over the past three years, the Sustainability Office at Mohawk has raised the level of stakeholder engagement on campus to an all-time high
through the introduction of several on-campus programs, initiatives and incentives geared towards the adoption of a sustainable culture by
all Mohawk staff and students.
A number of incentives to encourage active transportation, the President’s Sustainability Symposium, program based research projects led by
students, student groups focused on environmental stewardship, the introduction of a universal bus pass and health plan, and the
composting program by the Mohawk Students Association are just a few of a long list of the culture shifting initiatives, programs and
incentives already in place at Mohawk College today.
From a corporate and planning perspective, the Sustainability Office has coordinated the completion of the College’s baseline carbon
footprint with Zerofootprint Inc. After receiving the results of baseline Greenhouse Gas inventory, the Sustainability Office held a series of
stakeholder engagement sessions at Mohawk’s four campuses called ‘Carbon Roundtables’ for all students and staff to share feedback,
opinions and ideas.
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In each session, a summary of the Greenhouse Gas (GHG) inventory results was presented. After the presentation, the students and staff were
divided into small brainstorming groups. All of the groups were challenged with the following questions:
1. Based on your observations as a Mohawk College student or staff member, how can Mohawk reduce its carbon
footprint by way of conservation?
2. Based on your daily observations in the workplace or
classroom, how can Mohawk students and staff
contribute to reducing the College’s overall carbon
footprint?
3. What would you like to see Mohawk do in the future to
help reduce its carbon footprint?
Some recurring themes stood out in these sessions including but
not limited to lights and energy, green generation, climate,
transportation, and waste management.
The feedback, opinions and ideas from over 170 students, staff and faculty who participated in the Carbon Roundtable sessions were compiled
to produce the Carbon Roundtable Recommendations Report. The information in this report was used by the Sustainability Steering
Committee to help shape the carbon reduction objectives. The Carbon Roundtable Report has been attached as Appendix C.
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3.0 Sustainability
3.1 What is Sustainability?
“If the environmentalists win, the economy will suffer; If business has it’s way,
Interconnected Sustainability
the environment will be destroyed.” How often have you heard these
opposing views? Piecemeal solutions tend to focus on short-term benefits
without monitoring long-term results. Rather than a piecemeal approach, we
need to view Mohawk College in a holistic way which takes into account the
interconnection between the economy, the environment and society.
A better conception of a sustainable College is the circles within circles
ECONOMY
shown in Figure 1. As this figure illustrates, the economy exists entirely
within society because all parts of the human economy require
interaction among people.
SOCIETY
ENVIRONMENT
However, society consists of much more than the economy.
Friends and families, music and art, religion and ethics are all important
Figure 1
elements of society but are not primarily based on the exchange of
goods and services. In turn, society exists entirely within the environment. Our basic requirements— air, food and water— come from the
environment, as do the energy and raw materials for housing, transportation and the products on which we depend.
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Finally, the environment surrounds society. At an earlier point in human
history, it was the nature and demands of the environment that largely
determined the shape of society. Today, the opposite is true. Human
activity is reshaping the environment at an accelerating rate as the
parts of the environment unaffected by human activity are decreasing.
While this is true, people need food, water and air to survive. That is to
say, society can never become larger than the environment.
Sustainability requires management by individuals, communities and
organizations in order to ensure that our economy and society can
continue to exist without destroying the natural environment.
“
Sustainability requires management
”
by individuals, communities
and organizations
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3.2 Why does Sustainability matter at Mohawk?
Overlapping Sustainability
The word ‘sustainability’ has become a complex term that can be applied to almost
every facet of life. The concept of sustainability is defined as the ability to maintain
a certain process or way of life. However, the term sustainability takes on a slightly
different, yet related meaning at Mohawk College.
Environment
At Mohawk, sustainability is closely related to the quality of life for all students,
staff and members of the surrounding community. The economic, social and
environmental systems that make up our community are intended to provide a
SUSTAINABILITY
healthy, productive and meaningful life for all. This result must be achieved without
compromising the ability of future generations to meet the economic, social and
y
So
om
ci
on
et
y
Ec
environmental needs that already exist and the needs that will emerge over time.
As our society shifts toward the adoption of sustainability into everyday life,
public and private organizations have also begun to incorporate principles and
practices of sustainability into their day to day business operations. In addition to
Figure 2
businesses, government organizations have begun developing carbon emission
reduction targets and implementing sustainable policies.
As society makes this important transition, Mohawk College must respond in order to remain competitive. The adoption of sustainable
principles and practices into Mohawk’s daily operations will allow the College the ability to continually recruit and retain students, provide
a positive working environment for all staff, remain competitive amongst other post-secondary institutions and to continue to build on its
reputation within the community and beyond.
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3.3 Sustainability as a Community-builder
Many Mohawk students and staff also live in the community. This means that
they will take what they learn at Mohawk home with them, allowing the sustainable
culture that is developing at the College to spread beyond our campuses.
Mohawk is a major institution in Hamilton. Creating opportunities for our students
to participate in the sustainability efforts at Mohawk allows them to learn about
green business practices and the importance of sustainability. Mohawk’s future
ready graduates will apply these experiences as they move forward in their careers.
We are all working together. By maintaining an alignment between the carbon
reduction goals at the College and the established municipal, provincial and
national targets, Mohawk has stepped up to take a leadership role in achieving
sustainability and will lead by example in the community we serve and amongst
other post-secondary institutions.
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3.4 What are other institutions doing?
As many Canadian post-secondary institutions are stepping up their efforts for
sustainability, a significant number of Ontario colleges and universities have
formalized their commitment to going green by signing one of many pledges to
incorporate principles of sustainability into strategic plans, institutional values,
corporate policies and daily operations.
Mohawk College joins over 50 Canadian Community Colleges as a signatory to the
Association of Canadian Community Colleges (ACCC) Pan-Canadian Protocol for
Sustainability, as well as over 20 Ontario Universities who participated in the Council
of Ontario Universities (COU) Survey of Green Initiatives.
In recent related studies, the COU and the ACCC have highlighted effective campus
sustainability initiatives across the province and the country which are helping to
reduce the carbon footprint of Canadian higher education institutions.
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• 17 campuses have made formal commitments to sustainability
• 17 campuses offer an undergraduate major or specialist in environmental or sustainability studies
• 10 campuses have renewable energy installations
• 20 campuses have implemented at least 1 sustainable food strategy
• 15 campuses have strategies to serve local food where possible
• 18 campuses offer free or discounted transit passes to students
• 13 campuses have campus-wide car or van-pooling programs
• 12 campuses have LEED certification for some new buildings
o Queen’s Centre for students was designed to LEED standards
o Windsor’s Medical Education Building is LEED Gold
o Western’s Claudette MacKay-Lassonde Pavilion, is the university’s first LEED certified building
• Cambrian College hosted a Conference in October 2008 focused on Living Building Retrofits
• Guelph, OCAD and York work with Zerofootprint to calculate, track and reduce their carbon footprint
• Dawson College set up an “EcoCorner” for the collection of batteries, cell phones, eyeglasses, print cartridges and one-sided paper for re-use as notepads.
• Wilfrid Laurier used composting to divert 68% of food waste in 2008
• Humber College installed a new cooling system that is 50% more energy efficient than the previous one in order to reduce GHG emissions and operating costs by over $100,000.
• Lakehead has reduced natural gas consumption campus-wide by 40% and electrical consumption by 18%
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4.0 Current Environmental Impact: Baseline Greenhouse Gas Inventory
4.1 GHG Inventory Background
Mohawk College commissioned Zerofootprint Software Inc. (‘Zerofootprint’) to calculate
the corporate greenhouse gas (or ‘carbon’) emissions arising from the College’s operations
for the baseline year 2007. Conducting a carbon inventory establishes a starting point to
accurately assess the environmental impact of current operational practices. This enables
the development of meaningful and appropriate emission reduction strategies and also
creates a benchmark for future assessments.
Creating a baseline carbon inventory is also a critical and necessary step for a number of
initiatives, and follows suit of several other Canadian universities and colleges that are
combating climate change. These initiatives include voluntary emissions reporting through
carbon registries, such as the Canadian Greenhouse Gas (’GHG’) Challenge Registry, or
signing emission reduction statements such as versions of the University and College
President’s Climate Change Statement of Action.
This corporate greenhouse gas inventory was undertaken in accordance with the World Resources Institute and World Business Council for
Sustainable Developments’ Greenhouse Gas Protocol: A Corporate Accounting and Reporting Standard, Revised Edition (WRI/WBCSD, 2004).
The GHG Protocol is recognized internationally as the preeminent methodology for quantifying and reporting corporate GHG emissions. The
results of the 2007 baseline GHG Inventory is attached as Appendix E.
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4.2 Emission Classifications
In accordance with the Greenhouse Gas Protocol, emissions are divided into the following 3 categories:
Scope 1
Direct emissions that occur from sources owned or controlled by the College, such as natural gas used to heat campus
buildings or emissions due to College-owned fleet vehicles.
Scope 2
GHG emissions from the generation of purchased electricity consumed by the College. Purchased electricity is defined
as electricity that is purchased or otherwise brought into the organizational boundary of the College. Scope 2 emissions
physically occur at the facility where electricity is generated.
Scope 3
An optional reporting category which allows for the treatment of all other indirect emissions. Scope 3 emissions are a
consequence of the activities of the College, but occur from sources not owned or controlled by Mohawk. Some examples
of Scope 3 activities are extraction and production of purchased materials, transportation of purchased fuels, and use of
sold products and services (such as paper use or shipping services).
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4.3 2007 Baseline GHG Inventory
Table 1: 2007 GHG Inventory Activities - Scope 1
Activity
Natural Gas
(Fennell Campus, Brantford Elgin Campus,
STAART Institute, Wentworth Campus,
Student Residence)
College Fleet Fuel Consumption
(Gasoline and Diesel)
Fertilizer
(Fennell Campus)
Back-up Generators
Scope 1 Total
Table 3: 2007 GHG Inventory Activities - Scope 3
t CO2 e
3,524
110
1
12
3,647
Activity
Student and Staff Commuting
Staff Air Travel
Varsity Athletics Air & Ground Travel
Campus Shuttle Service
Paper Use
Recycling Waste
Landfill Waste
Scope 3 Total
Total Carbon Footprint
t CO2 e
2,895
26
59
126
1,247
219
323
4,895
12,635
Table 2: 2007 GHG Inventory Activities - Scope 2
Activity
Electricity Consumption
(Fennell Campus, Brantford Elgin Campus,
STAART Institute, Wentworth Campus,
Student Residence)
Scope 2 Total
t CO2 e
Scope 1
4,093
Scope 2
4,093
Scope 3
Graph 1: Percent Emissions by Scope (2007)
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4.4 Baseline Conclusion
Following the operational controlled approach from the Greenhouse Gas
Protocol, Zerofootprint calculated Scope 1 emissions to be 3,647 tonnes
CO2e, Scope 2 emissions at 4,093 tonnes CO2e, and emissions from Scope 3
measured at 4,895 tonnes CO2e.
The sum of Scopes 1 and 2 was 7,740 tonnes CO2e, and with the added
“
Mohawk College has
demonstrated a dedication to
”
becoming a sustainable,
carbon-conscious institution
calculation of the optional Scope 3, the total sum of all scopes was
12,635 tonnes CO2e.
The results also showed that 39% of the total emissions from Mohawk College were due to Scope 3, or indirect emissions. The electrical
demands at Mohawk facilities contributed to 32% of total emissions, while the remaining 29% resulted from Scope 1, or direct emissions.
By undertaking the initiative to calculate its carbon impact, Mohawk College has demonstrated a dedication to becoming a sustainable,
carbon-conscious institution. The results of the GHG inventory also serve to identify the long list of areas in which Mohawk College must
improve to reduce the institutional impact on the environment.
The full GHG Inventory Report is attached as Appendix (E) or is available online at:
http://www.mohawkcollege.ca/environmental-sustainability/greenhouse-gas-inventory.html
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5.0 Carbon Reduction Target
5.1 Mohawk College Carbon Reduction Target
As a part of the commitment to reducing the overall impact on the environment, Mohawk College will reduce the total greenhouse gas
emissions that are a direct result of day to day operations. This includes all activities that contribute to the College’s carbon footprint as
identified in the baseline carbon footprint inventory. Setting a goal for carbon reduction establishes the foundation for tracking annual
performance while setting individual reduction strategies for all activities that contribute to Mohawk’s total carbon footprint.
While qualitative indicators such as awareness and engagement can be difficult to evaluate, carbon is measurable and therefore serves as
an effective indicator of Mohawk’s overall sustainability performance. Monitoring carbon reduction is directly associated with measuring
environmental impact but is also closely tied to financial sustainability because of its impact on operational costs, and also to social
sustainability because reducing Mohawk’s carbon footprint requires cooperation and interaction from all levels of the College. Mohawk has
identified a carbon emissions reduction target which calls for
A 20% reduction of 2007 baseline carbon emissions by 2020
This Carbon reduction target sets Mohawk’s commitment to reducing their overall impact on the environment at a slightly higher level than
1
2
the provincial target of 15% by 2020 and the national goal of 17% by 2020 . This target is also in line with the City of Hamilton’s goal to
3
achieve a 20% reduction in emissions by 2020 . Based on the foundational research and consultations that have been conducted by the
College, Mohawk has set a reduction target which is in line with the municipal goal and exceeds the federal and provincial goals. Although
achieving a 20% reduction in emissions by 2020 will be challenging, it is the belief of the College that the target is achievable through the
strategies and actions laid out in this plan.
1 - Government of Canada, Canada’s Action on Climate Change, November 2010: www.climatechange.gc.ca/default.asp?lang=En&n=72F16A84-1
2 - Ontario Ministry of Environment, Ontario’s Climate Action Plan, December 2009: www.ene.gov.on.ca/environment/en/category/climate_change/STDPROD_078897.html#green
3 - City of Hamilton, Air Quality & Climate Change Corporate Strategic Plan, 2006: http://www.hamilton.ca/ProjectsInitiatives/V2020/ClimateChange
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2007 Students (FTE): 11,280
Mohawk Emissions to 2020
2007 Staff (FTE): 1,472
Total: 12,944
t CO2 e
16,000
1.0
14,000
0.9
12,000
0.8
10,000
0.7
8,000
0.6
Emissions Per Capita
Total Carbon Emissions
2007: Actual - 12,635 t CO2 e
2013: Target - 11,470 t CO2 e
2020: Target - 10,108 t CO2 e
2021
2019
2017
2015
2013
2011
2009
Emissions Per Capita (FTE)
2007
Total Carbon Emissions
t CO2 e
Year
Graph 2: Mohawk Carbon Reduction
2007: Actual - 0.98 t CO2 e
2013: Target - 0.87 t CO2 e
2020: Target - 0.78 t CO2 e
Per capita projections are based on the current student population and static enrollment levels.
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5.2 Achieving Carbon Reduction
In setting the goal to reduce carbon emissions by 20% by the year 2020, Mohawk
College has established a vision for the College and all of its stakeholders. To guide
progress toward reaching this target, a set of Pillars representing key areas of focus
and support have been broken down into Strategies aimed at reducing the College’s
environmental impact. These are presented in the following pages.
It should be noted that these Pillars will not only help to achieve a reduction in
carbon emissions, they will also improve the social and economic environments at
Mohawk College. The overarching Pillars and more targeted Strategies are intended
to provide guidance for decision-making and planning at all levels of the College,
toward the reduction of carbon emissions.
The Strategies listed directly support the carbon reduction target of 20% by 2020.
The Strategies are underpinned by Actions that support carbon reductions through
operational and activity changes. These Pillars and Strategies will become the focus
of Mohawk’s Carbon Reduction efforts over the coming years.
“
Mohawk College has established
25
”
a vision for the College
and all of its stakeholders
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5.2.1 Pillars to Support Campus Sustainability
Table 4: Pillars
Pillar 1.0
Waste Management & Paper Consumption
Pillar 2.0
Facility Operations & Future Buildings
Pillar 3.0
Procurement
Pillar 4.0
Local Food and Health & Wellness
Pillar 5.0
Transportation & Vehicle Emissions
Pillar 6.0
Alternative Energy
Pillar 7.0
Tracking, Reporting & Communication
Pillar 8.0
Change Management
These Pillars will play an important role in achieving Mohawk’s vision of a
prosperous, sustainable College. Associated with each of these Pillars are a
number of Strategies which support them. The Strategies will be implemented
through a set of Actions laid out in the Work Plan, which will help create a clear
path to the ultimate goal of this Environmental Management Plan. The Work
Plan expands on these Actions, highlighting some key steps which have been
designated as Priority Actions in achieving Mohawk’s sustainability goals.
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5.2.2 Supporting Strategies
Pillar #1 Waste Management & Paper Consumption
This pillar examines waste management in a number of contexts including solid waste (garbage, recycling, compost), energy,
water, and paper usage. The proposed strategies address all waste that results directly from campus operations and stakeholder
activity. They call for intensive research, policy development, infrastructure upgrades, and an emphasis on the development of a
sustainable culture for Mohawk College. This will be achieved through stakeholder engagement, on-campus initiatives and living
lab experiences tied to academic programming. Successful implementation of these strategies will result in lower operational
costs, a reduced carbon footprint and will better prepare the College for longevity as an environmentally-conscious institution.
*Image used under Creative Commons
from ManoharD
*Image used under Creative Commons
from FeatheredTar
STRATEGIES
1.1 Campus Energy Efficiency
1.2 Energy Waste Reduction Strategy
1.3 Infrastructure Improvements Plan
1.4 Recycling, Compost & Solid Waste Strategy
1.5 Water Conservation
1.6 Paper Use Policy
1.7 IT Infrastructure Planning
*Image used under Creative Commons
from The Local People Photo Archive
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Pillar #2 Facility Operations & Future Buildings
This pillar considers campus locations, existing buildings, outdoor and natural space, future development, and integration
with the broader community. The proposed strategies will ensure a future ready campus that will best serve current and future
students, and help make Mohawk an employer of choice. Drawing on the skills of our students and staff to help create a College
that reflects our values and identity, Mohawk must take a proactive approach to all current and future facilities to support
sustainability and a positive experience for staff and students.
STRATEGIES
2.1 Efficient Use of Campus Space
2.2 Future Ready Facilities Plan
2.3 Recreation, Health & Wellness Centre
2.4 Outdoor & Natural Space
2.5 Multi-modal Transit Facility
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Pillar #3 Procurement
This pillar addresses procurement as it is set within the context of achieving value for money. It also calls for the integration of
environmental performance considerations into the procurement process including planning, acquisition, use and disposal of
all goods and services procured by the College. The proposed strategies will help Mohawk reduce the impact of the goods and
services purchased, while ensuring long term economic and environmental vitality.
*Image used under Creative Commons
from lukerobinson1
STRATEGIES
3.1 Sustainable Procurement Policies
*Image used under Creative Commons
from CarbonNYC
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Pillar #4 Local Food and Health & Wellness
This pillar focuses on the overall health and wellbeing of Mohawk students, staff and faculty. As the global movement centered
on healthier, localized food alternatives continues to grow, Mohawk must commit to an increase in the total percentage of local,
healthier food options offered on campus. In addition to food, Mohawk must continue to offer services that support healthy ways
of living through activities, academic and recreational programming on campus, and through campus wellness facilities. Healthy
students and staff will directly support academic and workplace success, and contribute to a high quality of life.
*Image used under Creative Commons
from Orin Zebest
STRATEGIES
4.1 Local, Healthier Food Options
4.2 Campus Farmers’ Market
4.3 Health & Wellness
*Image used under Creative Commons
from Erik R. Bishoff
*Image used under Creative Commons
from NatalieMaynor
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Pillar #5 Transportation & Vehicle Emissions
This pillar is concerned with the emissions that are a result of the operation of College-owned fleet and from staff and student
commuting. The strategies in this pillar will address the long-term needs of College fleet, replacement of fleet, car sharing
and several other initiatives that will support the shift toward active and alternative transportation. Successful implementation
of these strategies will create hands-on learning opportunities for students to participate in cultivating active and alternative
transportation, support Mohawk carbon reduction targets and help instill long-term sustainable lifestyle choices into Mohawk
students and staff that will support the growth of alternate and active transportation in the city as a whole.
*Image used under Creative Commons
from EURIST e.V.
STRATEGIES
5.1 College Fleet
5.2 Active & Alternative Transportation
5.3 Active Transportation Accessibility
5.4 Promotion of City Transit Services
& Advancements
*Image used under Creative Commons
from Highways Agency
*Image used under Creative Commons
from Dylan Passmore
31
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Pillar #6 Alternative Energy
This pillar focuses on the long-term vulnerability associated with the consumption of resource-dependent energy. It is clear that
the cost of energy will continue to rise with increasing demand, higher production costs and the inevitable depletion of the Earth’s
natural resources. It is evident that the College’s current consumption of energy is not sustainable. To ensure long-term viability,
Mohawk must make investments that lead to long-term operational cost reductions. Investing in future renewable energy projects
and the existing cogeneration plant will help the College generate revenue, and reduce the institutional carbon footprint while
working toward long-term responsible energy consumption.
*Image used under Creative Commons
from Walmart Stores
STRATEGIES
2.1 Renewable Energy Production
2.2 Reactivate Cogeneration Plant
*Image used under Creative Commons
from OakleyOriginals
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Pillar #7 Tracking, Reporting & Communication
This pillar encompasses the ongoing tracking, reporting and communication of all initiatives, progress and achievements
in relation to the Environmental Management Plan. To ensure continued success of the plan Mohawk must consistently
communicate accurate, positive information to College stakeholders in a timely manner. With the development and
implementation of this plan, Mohawk has taken a leadership role among post-secondary institutions and in the Hamilton
community. Effective communication of progress, best practices and success stories will increase engagement and awareness
among stakeholders, and demonstrate Mohawk’s commitment to Sustainability as a strategic priority.
STRATEGIES
7.1 Sustainability Tracking Assessment
& Reporting System (S.T.A.R.S)
7.2 Transparent Annual Reporting
7.3 On-going Communication
*Image used under Creative Commons
from smannion
*Image used under Creative Commons
from Siena College
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Pillar #8 Change Management
This pillar fosters acceptance of changes to the current business, social and academic environments which are aimed at supporting sustainability for Mohawk College. The strategies below will create a mutual understanding of and garner support for the
purpose and goals of the Environmental Management Plan. Effective change management will convey the reasons behind and
benefits of these changes, which will play an important role in the creation of a sustainable culture for the College.
Mohawk will play an important role in the development of a sustainable culture at the College, in the broader community, and in
the workplaces of Mohawk’s future ready graduates.
*Image used under Creative Commons
from EDV Media Director
STRATEGIES
8.1 Stakeholder Engagement
8.2 Public Education
8.3 Sustainability Promotion
8.4 Environmental Stewardship & Academic Credit
8.5 Community Partnerships
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5.3 What will be achieved?
With the implementation of this Environmental Management Plan, Mohawk College will
become a productive, efficient, sustainable institution by transforming the daily
activities and operations that contribute to the College’s total carbon footprint.
What will it all mean to the average Mohawk student and Staff member?
“
Mohawk College will become
”
a productive, efficient,
sustainable institution
Improving Mohawk as an institution will
provide the opportunity for College
stakeholders to become active participants
at the grassroots and other levels through
various leadership roles. Collectively, the
staff and students of Mohawk will be the
driving force behind this Environmental
Management Plan.
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As this plan evolves and the sustainable culture at Mohawk develops, the level of environmental and sustainable awareness will also
increase. It is the hope of Mohawk College that the attitudes and activities learned at Mohawk will be applied to daily life at home and in
the surrounding communities, supporting the broader global sustainability movement.
The bottom line will be a
stronger, healthier environment
and a higher quality of life
for those who learn and
work at Mohawk as well as those
who live within the
surrounding community.
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6.0 Implementation
6.1 Environmental Management Plan Implementation
This Environmental Management Plan provides
direction and sets priorities for decision-making on
carbon emission reductions at Mohawk College.
Embodied in the plan is the notion that all staff and
students have an important role to play in contributing
to its success. This Environmental Management Plan
proposes a broad range of actions and supporting
policies that will be developed.
Some of these will require a complete institutional
change in attitude towards social, economic and
environmental sustainability. Furthermore, some will
require the creation of new programs, and others will
need to become ingrained in the policy framework
that guides the day-to-day decision-making across a
broad spectrum of issues, from planning to
infrastructure investment.
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| Environmental Management Plan
“
All staff and students have an
important role to play
in contributing to the
”
success of this plan
Conducting business to positively impact people, the environment and the economy
The carbon reduction target is a long-term
target to be met over the next 8 years. This
Environmental Management Plan is the blueprint
which has been developed by Mohawk to act
as a guide to the process of carbon emission
reduction. This plan itself will change from time
to time as required to achieve the set target and
overall sustainability.
The Work Plan will be evaluated on a regular
basis and updated as needed. As Priority Actions
are completed, new tasks will be developed to
replace or improve on the previous Action and
ensure the plan moves forward.
This plan will be set in upon approval by the Mohawk College Board of Governors, and will stay in place until the current carbon
reduction target (20% reduction in 2007 baseline emissions by 2020) has been achieved or revised by the Board of Governors. Upon
the completion of the current carbon reduction target, the revision and/or replacement of this plan will be at the discretion of the 2020
Board of Governors.
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6.2 Change Management
In order for this plan to be a success and for Mohawk to reach
the carbon reduction target there needs to be a fundamental
shift in the mind-set of all Mohawk College students and staff.
It is also very important that there is clear support from all levels
in the College. The Sustainability Steering Committee holds the
belief that all high-level corporate direction must have
grassroots support and vice versa. The students and staff of
Mohawk College must work together, and they must agree that
as a collective group of multi-level stakeholders their combined
effort will produce the desired results.
“
All high-level corporate direction
must have grassroots support
and vice versa. The students
comprehensive organizational structure to support the sustainability
movement at Mohawk. This organizational structure has been put
and staff of Mohawk College
in place to guide and support sustainability while providing
must work together
accountability and a clear process that defines the reporting
”
39
The Sustainability Steering Committee has developed a
| Environmental Management Plan
relations within the College.
Conducting business to positively impact people, the environment and the economy
To drive the culture shift at Mohawk, the Sustainability Steering Committee has previously used, and plans to continually implement the
following engagement methods and tools:
Staff and student joint Go Green Committee
Interactive webpage for information updates, idea
sharing, and social media
Stakeholder sessions
Events throughout the year promoting
participation in the sustainability movement
Stakeholder sub-committees
Incentive programs
Clear and consistent communications
Throughout the entire culture shifting process, this plan will call on the strengths of all Mohawk students and staff to collectively
develop policy, study and report successes, identify areas for improvement, educate peers and coworkers and, most importantly,
provide the opportunity for everyone to participate in the on-campus events, initiatives and incentives that are a vital aspect of the
sustainability movement.
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6.3 Work Plan
Mohawk College is committed to becoming internationally renowned for its innovation culture and
WORK PLAN:
highly skilled, future ready graduates who drive the opportunities of tomorrow. Mohawk has
identified Quality, Innovation and Sustainability as the three guiding principles which will help to
GOAL
achieve this goal. Mohawk College is dedicated to conducting business in ways which positively
impact people, the environment and the economy.
This Work Plan is intended to support the goals laid out in the Environmental Management Plan.
PILLAR
This document outlines the steps that need to be taken in order to support the Strategies which will
help Mohawk College achieve the ultimate goal of a 20% reduction of total 2007 carbon emissions
by the year 2020.
STRATEGY
ACTIONS
PRIORITY ACTIONS
SUMMARY CHART
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Within this plan, each of the Pillars described in the EMP are presented with the proposed Strategies that will fulfill them. The Strategies are
then broken down into a set of Actions representing operational and activity changes which must be completed to achieve the Strategies. This
plan distinguishes some of these changes as Priority Actions which are to be addressed on a short-term basis. These are highlighted in red
throughout the Work Plan.
Each Pillar is followed by a summary chart which identifies the internal Champion who will be responsible for the completion of each Action.
This chart also illustrates how each Action aligns with the three pillars of sustainability:
Pillar
1.0 Waste
Strategy
1.1 Campus Energy Efficiency
1.2 Conservation/Energy Waste
Reduction Strategy
Action
Sustainable Alignment
1.1a Energy Audits
S
F
E
1.1b Infrastructure Improvement
Suggestions
S
F
E
F
E
F
E
F
E
1.2a Classroom & Office Lighting Control
1.2b Temperature Control
1.2c Space Control
1.3 Infrastrucure Improvements Plan
1.3a Develop Long-term Plan
S
S
1.3b Feasibility/business case (ROI)
1.4 Recycling, Compost &
Solid Waste Strategy
1.4a Waste Reduction Target
S
1.4b Technology & Infrastructure
1.4c Waste Reduction Strategy
1.5 Water Conservation
S
1.4d Supporting Initiatives & Incentives
S
1.4e Electronic/Hazardous Waste
Management
S
1.5a Motion Sensor Faucets in Washrooms
1.5b Plant & Natural Space Watering
1.5c Labs & Classrooms
1.5d Physical Plant
S
Champion
Facilities
Faciltiies
Facilities
F
E
Facilities; Real Estate
Planning & Development
F
E
Real Estate Planning &
Development, VP Finance
F
E
F
E
Facilities & SIC
F
E
Facilities & SIC
E
SIC
F
E
SIC
F
E
F
E
F
E
Facilities & Academic Deans
F
E
Facilities
Facilities & SIC
Facilities
Facilities & SIC
S
Social
F
Financial
E
Environmental
The EMP Work Plan will be reviewed and updated
annually by the Sustainability Steering Committee.
During this exercise, all completed Priority Actions will
be removed from the Work Plan and replaced with a
new priority as required. The full EMP Work Plan is
attached as Appendix D.
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6.4 Communication, Tracking & Reporting
6.4.1 Communication
To ensure the success of this plan, Mohawk College is committed to engaging its
students and staff throughout the entire process. Continuous communications
that are focused on the progression and success of this plan will provide all
Mohawk students and staff with the information they need to keep up-to-date on
Mohawk College sustainable initiatives, programs and infrastructure upgrades.
“
Engagement will support the shift
towards - and development of a sustainable culture amongst
”
Mohawk stakeholders
A well-developed, aggressive communication
strategy that places a strong emphasis on
stakeholder engagement will support the shift
towards, and development of, a sustainable culture
amongst all Mohawk stakeholders.
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Table Plan by Board of Governors
Annual Work Plan revisions through stakeholder feedback:
Stakeholder sessions where Mohawk students and staff can provide their personal
feedback on the strengths and weaknesses of the Environmental Management
Plan. These recommendations will help the Sustainability Steering Committee
make annual revisions to the plan which will strengthen it each year.
Implementation of the Environmental Management Plan Fall 2011:
Internal and external implementation will begin upon approval of this plan by the
Mohawk College Board of Governors. Following this, a series of communications
and events to create awareness and commitment for sustainability.
Annual Report Produced by Sustainability Steering Committee:
Providing a comprehensive update on all sustainable initiatives and infrastructure
updates, while identifying the total reduction in impact on the environment as a
result of the Environmental Management Plan.
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6.4.2 Tracking
An audit of this plan’s success will be internally
completed on an annual basis. In the years 2013
and 2020 Mohawk College will enlist an external
consultant to complete Greenhouse Gas inventories,
as was the process with Zerofootprint in 2007. This
tracking process will help keep Mohawk College on
a prosperous path and successfully achieve a 20%
reduction in 2007 baseline carbon emissions by
the year 2020.
6.4.3 Reporting
To ensure transparency, Mohawk will immediately
investigate the opportunities for reporting their annual
findings and the success of this Environmental Management Plan with other post-secondary institutions. A comprehensive Annual Report
will act as a medium for communication of sustainability initiatives and activities to the Mohawk College community and the broader public.
In addition, annual reporting tracks objectives, implementation processes, and results which all help to create realistic, measurable goals.
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Index
Exhibits
Figure 1: Interconnected Sustainabilitypage 13
Figure 2: Overlapping Sustainabilitypage 16
Table 1:
2007 GHG Inventory Activities - Scope 1
page 21
Table 2: 2007 GHG Inventory Activities - Scope 2 page 21
Table 3: 2007 GHG Inventory Activities - Scope 3 page 21
Graph 1:
Percent Emissions by Scope (2007)
page 21
Graph 2:
Mohawk Carbon Reductionpage 24
Table 4: Pillarspage 26
Appendices
Appendix A:
GoGreen Committee Terms of Reference
Appendix B:
Sustainability Steering Committee Terms of Reference
Appendix C:
Carbon Roundtable Recommendations Report
Appendix D:
EMP Work Plan
Appendix E:
2007 Greenhouse Gas Emissions Inventory
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Page
1
Page
2
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Mohawk Executive
Group
Chair
Internal stakeholders, setting the direction of
sustainability for Mohawk College, establish GHG
Inventory, Set Reduction targets and develop the
EMP
Steering Committee
Vice President, Academics
Senior Vice President, Corporate Services
Vice President Finance
Dean, Faculty of Skilled Trades and Apprenticeship
Executive Director, Office of the President
Chief Building and Facilities Officer
Chief Real Estate Planning & Development Officer
Executive Director, Mohawk Students’ Association
Sustainability Initiatives Coordinator
Environmental
Re-developed joint Committee made up of internal
representatives and the MSA sustainability
committee. Deal with day-to-day campus
initiatives and building a sustainable community
amongst everyone at Mohawk College
3
Financial
Page
Social
Page
1
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Page
2
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


Mohawk Executive
Group
Chair
Internal stakeholders, setting the direction of
sustainability for Mohawk College, establish GHG
Inventory, Set Reduction targets and develop the
EMP
Steering Committee
Vice President, Academics
Senior Vice President, Corporate Services
Vice President Finance
Dean, Faculty of Skilled Trades and Apprenticeship
Executive Director, Office of the President
Chief Building and Facilities Officer
Chief Real Estate Planning & Development Officer
Executive Director, Mohawk Students’ Association
Sustainability Initiatives Coordinator
Environmental
Re-developed joint Committee made up of internal
representatives and the MSA sustainability
committee. Deal with day-to-day campus
initiatives and building a sustainable community
amongst everyone at Mohawk College
3
Financial
Page
Social
1
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2
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3
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11
alternative
efficient
compost
ideas
footprint
prosperity
communication
policy
ideas
transportation
reduction
fleet
longevity
natural
future
students
value
progresspaper
society
value
air culture
impact
active
environment
campus access
longevitysupport
lifestyle
conservation
Environmental Management
Work Plan
management
change
quality
innovation
water
economyemissions
pedestrian
space
business
procurement
energy
green
goals community
air
compost
carbon sustainability
infrastructure
awareness lights
facilities
academic renewable
waste
bicycl
alignment
innovation
future
emissions pedestrian
transportation
clean
commute conservation
vitality energy
campus recycle
value
healthy
initiatives
revenue
bicycl
clean
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
EMP Work Plan
Sustainability Steering Committee
Mohawk College is committed to becoming internationally renowned for its innovation culture and highly skilled,
future ready graduates who drive the opportunities of tomorrow. Mohawk has identified Quality, Innovation and
WORK PLAN:
GOAL
Sustainability as the three guiding principles which will help to achieve this goal. Mohawk College is dedicated
to conducting business in ways which positively impact people, the environment and the economy.
This Work Plan is intended to support the goals laid out in the Environmental Management Plan. This
PILLAR
document outlines the steps that need to be taken in order to support the Strategies that will help Mohawk
College achieve the ultimate goal of a 20% reduction of total 2007 carbon emissions by 2020.
Within this plan, each of the Pillars described in the EMP are presented with the proposed Strategies that will
fulfill them. The Strategies are then broken down into a set of Actions representing operational and activity
STRATEGY
changes which must be completed to support the Strategies. This plan distinguishes some of these changes
as Priority Actions which are to be addressed on a short-term basis. These are highlighted in red throughout
the Work Plan.
ACTIONS
Each Pillar is followed by a summary chart which identifies the internal Champion who will be responsible for the
completion of each Action. This chart also illustrates how each Action aligns with the three pillars of sustainability:
S
Social
F
Financial
E
Environmental
The EMP Work Plan will be reviewed and updated annually by the Sustainability Steering Committee.
During this exercise, all completed Priority Actions will be removed from the Work Plan and replaced with a
new priority as required.
PRIORITY ACTIONS
SUMMARY CHART
Contents
1.0 Waste Management & Paper Consumption
page 2
5.0 Transportation & Vehicle Emissions
1.1 Campus Energy Efficiency
5.1
College Fleet
1.2
Energy Waste Reduction Strategy
5.2
Active & Alternative Transportation
1.3
Infrastructure Improvements Plan
5.3
Active Transportation Accessibility
1.4
Recycling, Compost & Solid Waste Strategy
5.4
Promotion of City-wide Transit Services
1.5
Water Conservation
& Advancements
1.6
Paper Use Policy
1.7
IT Infrastructure Planning
2.0 Facility Operations & Future Buildings
2.1
Efficient Use of Campus Space
2.2
Future Ready Facilities Plan
2.3
Recreation, Health & Wellness Centre
2.4
Outdoor & Natural Space
2.5
Multi-modal Transit Facility
6.0 Alternative Energy
page 7
3.1
Sustainable Procurement Policies
4.0 Local Food and Health & Wellness
6.1 Renewable Energy Production
6.2 Reactiveate Cogeneration Plant
7.0 Tracking, Reporting & Communication
3.0 Procurementpage 11
page 13
page 16
page 19
page 21
7.1
Sustainability Tracking Assessment & Reporting System
7.2
Transparent Annual Reporting
`
7.3
On-going Communication
8.0 Change Management
8.1
Stakeholder Engagement
8.2
Public Awareness
8.3
Sustainability Promotion
page 24
4.1
Local, Healthier Food Options
8.4
Environmental Stewardship & Academic Credit
4.2
Campus Farmers’ Market
8.5
Community Partnerships
4.3
Health & Wellness
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
1.0 Waste Management & Paper Consumption
This pillar examines waste management in a number of contexts including solid waste (garbage, recycling, compost), energy, water,
and paper usage. The proposed strategies address all waste that results directly from campus operations and stakeholder activity. They
call for intensive research, policy development, infrastructure upgrades, and an emphasis on the development of a sustainable culture
for Mohawk College. This will be achieved through stakeholder engagement, on-campus initiatives and living lab experiences tied to
academic programming. Successful implementation of these strategies will result in lower operational costs, a reduced carbon footprint
and will better prepare the College for longevity as an environmentally-conscious institution.
Strategy #1.1 Campus Energy Efficiency
Identifying energy wasting and unnecessary energy consumption while maximizing the energy that is used will help the College reduce it’s carbon
footprint and lower annual operational costs at all campuses.
Actions:
1.1a Energy Audits
1.1b Infrastructure Improvement Suggestions
Strategy #1.2 Conservation/Energy Waste Strategy:
The maximization of energy use at all Mohawk campuses will help control operational costs and reduce the College’s carbon footprint. This can
be achieved through the introduction of lighting, temperature and space control policies.
Actions:
1.2a Classroom and Office Lighting Control
1.2b Temperature Control
1.2c Space Control
2 Work Plan | Conducting business to positively impact people, the environment and the economy
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
Strategy #1.3 Infrastructure Improvement Plan
Develop a long-term infrastructure improvement plan based on the results obtained from the energy audits. The plan will address energy
efficiency, control and life cycle. This long-term plan should help Mohawk control annual operational costs, and those subject to uncontrolled
inflation increases. Reducing the total energy consumed will directly result in carbon emissions savings.
Actions:
1.3a Develop Long-term Plan
1.3b Feasibility/business case (ROI)
Strategy #1.4 Recycling, Composting & Solid Waste Strategy:
Reducing the total amount of waste generated by Mohawk business outlets, offices, classrooms, food outlets, events and the waste brought to
campus by students and staff. This can be achieved through the introduction of waste reduction and diversion strategies that are part of a
college-wide waste management strategy.
Actions:
1.4a 1.4b 1.4c
1.4d
1.4e
Establish Waste Reduction & Diversion Targets
Technology & Infrastructure
Develop Waste Reduction Strategy
Supporting Initiatives & Incentives
Electronic/Hazardous Waste Management
Strategy #1.5 Water Conservation
As a valuable natural resource, water should be closely managed and monitored to ensure that it is not being wasted. The commitment to a
reduction in water used on campus will result in lower operational costs and help support the conservation of this precious natural resource.
Actions:
1.5a
1.5b
1.5c
1.5d
3 Motion Sensor Faucets in Washrooms
Plant & Natural Space Watering
Labs & Classroom
Physical Plant
Work Plan | Conducting business to positively impact people, the environment and the economy
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
Strategy #1.6 Paper Use Policy
Based on the results from the 2007 baseline Greenhouse Gas inventory, over 100 million sheets of paper are used annually by Mohawk
students, staff and the College’s marketing department. The College understands that the demand for paper varies across departmental and
classroom usage, and that a strict college-wide policy on the use of paper may be appropriate. To effectively manage paper usage, policies must
be developed in a way that suits both academic and departmental needs without compromising or reducing the quality of the classroom and
working environments.
Actions:
1.6a Academic Stakeholder Sessions
1.6b Departmental/Clerical Stakeholder Sessions
1.6c Develop a Combined Policy
Strategy #1.7 IT Infrastructure Planning
Evaluate the performance of all current IT infrastructures as they relate to environmental impact. Develop a long term IT plan that supports
campus wide paper reduction through the procurement of eco-friendly devices, programs and systems.
Actions:
1.7a Green IT Policy
1.7b Electronic Waste Management
PRIORITY ACTIONS
1.1a Energy Audits
1.2a Classroom and Office Lighting Control
1.2b Temperature Control
1.4a Establish Waste Reduction & Diversion Targets
1.4c Develop Waste Reduction Strategy
1.4e Electronic/Hazardous Waste Management
1.5a Motion Sensor Faucets in Washrooms
4 Work Plan | 1.6a
1.6b
1.6c
1.7a
1.7b
Academic Stakeholder Sessions
Departmental/Clerical Stakeholder Sessions
Develop a Combined Policy
Green IT Policy
Electronic Waste Management
Conducting business to positively impact people, the environment and the economy
Pillar
Strategy
1.0 Waste
1.1 Campus Energy Efficiency
Management &
Paper Consumption
Action
Sustainable Alignment
1.1a Energy Audits
1.1b Infrastructure Improvement
Suggestions
1.2 Conservation/Energy Waste
Reduction Strategy
1.2a Classroom & Office Lighting Control
1.2b Temperature Control
1.2c Space Control
1.3 Infrastrucure Improvements Plan
1.3a Develop Long-term Plan
1.3b Feasibility/business case (ROI)
1.4 Recycling, Compost &
Solid Waste Strategy
1.4a Waste Reduction Target
S
1.4b Technology & Infrastructure
1.4c Waste Reduction Strategy
1.4d Supporting Initiatives & Incentives
1.4e Electronic/Hazardous Waste
Management
1.5 Water Conservation
S
1.5a Motion Sensor Faucets in Washrooms
1.5b Plant & Natural Space Watering
1.5c Labs & Classrooms
1.5d Physical Plant
S
SIC
F
E
F
E
F
E
F
E
F
E
F
E
Facilities; Real Estate
Planning & Development
F
E
Real Estate Planning &
Development, VP Finance
F
E
F
E
F
E
S
S
Champion
E
F
E
F
E
F
E
F
E
F
E
Facilities
Facilities
Facilities
Facilities
Facilities & SIC
Facilities & SIC
Facilities & SIC
SIC
SIC
Facilities
Facilities & SIC
Facilities & Academic Deans
Facilities
Pillar
Strategy
1.0 Waste
1.6 Paper Use Policy
Management &
Paper Consumption
Action
1.6a Academic Stakeholder Sessions
Champion
SIC
S
1.6b Departmental/Clerical Stakeholder
Sessions
1.6c Develop a Combined Policy
1.7 IT Infrastructure Planning
Sustainable Alignment
S
1.7a Green IT Policy
1.7b Electronic Waste Management
SIC
S
S
F
E
F
E
F
E
SIC
CIO
SIC; CIO
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
2.0 Facility Operations & Future Buildings
This pillar considers campus locations, existing buildings, outdoor and natural space, future development, and integration with the
broader community. The proposed strategies will ensure a future ready campus that will best serve current and future students, and
help make Mohawk an employer of choice. Drawing on the skills of our students and staff to help create a College that reflects our
values and identity, Mohawk must take a proactive approach to all current and future facilities to support sustainability and a positive
experience for staff and students.
Strategy #2.1 Efficient Use of Campus Space
Mohawk College faces a complex task in the management and operation of nearly 1.2 million square feet of built space. Effective management
requires evaluation of built space throughout the year in order to examine quality and relevance of space, and multi-campus locations. The
overall quality of built space can be increased through a combination of amalgamation, intensification and decommissioning of wasted space in
order to reduce total energy consumption, commuting distances and service limitations. The bottom line will be high quality working and
learning environments, a reduced carbon footprint and lower operational costs.
Actions:
2.1a Space Evaluations & Reporting
2.1b Brantford Campus Closure
2.1c Wentworth Campus Decommission
Strategy #2.2 Future Ready Facilities Plan
Develop and implement a strategic plan which will establish clear guidelines for the use, allocation, modification, maintenance and management
of planned and existing facilities at all campuses. This plan will align with the goals of both the Environmental Management Plan and the Guiding
Principles of Mohawk College: Quality, Innovation and Sustainability.
Actions:
2.2a Research & Collaboration
2.2b Establish Space Planning Commitee
2.2c Categorization & Prioritization of Space
7 Work Plan | Conducting business to positively impact people, the environment and the economy
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
Strategy #2.3 Recreation, Health & Wellness Centre
High quality recreation, health and wellness amenities contribute greatly to the overall student experience by providing a number of social
benefits through healthy and active lifestyles. Students and staff will be provided with the opportunity to participate in on-campus activities,
access a wide range of health and lifestyle related services and, most importantly, become active members in the on-campus community
resulting in increased campus and college-wide morale.
Actions:
2.3a MSA Partnership & Student Support
2.3b Stakeholder Consultation & Design
2.3c Finalization & Construction
Strategy #2.4 Outdoor & Natural Spaces
Utilize outdoor and natural space effectively by creating a pedestrian-friendly, attractive public realm. Respecting the natural beauty of
Mohawk College campuses compliments the built spaces and helps contribute to the visual identity of the College. These spaces also provide
opportunities for students and staff to connect with nature, and help to integrate the College into the surrounding community.
Actions:
2.4a 2.4b 2.4c
2.4d
8 Natural Space Policy
Amphitheatre
MSA Student Park
Multi-use Pathways
Work Plan | Conducting business to positively impact people, the environment and the economy
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
Strategy #2.5 Multi-modal Transit Facility
Encourage use of public and active forms of transportation through the development of a ‘hub’ in which multiple forms of transit come together
seamlessly to provide improved, convenient passenger transit facilities. Increased HSR ridership and active transportation will reduce the number
of staff and students currently commuting by single-occupancy vehicles. This will also reduce the College’s carbon footprint and the demand for
parking infrastructure, allowing for redevelopment of built space in the future.
Actions:
2.5a
2.5b
2.5c
2.5d
Environmental Project Report
Community Partnerships
Stakeholder Consultation
Bicycle Lanes on Adjacent Streets
PRIORITY ACTIONS
2.1b Brantford Campus Closure
2.1c Wentworth Campus Decommission
2.2a Research & Collaboration 2.3a MSA Partnership & Student Support
2.3b Stakeholder Consultation & Design
2.4c MSA Student Park
2.5a Environmental Project Report
2.5c Stakeholder Consultation
9 Work Plan | Conducting business to positively impact people, the environment and the economy
Pillar
2.0 Facility
Operations &
Future Buildings
Strategy
2.1 Efficient Use of Campus Space
Action
Sustainable Alignment
2.1a Space Evaluations & Report
2.1b Brantford Campus Closure
S
2.1c Wentworth Campus Decommission
2.2 Future Ready Facilities Plan
2.2a Research & Collaboration
2.2b Establish Space Planning Commitee
S
2.3 Recreation, Health & Wellness
Centre
2.3a MSA Partnership & Student Support
2.3b Stakeholder Consultation & Design
2.3c Finalization & Construction
2.4 Outdoor & Natural Spaces
2.4a Natural Space Policy
2.4b Amphitheatre
2.4c MSA Student Park
2.4d Multi-use Pathways
2.5 Multi-modal Transit Facility
2.5c Stakeholder Consultation
2.5d Bicycle Lanes on Adjacent Streets
E
Facilities; Real Estate
Planning & Development
F
E
Facilities; Real Estate
Planning & Development
F
E
Facilities; Real Estate
Planning & Development
Real Estate Planning &
Development
F
Real Estate Planning &
Development
F
E
Real Estate Planning &
Development
VP Student Services; MSA
S
F
S
F
S
F
E
VP Student Services; MSA;
Real Estate P&D
S
F
E
Facilities; Real Estate
Planning & Development
VP Student Services; MSA;
Real Estate P&D
Real Estate Planning &
Development
S
S
F
E
Real Estate Planning &
Development; MSA
S
F
E
Real Estate Planning &
Development
F
E
2.5a Environmental Project Report
2.5b Community Partnerships
F
S
2.2c Categorization & Prioritization of
Space
Champion
S
Real Estate Planning &
Development
F
Real Estate Planning &
Development
S
S
IBI Group
F
E
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
3.0 Procurement
This pillar addresses procurement as it is set within the context of achieving value for money. It also calls for the integration of
environmental performance considerations into the procurement process including planning, acquisition, use and disposal of all
goods and services procured by the College. The proposed strategies will help Mohawk reduce the impact of the goods and services
purchased, while ensuring long term economic and environmental vitality.
Strategy #3.1 Sustainable Procurement Policies
In this context, value for money includes the consideration of many factors such as cost, performance, availability, quality and environmental
performance. Green procurement also requires an understanding of the environmental aspects and potential impacts and costs, associated with
the life cycle assessment of goods and services being acquired. The supporting administrative processes and procurement methods outlined by
a Green Procurement Policy can also offer opportunities to reduce the environmental impact of Mohawk’s operations.
Actions:
3.1a 3.1b 3.1c
3.1d
Policy Development
Vendor/Supplier Workshop
Annual Procurement Report
Packaging & Procurement Waste Management
PRIORITY ACTIONS
3.1a Policy Development
3.1b Vendor/Supplier Workshop
11 Work Plan | Conducting business to positively impact people, the environment and the economy
Pillar
3.0 Procurement
Strategy
3.1 Sustainable Procurement Policies
Action
3.1a Policy Development
3.1b Vendor/Supplier Workshop
3.1c Annual Procurement Report
3.1d Packaging & Procurement Waste
Management
Sustainable Alignment
S
E
Champion
VP Finance; Manager
Purchasing
VP Finance; Manager
Purchasing
S
F
S
F
E
S
F
E
VP Finance
SIC
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
4.0 Local Food and Health & Wellness
This pillar focuses on the overall health and wellbeing of Mohawk students, staff and faculty. As the global movement centered on
healthier, localized food alternatives continues to grow, Mohawk must commit to an increase in the total percentage of local, healthier
food options offered on campus. In addition to food, Mohawk must continue to offer services that support healthy ways of living
through activities, academic and recreational programming on campus, and through campus wellness facilities. Healthy students and
staff will directly support academic and workplace success, and contribute to a high quality of life.
Strategy #4.1 Local, Healthier Food Options
In cooperation with on-campus food service providers, develop and introduce a policy which supports the sale of local produce, healthy food
options and reduction of non-reusable packaging at on-campus food outlets. Localized, healthy food should become one of the main focuses in
the agreement between Mohawk College and the food service provider.
Actions:
4.1a Local Food
4.1b Healthy Options
4.1c Green Catering
Strategy #4.2 Campus Farmers’ Market
Organize local growers, producers and others to bring local goods to an on-campus Farmers’ Market. This initiative will help increase grower and
producer access to local customers, while making sustainable choices much more convenient for Mohawk students and staff.
Actions:
4.2a Business Plan
13 Work Plan | Conducting business to positively impact people, the environment and the economy
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
Strategy #4.3 Health & Wellness
Expansions to on-campus health & wellness services and facilities lend a hand to the overall academic and workplace health of Mohawk students
and staff. These services and facilities must shift with the ever-changing needs of Mohawk students and staff. Mohawk must address campus
health and wellness by taking a non-traditional approach to campus programming and activities, and services. It will also be important to
incorporate awareness and education initiatives related to healthy and active living.
Actions:
4.3a 4.3b 4.3c
4.3d
Alternative Recreational Programs & Participation Tracking
Dietician & Food Awareness Services
Expansion of Health Clinic
Student Health Plan
PRIORITY ACTIONS
4.1a 4.1b 4.2a
4.3b
Local Food
Healthy Options
Business Plan
Dietician & Food Awareness Services
14 Work Plan | Conducting business to positively impact people, the environment and the economy
Pillar
Strategy
4.0 Local Food and
4.1 Local, Healthier Food Options
Health & Wellness
Action
4.1a Local Food
4.1b Healthy Options
4.1c Green Catering
4.2 Campus Farmers’ Market
4.2a Business Plan
4.3 Health & Wellness
4.3a Alternative Recreational Programs
& Participation Tracking
4.3b Dietician & Food Awareness Services
4.3c Expansion of Health Clinic
4.3d Student Health Plan
Sustainable Alignment
S
F
E
S
F
E
S
F
E
S
SIC
SIC
E
SAC
S
S
E
Student Services
Student Services
S
S
Champion
F
MSA
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
5.0 Transportation & Vehicle Emissions
This pillar is concerned with the emissions that are a result of the operation of College-owned fleet and from staff and student
commuting. The strategies in this pillar will address the long-term needs of College fleet, replacement of fleet, car sharing and several
other initiatives that will support the shift toward active and alternative transportation. Successful implementation of these strategies
will create hands-on learning opportunities for students to participate in cultivating active and alternative transportation, support
Mohawk carbon reduction targets and help instill long-term sustainable lifestyle choices into Mohawk students and staff that will
support the growth of alternate and active transportation in the city as a whole.
Strategy #5.1 College Fleet
The use of college fleet is vital to Mohawk’s ability to conduct daily business operations. It has been identified that certain departments have a
very unique set of needs which are solely based on the use of College-owned vehicles. To reduce Mohawk’s total carbon footprint, the longterm
needs of College fleet and their use must be evaluated. A policy must be developed that supports the continued success of all departments
which are dependant on the use of vehicles, while identifying greener alternatives and fleet reduction methods.
Actions:
5.1a Fleet Reduction/Car Sharing Program
5.1b Green Fleet Replacement
Strategy #5.2 Active & Alternative Transportation
Expand and improve current active & alternative transportation options offered to Mohawk students and staff. Increase the amount of active
and alternative commuters through the introduction of new programs, incentives and service developments which support the reduction of
single-occupant vehicle use and the shift towards alternative commuting.
Actions:
5.2a
5.2b
5.2c
5.2d
5.2e
Car Sharing Incentives
Bike Sharing Program
Carpool Zone
Transit Hub & U-pass Program
Secure Bike Storage Facility
16 Work Plan | Conducting business to positively impact people, the environment and the economy
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
Strategy #5.3 Active Transportation Accessibility
It is understood that for some individuals, taking an alternative or active mode of transportation is not convenient or efficient. Many people are
not aware of the services and technology in place that support a convenient and efficient use of active and alternative transit. In order effectively
change this mind set, Mohawk must provide easy access to and training for the resources that are available.
Actions:
5.3a Electronic Transportation Portal
5.3b Information Kiosk
5.3c Student-developed Applications & Software
Strategy #5.4 Promotion of City Transit Services & Advancements
As a major employer and leader in community development in Hamilton, Mohawk College must work with city transit officials, planners and
municipal council in supporting existing and future active and alternative transportation infrastructure and infrastructure improvements. Mohawk
must advocate for the transportation needs of its students and staff to help build a vibrant and efficient transit system in the Hamilton area that
meets the needs of its community members.
Actions:
5.4a
5.4b
5.4c
5.4d
Classroom Campus Transit Studies
Promote Partnerships
Advocate for City-wide Infrastructure Improvement
Continued membership with the Transportation Demand Management Association
PRIORITY ACTIONS
5.1a Fleet Reduction/Car Sharing Program
5.2a Car Sharing Incentives
5.2b Bike Sharing Program
5.2c Carpool Zone
5.2d Transit Hub & U-pass Program
5.2e Secure Bike Storage Facility
5.3a Electronic Transportation Portal
5.4a Classroom Campus Transit Studies
17 Work Plan | Conducting business to positively impact people, the environment and the economy
Pillar
Strategy
5.0 Transportation & 5.1 College Fleet
Vehicle Emissions
Action
5.1a Fleet Reduction/Car Sharing
Sustainable Alignment
S
F
E
F
E
S
F
E
S
F
E
S
F
E
S
F
E
S
F
E
5.1b Green Fleet Replacement
5.2 Active & Alternative
Transportation
5.2a Car Sharing Incentives
5.2b Bike Sharing Program
5.2c Carpool Zone
5.2d Transit Hub & U-pass Program
5.2e Secure Bike Storage Facility
5.3 Active Transportation Accessibility 5.3a Electronic Transportation Portal
5.3b Information Kiosk
5.3c Student-developed Applications &
Software
5.4 Promotion of City Transit Services
& Advancements
5.4a Classroom Campus Transit Studies
5.4b Promote Partnerships
5.4c Advocate for City-wide Infrastructure
Improvements
5.4d Continued Membership with the
Transportation Demand Management
Association
S
E
S
S
F
E
S
S
F
S
S
E
F
Champion
Facilities
Facilities
SIC
SIC
SIC
SIC
SIC
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
6.0 Alternative Energy
This pillar focuses on the long-term vulnerability associated with the consumption of resource-dependent energy. It is clear that the
cost of energy will continue to rise with increasing demand, higher production costs and the inevitable depletion of the Earth’s natural
resources. It is evident that the College’s current consumption of energy is not sustainable. To ensure long-term viability, Mohawk must
make investments that lead to long-term operational cost reductions. Investing in future renewable energy projects and the existing
cogeneration plant will help the College generate revenue, and reduce the institutional carbon footprint while working toward longterm responsible energy consumption.
Strategy #6.1 Renewable Energy Production
Begin to research and develop long-term business plans which support the capital investments towards renewable energy projects, making the
best use of campus space that supports renewable energy infrastructure.
Actions:
6.1a Research Wind, Solar, and Bio-mass
6.1b Develop Long-term Capital Investment Business Plans
Strategy #6.2 Reactivate Cogeneration Plant
Global uncertainty in the costs of long-term energy usage provides a clear indication of the risk that every business, institution and individual
could one day face. The generation of energy on campus with a mix of alternative energy production and Mohawk’s cogeneration plant will help
the college control its long-term energy costs, while reducing impact on the environment. The thought process needs to be simple, yet realistic.
Complete removal from the ‘grid’ may not seem feasible, however Mohawk minimizes the College’s long terms risk with each step closer.
Actions:
6.2a Conduct Feasibility Study to Determine Long-term Benefits
6.2b Reactivation Plan
19 Work Plan | Conducting business to positively impact people, the environment and the economy
Pillar
6.0 Alternative
Energy
Strategy
6.1 Renewable Energy Production
6.2 Reactivate Cogeneration Plant
Action
6.1a Research Wind, Solar, Bio-mass and
Cogeneration
Sustainable Alignment
S
E
6.1b Develop Long-term Capital
Investment Business Plans
F
E
6.2a Conduct Feasibility Study to
Determine Long-term Benefits
F
E
F
E
6.2b Reactivation Plan
Champion
Facilities; SIC
VP Finance
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
7.0 Tracking, Reporting & Communication
This pillar encompasses the ongoing tracking, reporting and communication of all initiatives, progress and achievements in relation
to the Environmental Management Plan. To ensure continued success of the plan Mohawk must consistently communicate accurate,
positive information to College stakeholders in a timely manner. With the development and implementation of this plan, Mohawk has
taken a leadership role among post-secondary institutions and in the Hamilton community. Effective communication of progress, best
practices and success stories will increase engagement and awareness among stakeholders, and demonstrate Mohawk’s commitment
to Sustainability as a strategic priority.
Strategy #7.1 Sustainability Tracking Assessment & Reporting System (S.T.A.R.S)
Identified as the leading North American post-secondary reporting framework, the Association for the Advancement of Sustainability in Higher
Education (AASHE) S.T.A.R.S program will provide Mohawk with a structure for tracking the College’s sustainability performance against other
post-secondary institutions throughout North America. Along with tracking and reporting as a member of the AASHE stars program, Mohawk
will have access to a large network and information database facilitated by AASHE.
Actions:
7.1a Register with AASHE S.T.A.R.S
Strategy #7.2 Transparent Annual Reporting
Producing a comprehensive report on Mohawk sustainability activities throughout the preceding year to provide stakeholders with information
about achievements and progress. An annual report will reinforce the vision and mission of the Sustainability Office and Mohawk College as a
whole while contributing to the generation of public interest in sustainable initiatives.
Actions:
7.2a Develop, Record & Track Goals & Targets
7.2b Produce Annual Sustainability Report
21 Work Plan | Conducting business to positively impact people, the environment and the economy
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
Strategy #7.3 Communication
Maintaining on-going positive communication of relevant information to internal and external stakeholders. All forms of communication will
support transparency and accountability in the implementation of the Environmental Management Plan. As stakeholder participation is key to
the success of this plan, communication must be receptive to the valuable input provided by students, staff and community members.
Actions:
7.3a Update & Maintain Sustainability Office Webpage
7.3b Explore Social Media Opportunities
7.3c Collaboration with Mohawk Matters
PRIORITY ACTIONS
7.1a Register with AASHE S.T.A.R.S
7.2b Produce Annual Sustainability Report
22 Work Plan | Conducting business to positively impact people, the environment and the economy
Pillar
7.0 Tracking,
Reporting &
Communication
Strategy
Action
7.1 Sustainability Tracking Assessment 7.1a Register with AASHE S.T.A.R.S
& Reporting System (S.T.A.R.S)
7.2 Transparent Annual Reporting
7.2a Develop Yearly Goals & Targets
7.2b Produce Annual Sustainability Report
7.3 Communication
7.3a Update & Maintain Sustainability
Office Webpage
7.3b Explore Social Media Opportunities
7.3c Collaboration with Mohawk Matters
Sustainable Alignment
S
E
S
F
E
S
F
E
S
S
S
Champion
SIC
SIC & SSC
SIC & SSC
SIC
SIC
SIC
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
8.0 Change Management
This pillar fosters acceptance of changes to the current business, social and academic environments which are aimed at supporting
sustainability for Mohawk College. The strategies below will create a mutual understanding of and garner support for the purpose and
goals of the Environmental Management Plan. Effective change management will convey the reasons behind and benefits of these
changes, which will play an important role in the creation of a sustainable culture for the College. Mohawk will play an important role
in the development of a sustainable culture at the College, in the broader community, and in the workplaces of Mohawk’s future ready
graduates.
Strategy #8.1 Stakeholder Engagement
Engaging in ongoing dialogue with Mohawk stakeholders to help guide decision-making and support transparency. Institutions that are receptive
to stakeholder input are better equipped to ensure that business practices are aligned with the needs and expectations of the community. In this
way, creating opportunities for stakeholders to share ideas and experiences will drive longterm viability for the College.
Actions:
8.1a 8.1b 8.1c
8.1d
Environmental Management Symposium
Social Media Outreach
On-going Input & Idea Sharing
Competitions & Contests
Strategy #8.2 Public Awareness
Educating Mohawk stakeholders and the broader community about the importance of sustainability in a longterm context. Accurately conveying
the multi-faceted definition of sustainability that has been adopted by the College will require focusing on the ‘big picture’ rather than the
promotion of individual initiatives, and will help the community make the connection between sustainability and overall quality of life.
Actions:
8.2a 8.2b 8.2c 8.2d
Progress Reports
Sharing Best Practices
Student-led Research Projects
Community Outreach Initiatives
24 Work Plan | Conducting business to positively impact people, the environment and the economy
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
Strategy #8.3 Sustainability Promotion
Establishing a central point of contact and connectivity for new and existing sustainability initiatives, activities and programs at Mohawk.
Prioritizing sustainability awareness as a prominent value of the College will help to extend the promotion of a sustainable culture beyond
Mohawk campuses and into the surrounding community. Advocacy of sustainable efforts at the College will require positioning these values as
an essential component of the Mohawk College experience for new and current students and staff.
Actions:
8.3a Long-term Commitment to Sustainability Office
8.3b Orientation Activities
8.3c Special Events throughout the School Year
Strategy #8.4 Environmental Stewardship & Academic Credit
Encouraging students to be active members of the community through the development and implementation of student-led initiatives, programs,
services, and research projects linked with academic programs. A system that rewards students with academic credit for extra-curricular activities
related to environmental stewardship will inspire innovative ways of achieving sustainability.
Actions:
8.4a Program-related Research Projects
8.4b Student Co-op Positions
8.4c Classroom Participation in On-Campus Projects, Initiatives & Infrastructure Improvements
25 Work Plan | Conducting business to positively impact people, the environment and the economy
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
Strategy #8.5 Community Partnerships
As a community builder and a large contributor to community development, Mohawk most continue to foster partnerships within the community
in support of making Hamilton and the surrounding areas healthy, vibrant and sustainable places to live and work. Partnering with local efforts
and organizations will not only help build a sustainable culture at Mohawk, it will help the border community achieve similar goals.
Actions:
8.5a Link Sustainability Office to Community Organizations
8.5b Increase Mohawk Presence in Local Action
PRIORITY ACTIONS
8.1a Environmental Management Symposium
8.2b Sharing Best Practices
8.3a Long-term Commitment to Sustainability Office
8.5b Increase Mohawk Presence in Local Action
26 Work Plan | Conducting business to positively impact people, the environment and the economy
Pillar
8.0 Change
Management
Strategy
8.1 Stakeholder Engagement
Action
8.1a Environmental Management
Symposium
8.1b Social Media Outreach
8.1c On-going Input & Idea Sharing
8.1d Competitions & Contests
8.2 Public Awareness
8.2a Progress Reports
8.2b Sharing Best Practises
8.3 Sustainability Promotion
8.4 Environmental Stewardship &
Academic Credit
S
E
Champion
SIC
SIC
S
S
E
S
E
SIC
SIC
SIC & Communications
S
SIC
S
8.2c Student-led Research Projects
S
8.2d Community Outreach Initiatives
S
8.3a Long-term Commitment to
Sustainability Office
S
8.3b Orientation Activities
S
E
SIC
8.3c Special Events throughout the School
Year
S
E
SIC
8.4a Program-related Research Projects
S
F
E
Deans & SIC
8.4b Student Co-op Positions
S
F
E
SIC
S
F
E
8.5a Link Sustainability Office to
Community Organizations
S
F
E
8.5b Increase Mohawk Presence in Local
Action
S
8.4c Classroom Participation in
On-Campus Projects, Initiatives &
Infrastructure Improvements
8.5 Community Partnerships
Sustainable Alignment
E
SIC; VP Academics
SIC; VP Academics; VP
Student Services
F
E
E
VP Corporate Services
SIC
20% REDUCTION OF 2007 TOTAL CARBON EMISSIONS BY 2020
MOHAWK COLLEGE: PRIORITY ACTIONS
1.1a Energy Audits
3.1b Vendor/Supplier Workshop
1.2a Classroom and Office Lighting Control
4.1a Local Food
1.2b Temperature Control
4.1b Healthy Options
1.4a Establish Waste Reduction & Diversion Targets
4.2a Business Plan
1.4c Develop Waste Reduction Strategy
4.3b
Dietician & Food Awareness Services
1.4e Electronic/Hazardous Waste Management
5.1a Fleet Reduction/Car Sharing Program
1.5a Motion Sensor Faucets in Washrooms
5.2a Car Sharing Incentives
1.6a Academic Stakeholder Sessions
5.2b Bike Sharing Program
1.6b Departmental/Clerical Stakeholder Sessions
5.2c Carpool Zone
1.6c Develop a Combined Policy
5.2d Transit Hub & U-pass Program
1.7a Green IT Policy
5.2e Secure Bike Storage Facility
1.7b Electronic Waste Management
5.3a Electronic Transportation Portal
2.1b Brantford Campus Closure
5.4a Classroom Campus Transit Studies
2.1c Wentworth Campus Decommission
6.2b Feasibility Study to Determine Benefits
2.2a Research & Collaboration 7.1a Register with AASHE S.T.A.R.S
2.3a MSA Partnership & Student Support
7.2b Produce Annual Sustainability Report
2.3b Stakeholder Consultation & Design
8.1a Environmental Management Symposium
2.4c MSA Student Park
8.2b Sharing Best Practices
2.5a Environmental Project Report
8.3a Long-term Commitment to Sustainability Office
2.5c Stakeholder Consultation
8.5b Increase Mohawk Presence in Local Action
3.1a Policy Development
28 Work Plan | Conducting business to positively impact people, the environment and the economy
FEBRUARY 2011
Mohawk College
2007 Greenhouse Gas Emissions Inventory
TABLE OF CONTENTS
1.0 introduction ..................................................................................................................3
1.1 background ..............................................................................................................3
2.0 Mohawk college............................................................................................................5
2.1 Boundaries................................................................................................................6
Table 1: Total emissions summary by activity and scope...............................................6
Table 2: Location Descriptions .......................................................................................7
3.0 results............................................................................................................................7
3.1 Overview...................................................................................................................7
Table 3: Total emissions summary by source and scope ...............................................8
Figure 1: Percentage breakdown of emissions by scope ...............................................9
3.2 Detailed breakdown of scope 1 emissions...............................................................9
Table 4: Scope 1 emissions breakdown by greenhouse gases ....................................10
Figure 2: Scope 1 emissions breakdown ......................................................................10
Figure 3: Percentage breakdown of scope 1 emissions by activity..............................11
Figure 4: Scope 1 emissions from campus buildings (natural gas consumption) .........11
Table 5: Total building electricity consumption and emissions....................................12
3.3 Detailed breakdown of scope 2 emissions.............................................................12
Figure 6: Emissions from electricity by location ...........................................................13
Figure 7: Emissions from electricity, by month.............................................................13
3.4 Detailed breakdown of scope 3 emissions.............................................................13
Table 6: Scope 3 emissions breakdown by greenhouse gases ....................................14
Figure 8: Scope 3 emissions breakdown by activity type.............................................15
Figure 9: Percentage breakdown of scope 3 emissions by activity..............................15
4.0 analysis........................................................................................................................16
Figure 10: Building emissions intensity (tonnes CO2e / full time student)...................16
Figure 11: Building natural gas emissions intensity (tonnes CO2e per m2) .................17
Figure 12: Building electricity emissions intensity (tonnes CO2e per full time student)
......................................................................................................................................18
Figure 13: Building electricity emissions intensity (tonnes CO2e per m2) ...................19
Figure 14: Building electricity & natural gas emissions intensity (tonnes CO2e per m2)
......................................................................................................................................20
Figure 15: Building electricity & natural gas emissions intensity (tonnes CO2e per
student).........................................................................................................................21
Figure 16: Building electricity & heating emissions (Tonnes CO2 equivalent).............21
Figure 17: Commuting distance for students, by frequency ........................................23
5.0 future tracking.............................................................................................................24
6.0 conclusions .................................................................................................................27
appendix A: Emissions References ...................................................................................28
appendix B: Reduction Tips..............................................................................................29
appendix C: Cap & Trade .................................................................................................32
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1.0  Mohawk College of Applied Arts and Technology (‘Mohawk’) has engaged
INTRODUCTION Zerofootprint Software Inc. (‘Zerofootprint’) to calculate the corporate greenhouse gas
(‘carbon’) emissions arising from the college’s operations for the baseline year 2007.
Mohawk College is committed to operating in an environmentally sound and responsible
manner. Conducting a carbon inventory establishes a baseline to accurately assess
current operational practices. This enables the development of meaningful and
appropriate emission reduction strategies as well as creates a benchmark for future
assessments. Creating a baseline carbon inventory is also a critical and necessary step for
a number of initiatives organizations, including universities and colleges, are taking to
combat climate change. These initiatives include voluntary emissions reporting through
carbon registries such as the Canadian Greenhouse Gas (’GHG’) Challenge Registry or
signing emission reduction statements such as versions of the University and College
President’s Climate Change Statement of Action. In choosing to track and measure
carbon emissions, Mohawk College demonstrates its commitment towards responsible
leadership and environmental stewardship.
Through a process of data collection, calculation and analysis, Zerofootprint has
determined the carbon emissions of Mohawk College’s operations for 2007. This report
describes the results of that process and is comprised of five main sections:
The background section describes the methodology Zerofootprint uses for carbon
assessments and emissions classifications. The following is an overview of Mohawk
College’s key operational practices that affect its carbon inventory and the scope of this
carbon assessment. The results of this assessment are then provided followed by an
analysis of these findings. ‘Future Tracking’ describes areas and methods Mohawk
College can use to strengthen the tracking and accounting of their carbon emissions for
future assessments. Finally, a brief summary concludes this report.
1.1  Methodology BACKGROUND
This corporate greenhouse gas inventory was undertaken in accordance with the World
Resources Institute and World Business Council for Sustainable Developments’
Greenhouse Gas Protocol: A Corporate Accounting and Reporting Standard, Revised
Edition (WRI/WBCSD, 2004).
The GHG Protocol is recognized internationally as the preeminent methodology for
quantifying and reporting corporate GHG emissions, and forms the basis of National and
International voluntary reporting frameworks such as The Climate Registry’s Climate
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Registry Information System (CRIS), and the Canadian Standard’s Associations
CleanStart™ registry.
About WBCSD
The World Business Council for Sustainable Development (WBCSD) is a coalition of 170
international companies united by a shared commitment to sustainable development via
the three pillars of economic growth, ecological balance and social progress. Members
are drawn from more than 35 countries and 20 major industrial sectors.
About WRI
World Resources Institute is an independent nonprofit organization with a staff of more
than 100 scientists, economists, policy experts, business analysts, statistical analysts,
mapmakers, and communicators working to protect the Earth and improve people’s
lives. WRI strives to harness the power of business to create profitable solutions to
environment and development challenges.
A number of additional best practice documents were used where appropriate to
calculate carbon emissions for this report including the 2006 IPCC Guidelines for
National Greenhouse Gas Inventories, Solid Waste Management and Greenhouse
Gases: A Life-Cycle Assessment of Emissions and Sinks, (USEPA, 2006).
DATA SOURCES
Zerofootprint used information collected from Mohawk College to calculate emissions in
carbon dioxide equivalents (CO2e). When data was unavailable, Zerofootprint
conservatively estimated Mohawk College carbon emissions by applying industry,
national, or regional averages for emissions, energy use, or other metrics.
All greenhouse gas emissions were calculated using GHG emission factors sourced
predominantly from Environment Canada as well as others. Where emissions factors
differ, the local emission factor or calculation methodology took precedence. The 100year Global Warming Potentials (GWP) provided by the Intergovernmental Panel on
Climate Change (IPCC) in its Second Assessment Report (SAR) were used to convert
individual gases to a carbon dioxide equivalent (CO2e). Environment Canada states that
the 100-year GWPs from IPCC’s 2nd Assessment Report are to be used for inventory
reporting under the United Nations Framework Convention on Climate Change
(UNFCCC), despite the release of updated GWPs in the 4th Assessment Report.
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Appendix A outlines the emission factors used in Zerofootprint’s calculations.
EMISSION CLASSIFICATIONS
In accordance with the GHG Protocol, emissions are divided into three categories: scope
1, scope 2, and scope 3.
Scope 1 emissions are direct emissions that occur from sources owned or controlled by
the college, such as natural gas used to heat campus buildings or emissions due to
campus owned fleet vehicles.
Scope 2 accounts for GHG emissions from the generation of purchased electricity
consumed by the college. Purchased electricity is defined as electricity that is purchased
or otherwise brought into the organizational boundary of the college. Scope 2 emissions
physically occur at the facility where electricity is generated.
Scope 3 is an optional reporting category that allows for the treatment of all other
indirect emissions. Scope 3 emissions are a consequence of the activities of the college,
but occur from sources not owned or controlled. Some examples of scope 3 activities
are extraction and production of purchased materials; transportation of purchased fuels;
and use of sold products and services (such as paper use or shipping services).
2.0 MOHAWK  Mohawk College of Applied Arts and Technology is a post-secondary institution that
COLLEGE offers a diverse set of programs at the apprenticeship, continuing education, diploma
and collaborative degree levels. Mohawk operates three main campuses: The Fennell
Creek campus in Hamilton, the Brantford campus located in Brantford, and the STARRT
institute located in Stoney Creek. The college’s 1,100 staff and faculty members instruct
a student body of approximately 11,280 full-time students across these three campus
locations. Mohawk students also attend classes at the McMaster Institute for Applied
Health Sciences located at McMaster University in Hamilton. This facility is not included
within the boundaries of this study due to the operational and organizational boundaries
as determined in Section 2.1. However, for informational purposes, the IAHS building’s
2007 emissions were 460 tonnes CO2e from steam, 325 tonnes CO2e from electricity,
and 108 tonnes CO2e from chilled water, for a total of 893 tonnes CO2e.
Mohawk College is committed to operating in an environmentally responsible manner,
and has numerous environmental programs already in place. The GoGreen program,
already in place at Mohawk, is a comprehensive sustainability strategy designed to
reduce the college’s overall environmental impact using a combination of administrative
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decisions and student-run programs. The GoGreen program includes initiatives focused
on reducing waste, greening student and faculty transportation, encouraging students to
become involved in the local environmental community, and improving the efficiency of
the college’s buildings and grounds.
2.1 BOUNDARIES  The scope of this inventory report is defined by both organizational and operational
boundaries.
ORGANIZATIONAL BOUNDARIES
To collect and report on data, a control approach (operational control), as outlined in the
GHG Protocol, is taken towards an organization’s operations. It is assumed that the
business accounts for 100 percent of the GHG emissions from operations over which it,
or one of its subsidiaries, has operational control.
OPERATIONAL BOUNDARIES
Zerofootprint has addressed the scope 1, 2 and 3 emissions resulting from three campus
locations, totaling 13 individually metered buildings. Under the guidelines of the GHG
Protocol, the reporting of scopes 1 and 2 emissions is required while scope 3 is optional.
Mohawk’s emissions predominantly result from the operation and maintenance of
Mohawk buildings. The report also contains some emissions due to direct fuel
consumption on site. Table 1 shows the breakdown of activity types, along with the
scope classification,
Table 1: Total
emissions
summary by
activity and scope
Activity
Scope
Fleet vehicle & groundskeeping fuel consumption
(gasoline & diesel)
Automotive shop fuel consumption (gasoline)
6
1
1
Natural gas consumption
Backup generator fuel consumption (diesel)
Fertilizer Use
Electricity use
Campus Shuttle
Faculty air travel
Athletics dept. air and ground travel
1
1
1
2
3
3
3
Paper use (promotional materials, copier paper)
3
Student & Faculty bus travel
3
Student & Faculty car travel
3
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Table 2: Location
Descriptions
Location
Buildings
Scope 1
Heating
Scope 2
Electricity
Building Area
(m2)
Stoney Creek
Brantford
5
3 heated
with NG
2
2 heated
with NG
1
Residence
1
Wentworth
4
All 5 with
electricity
consumption
30,586
2 with
electricity
consumption
13,266
1 heated
with NG
1 with
electricity
consumption
10,219
1 heated
with NG
1 with
electricity
consumption
3,917
3 heated
with NG
1 heated
with
electricity
Fennell
3.0 RESULTS
2 heated
with
electricity
All 4 with
electricity
consumption
69,292
 Zerofootprint has assessed the emissions resulting from the 5 locations for which
Mohawk has provided data as well as emissions arising from some direct fuel
consumption. Information and calculations based on Mohawk’s 2009 waste audit were
also used as a proxy for 2007. This section describes Mohawk’s greenhouse gas
emissions by scope and activity for 2007.
3.1 OVERVIEW Table 3 presents a summary of Mohawk College’s emissions broken down by activity
type, consumption and scope. Figure 1 shows the percentage breakdown by scope.
Scopes 1, 2 and 3 emissions totaled 3,647 (29% of total), 4,093 (32%) and 4,896 (39%)
respectively. Total Scopes 1 and 2 emissions were 7,740 tonnes CO2e.
7
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Table 3: Total
emissions
summary by
source and scope
Total GHG emissions
Activity type
Total Consumption
(t CO2e)
Scope 1 total
Fleet Fuel
Consumption
3,646.63
Gasoline
30,674 L
Diesel
14,169 L
330 Leaside
698 m3 natural gas
336 Leaside
84,431 m3 natural gas
Stoney Creek Main
Building
198,094 m3 natural gas
Brantford Main Building
Natural Gas
Consumption
Brantford West Building
Fennell Storage Building
Fennell Student Centre
109.94
152,220 m3 natural gas
52,246 m3 natural gas
100,625 m3 natural gas
3,523.95
33,181 m3 natural gas
Fennell Main Building
1,032,571 m3 natural
gas
Alumni House
37,257 m3 natural gas
Student Residence
172,581 m3 natural gas
Fertilizer
Fertilizer- 24% Nitrogen,
6% Potash, 70% filler
907 kg
1.27
Backup
Generator
Diesel
3,573 L
11.47
Scope 2 total
Mohawk
College
Electricity
4,093.44
Electricity consumption
20,318,484 kWh
Scope 3 total
4,895.87
Student and
Faculty
Commute
km driven (estimated based
on parking pass data)
14,379,319 km
Faculty Air
Travel
# of flights
59 flights of varying
lengths
Athletics
Dept. Air
Travel
4,093.44
# of flights
2,895.08
25.95
86 flights of varying
lengths
39.35
Scope 3 total
8
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Athletics
Dept. Bus
Travel
Campus
Shuttle
km driven by coach bus
Diesel
19,065 km
20.01
45,400 L
122.19
Shuttle
Service Taxi
km driven by taxi
9085
Paper Use
Type & amount of paper
used
100,300,100 pages
Recycling
Tonnes of waste sent to
recycling
246 Tonnes
218.95
Tonnes of waste sent to
landfill
185 Tonnes
323.03
Waste
3.34
1,246.99
Figure 1:
Percentage
breakdown of
emissions by
scope
3.2 DETAILED  Mohawk College’s 2007 scope 1 emissions (fleet vehicle, groundskeeping and
BREAKDOWN OF automotive shop fuel use, natural gas consumption and diesel backup generator fuel
SCOPE 1
consumption) totaled 3,647 tonnes CO2e. Table 4 summarizes the emissions results, by
EMISSIONS
individual greenhouse gases (CO2, CH4 and N2O) and in carbon dioxide equivalents
(CO2e). All emissions are expressed in units of tonnes. Figure 2 illustrates the breakdown
of scope 1 emissions, displayed in tonnes of CO2e by activity type and Figure 3 shows
the percentage breakdown for each. Natural gas consumption accounts for 97% of
scope 1 emissions, therefore a detailed breakdown of emissions from natural gas
consumption by building on campus is provided in Figure 4. Fleet & groundskeeping
gasoline use, and fleet & groundskeeping diesel use followed far behind at 2% and 1%
respectively. The remainder of scope 1 emissions are negligible and result from the
operation of the diesel backup generator (0.3%) and groundskeeping fertilizer use
(0.03%).
9
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Table 4: Scope 1
emissions
breakdown by
greenhouse gases
Tonnes CO2
Tonnes CH4
Tonnes N2O
Fleet fuel
consumption
(Gasoline)
70.21
0.0037
0.0050
71.81
Fleet Fuel
Consumption
(Diesel)
37.73
0.0020
0.0012
38.13
Natural gas
consumption
3,502.28
0.069
0.065
3,523.95
10.95
0.00055
0.0016
11.47
Fertilizer Use
1.21
0.000061
0.00018
1.27
Global Warming
1
21
310
Activity
Diesel backup
generator
Tonnes CO2e
Potential
TOTAL
3,646.63
Note: Table may not sum due to rounding
Figure 2: Scope 1
emissions
breakdown
10
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Figure 3:
Percentage
breakdown of
scope 1 emissions
by activity
Figure 4: Scope 1
emissions from
campus buildings
(natural gas
consumption)
 Figure 4 shows the emissions arising from each of the five locations that consumed
natural gas, grouped by campus, under the natural gas consumption category in scope 1
emissions. Note that the overwhelming majority of natural gas, and indeed scope 1
emissions in total, arise from the Fennell Main building.
11
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3.3 DETAILED  In 2007, scope 2 emissions (electricity consumption) totaled 4,093.44 tonnes CO2e.
BREAKDOWN OF Table 5 shows electricity consumption and the associated carbon emissions for each
SCOPE 2 location. Figure 6 graphically presents the final emissions associated with each location.
EMISSIONS
Note again the high electrical consumption and associated emissions of the Fennell
Main building. These emissions account for approximately 64% of scope 2 emissions and
21% of total emissions from scopes 1, 2 and 3. Figure 7 shows trending information,
displaying month-by-month emissions from electricity.
Electricity
consumption
(kWh)
Location
Table 5: Total
building electricity
consumption and
emissions
Tonnes
CO2
Tonnes
CH4
Tonnes
N2O
Tonnes
CO2e
349 Leaside
33,029
6.6
0.0003
0.0001
6.65
330 Leaside
119,812
24.0
0.0012
0.0005
24.14
336 Leaside
458,318
91.7
0.0046
0.0018
92.33
Stoney Creek Main
1,867,696
373.6
0.0187
0.0075
376.27
Brantford Main
1,720,383
344.1
0.0172
0.0069
346.60
Brantford West
638,123
127.6
0.0064
0.0026
128.56
Fennell Vehicle Shed
46,032
9.2
0.0005
0.0002
9.27
Fennell Storage Area
257,009
51.4
0.0026
0.0010
51.78
Fennell Student Centre
913,680
182.7
0.0091
0.0037
184.07
12,909,237
2,582.0
0.1291
0.0516
2,600.75
17,184
3.4
0.0002
0.0001
3.46
1,337,981
267.6
0.0134
0.0054
269.55
20,318,484
4,064.0
0.2032
0.0813
4,093.44
Fennell Main
Fennell Alumni House
Fennell Residence
Total
Note: Table may not sum due to rounding
12
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Figure 6: Emissions
from electricity, by
location
Figure 7: Emissions
from electricity, by
month
 This section provides a detailed breakdown of scope 3 emissions from the following
3.4 DETAILED
activities for 2007: student and faculty vehicle travel, faculty air travel, athletics
BREAKDOWN OF
SCOPE 3 department air travel, shuttle and taxi fuel consumption, paper use, waste and recycling.
EMISSIONS
Table 6 summarizes scope 3 emissions results, by individual greenhouse gases (CO2, CH4
and N2O) and in carbon dioxide equivalents (CO2e). Note that for several scope 3
emissions types, the CO2/CH4/N2O breakdown is not applicable. In the case of air travel,
the radiative forcing factors applied to high-altitude emissions, which changes the
standard global warming potential multipliers applied to different greenhouse gases. In
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our calculations, we use a radiative forcing factor of 1.9 (DEFRA, 2008). In the case of
paper use, recycling and landfilling waste the emissions arise in different forms than
those typical of fuel combustion. In all cases where a breakdown by greenhouse gas is
not applicable, results are presented in carbon dioxide equivalents only.
Activity
Table 6: Scope 3
emissions
breakdown by
greenhouse gases
Tonnes
CO2
Tonnes CH4
Tonnes N2O
Tonnes CO2e
Faculty Air Travel
NA
NA
NA
25.95
Athletics Air Travel
NA
NA
NA
39.35
Athletics Bus Travel
19.8
0.0010
0.00061
20.01
Student and Faculty
Commute
2,830.62
0.15
0.20
2,895.08
Campus Shuttle
120.90
0.0064
0.0037
122.19
Shuttle Service Taxi
3.26
0.00017
0.00023
3.34
Paper Use
NA
NA
NA
1,246.99
Waste- Recycling
NA
NA
NA
218.95
NA
NA
NA
323.03
1
21
310
(Based on 2009
Waste- Landfill
(Based on 2009
audit)
Global Warming
Potential
Total
4,895.87
Note: Table may not sum due to rounding
Figure 8 displays scope 3 emissions in tonnes CO2e broken down by activity type and
Figure 9 shows the percentage breakdown. The largest quantity of emissions comes
from student and faculty travel to Mohawk Campuses followed by paper use.
14
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Figure 8: Scope 3
emissions
breakdown by
activity type
Figure 9:
Percentage
breakdown of
scope 3 emissions
by activity
15
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4.0 ANALYSIS  The analysis section provides an interpretation of the findings shown above. This
gives a greater understanding of the emission sources and identifies key metrics that
may be hidden in the final aggregated results. As per the results section, the analysis will
consider scopes 1, 2 and 3 emissions separately.
SCOPE 1 EMISSIONS ANALYSIS
As seen in Figure 3, building emissions from natural gas consumption across the three
campuses account for approximately 97% of scope 1 emissions. The results from Figure
4 show that the vast majority of these emissions are due to heating the Fennell main
building. However, high absolute emissions do not necessarily indicate inefficiency. The
Fennell campus serves more than seven times as many students as the Brantford and
Stoney Creek locations combined. When emissions are normalized in terms of tonnes
CO2e per student served, the results differ (Figure 10). The Fennell campus is actually
the most efficient, on a tonnes-per-student-per-year basis.
Figure 10:
Building emissions
intensity (tonnes
CO2e / full time
student)
(note that Figure 10 excludes the residence buildings, as equivalents are not present at
all three campuses)
The greater efficiency of the large campus speaks to the economies of scale that are
present in many aspects of greenhouse gas management. The marginal emissions from
adding additional students or faculty are small relative to the baseline operational
emissions of a school building. Thus, the more students and faculty that are able to
share a given resource, the more efficient it becomes for each of them. This trend is
noticeable throughout the college’s inventory; the Fennell campus tends to have higher
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absolute emissions, but lower per-student emissions than either Stoney Creek or
Brantford.
Tonnes CO2e per square meter of building area is the most common method of
comparing emissions intensity between buildings, institutions and industries. Figure 11
illustrates a comparison of Mohawk’s emissions from natural gas consumption
normalized by building area.
Figure 11: Building
natural gas emissions
intensity (tonnes
CO2e per m2)
Mohawk’s facilities vary in size, usage, and population, but all were more efficient than
the 2007 average for Ontario educational facilities, as reported by Natural Resources
Canada’s office of Energy Efficiency. Visualizing emissions intensity by building area
highlights the effects of building age, building systems and insulation on carbon
emissions.
SCOPE 2 EMISSIONS ANALYSIS
It is clear from the previous sections that electricity consumption is a major source of
carbon emissions, accounting for 32% of total scopes 1, 2 and 3 emissions, and 53% of
total scopes 1 and 2 emissions (i.e. those emissions whose quantification is mandated
under the guidelines of the GHG protocol). Figure 12 displays student normalized
carbon emissions from electricity for each location where electricity data exists. The
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results are displayed in tonnes CO2e per full-time student. On a per-student normalized
basis, the Brantford campus has the highest emissions, due to the economies of scale
discussed in the preceding scope 1 analysis. As all electricity used is ultimately drawn
from the Ontario electricity grid, the CO2e intensity is directly correlated to both the
electrical consumption and population at each location.
Figure 12: Building
electricity emissions
intensity (tonnes
CO2e per full time
student)
In addition to the standard economy of scale at work in Figure 12, it is important to take
usage behaviour into account when gauging efficiency. More so than natural gas, which
is generally used only for heating, electricity is consumed in a variety of ways. Climate
control and lighting are the two main uses of electricity, accounting for approximately
two thirds of electricity consumption in North America (32% space heating, 13% water
heating, 12% lighting and 11% air conditioning).
As with scope 1 emissions, building area is the most common method of calculating
scope 2 emissions intensity. Figure 13 shows electricity emissions intensity, normalized
by building area. The Ontario average emissions for educational institutions is also
included for comparison purposes.
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Figure 13: Building
electricity emissions
intensity (tonnes
CO2e per m2)
Note that, as with scope 1 emissions relative to building area, electricity consumption is
strongly influenced by building occupancy. Mohawk’s buildings meet or exceed the
average electrical efficiency for Ontario educational institutions. This efficiency could be
attributed to pre-existing environmental programs (insulation, lighting, etc), building
age, or campus energy use policies.
When evaluating the energy efficiency of buildings, it is important to consider its usagethat is, the number of hours per day and days per year that a building is occupied. An
example of this would be the residence building- while the majority of the campus is
only active during business hours, the residence is occupied at all times throughout the
year. Therefore, it would be expected to have higher per-student or per-m2 carbon
intensity than a standard campus building of equivalent size. Another consideration is
specialized equipment. Industrial or laboratory equipment employed in college classes
can have a high power draw that is not obvious from raw electricity consumption data.
Based on the information in Figures 12 and 13, we can draw qualitative conclusions
about the relative efficiency of Mohawk’s campus buildings, but more precise data
regarding building occupancy hours, seasonal occupancy and building systems and
equipment would be needed in order to make efficiency recommendations based on
emissions intensity.
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NORMALIZED BUILDING EMISSIONS
As scope 1 & 2 emissions tracking fulfills the requirements outlined in the GHG protocol,
and building emissions account for the overwhelming majority of Mohawk College’s
scope 1 & 2 emissions, a breakdown of normalized total building emissions (scopes 1 &
2) for each campus location is provided in Figure 14.
Figure 14: Building
electricity & natural
gas emissions
intensity (tonnes
CO2e per m2)
This combined analysis of the energy efficiency of Mohawk’s campus buildings indicates
that the college’s facilities outperform the Ontario average, with Stoney Creek having
approximately half the emissions per m2 of any of the other facilities.
Figure 15 shows the same combined emissions per location, normalized per-student
rather than by building area.
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Figure 15: Building
electricity & natural
gas emissions
intensity (tonnes
CO2e per student)
Although the Institute for Applied Health Sciences is not included in the scope of this
inventory, it has been included in Figure 16 to provide a comparison of the absolute
emissions arising from each building. Note that the heating and cooling technologies
employed in the IAHS building differ from those in use at Mohawk’s other locations,
which may produce difference in efficiency between campuses.
Figure 16: Building
electricity & heating
emissions (Tonnes
CO2 equivalent)
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SCOPE 3 EMISSIONS ANALYSIS
Obtaining accurate scope 3 data, and indeed deciding which scope 3 emissions can
reasonably be calculated, is one of the most complex tasks in a GHG inventory creation.
As per Mohawk’s request, we have captured emissions arising from paper use, travel,
and waste. In many cases, direct consumption data was not available and hence,
alternative calculation methods were used, based on appropriate assumptions.
Scope 3 emissions make up the largest portion of Mohawk’s organizational carbon
footprint. Although scope 3 emissions are indirect emissions outside of the college’s
control, tracking and reporting these emissions is extremely important and provides
valuable information in understanding the carbon impact of Mohawk’s operations. As
illustrated in Section 3.4, the majority of scope 3 emissions are generated by student
and faculty’s personal vehicles. This alone was responsible for 60% of scope 3 emissions,
and 23% of overall emissions.
It should be noted that no direct measure of commuting distance existed prior to this
inventory, therefore an estimate was created based on parking pass sales and the
relative populations of each campus. As students are required to provide a postal code
when purchasing parking passes, these postal codes were used as a starting point for all
distance calculations. In order to avoid having commuting distance skewed by out-ofprovince students, any postal codes corresponding to an address more than 100km from
any Mohawk campus were excluded. For the remaining parking pass holders, a
weighted average distance was calculated based on the relative populations of the three
campuses (88% Fennell, 5% Brantford, 7% Stoney Creek). Using Google’s geolocation
algorithms, the distance between each commuter and each campus was calculated. The
sum of these weighted average distances, multiplied by the number of assumed
commuting days (five days per week, two trips per day) to give a total number of
commuter kilometers per year. Figure 16 displays the student commuting distance
frequencies.
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Figure 17:
Commuting distance
for students, by
frequency
The total commuting distance is an estimate, but provides a baseline for comparison in
future years. As this estimate is based on parking pass sales, it will accurately reflect
changes in commuter behaviour regardless of cause.
The second most significant contributor to scope 3 emissions was paper use. This total
of 1,247 tonnes CO2e represents the impact of the paper only and does not include
printing (inks, cutting, shipping, waste etc.) for off-campus printing and publication. The
emissions associated with student and staff printing on-campus are captured in scope 2,
electricity consumption. Therefore the actual scope 3 emissions associated with this
activity are potentially greater than indicated in this report. Mohawk’s annual printing of
course catalogues and brochures exceeds 500,000 documents with a total of over
88,000,000 pages. These materials have a significant cost, both financially and
environmentally. For example, 225,000 continuing education course catalogues were
printed in 2007 for the fall semester, a number nearly five times as large as the total
population of the continuing education program. Mohawk College’s printing expenses
represent a significant source of emissions, but also a significant area for savings,
through smaller print runs, digital distribution of catalogue materials or recycling
initiatives.
In terms of areas for carbon reduction, consideration should be given to the intercampus shuttle service. Ridership on the shuttle itself is low, based on the usage
numbers given, and therefore the intensity-adjusted emissions from the shuttle service
are quite high. Assuming that the shuttle service employs a standard mid-sized bus,
Mohawk is expending over 54 litres of fuel (approximately 0.14 tonnes CO2e) per shuttle
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passenger per semester; however, there may be opportunities for emission reductions
elsewhere as well.
5.0 FUTURE  This baseline report is a strong basis for future reporting of scope 1, 2 and 3
TRACKING greenhouse gas emissions. This section describes areas where Mohawk College can
strengthen and improve their carbon inventory. Carbon inventories can be continually
improved as greater data and knowledge becomes available. Operational changes and
expansions will also affect inventory results, and as a consequence, it is necessary to
regularly update carbon inventories. This report creates an initial baseline for Mohawk
College’s carbon inventory; in order to expand the inventory in the future, specific steps
will help to increase the accuracy and completeness of Mohawk’s greenhouse gas
reporting. Developing more detailed inventories will also yield stronger analysis,
consequently assisting the development of accurate and appropriate emission reduction
strategies. This section focuses on three general areas where Mohawk could strengthen
their carbon tracking and reporting: significant emission sources, scope of reporting, and
depth of reporting. The following sub-sections describe each of these areas.
SIGNIFICANT EMISSION SOURCES
As described in the Methodology section, an organization is responsible for all scope 1
and scope 2 emissions arising from the operations over which the organization has
operational control. Typically, these emissions arise predominantly from building energy
use and mobile combustion from fleet vehicles. Building energy use is the largest single
contributor to these emissions, and therefore any improvements in data granularity will
significantly improve the accuracy of the inventory. If buildings owned and operated by
Mohawk have not been accounted for in this report (e.g. the 340 Leaside building on the
Stoney Creek campus), including such buildings would increase the accuracy of Mohawk
emissions inventory. Zerofootprint understands that many of Mohawk’s buildings are
linked, and therefore electricity and natural gas consumption are measured by large,
centralized meters. More precise breakdowns of these facilities’ consumption data
would allow for precise emissions tracking and comparison.
Refrigerants and industrial gases are potent sources of greenhouse gases. If any
operations at Mohawk College require the use of certain industrial gases or refrigerants,
including, but not limited to, Sulfur Hexafluoride (SF6), Hydroflorocarbons (HFCs), or
Perflorocarbons (PFCs), these gases must be accounted for in a carbon inventory.
SCOPE OF REPORTING
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Mohawk has taken significant steps to include scope 3 emissions (thanks to the
cooperation and expertise of Mohawk College’s staff and administration) in order to
produce a more complete and accurate carbon footprint. If all scope 1 and 2 emissions
are counted for, carbon inventories can be strengthened by including scope 3 emissions
and engaging third parties that participate in college activities but operate
independently. Recall, scope 3 emissions are a consequence of the activities of an
organization, but occur from sources not owned or controlled by the organization.
Significant scope 3 emissions for Mohawk College include waste, recycling, employee
business travel, subcontracted vehicles, printed materials, or paper used for office
administration. Accounting for scope 3 emissions will allow Mohawk to track the
effectiveness of many of its GoGreen initiatives. Mohawk College has already started to
include these scope 3 emissions in its inventory. Additional scope 3 emissions that may
be considered in future inventories include catering and food providers, waste data
across all three campuses, and shipping and delivery contractors.
DEPTH OF REPORTING
Depth of reporting refers to the level of detail provided in an inventory. Greater detail
can include breaking down emission sources by specific metrics or sub-categories, such
as temporal electricity or fuel consumption data or detailed data reflecting individual
buildings, departments, or end users. So long as an inventory accounts for all major
scope 1 and 2 emission sources, providing further depth does not enhance the accuracy
of the inventory, but it does significantly strengthen the ability for analysis and
development of accurate reduction strategies. Mohawk provided heating and electrical
data for specific buildings as well as gross building area, but providing specific buildingby-building square footage would allow for another dimension of intensity
measurements. This would then enable a clear indication of high energy consuming
areas and intensity analysis. A next step could be to further isolate the electrical
consumption into end uses, such as water heating, lighting, space cooling, etc. to
identify specific target areas for reductions.
As it is impossible to isolate individual components of the combined electricity
consumption for a building, future reports could be improved in both accuracy of
reporting and strength of recommendations by including building systems data along
with electricity consumption (lighting types, high-powered equipment, HVAC system
information etc.). The additional insight provided by this information would provide
Zerofootprint with insight into the reasons for the normalized emissions of each building,
as outlined in Figure 10.
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Depth of reporting can refer to departmental fuel consumption as well. This can be
particularly useful for understanding emissions from fleet vehicles or identifying where
efficiency opportunities exists, including behavioral pattern changes, that are lost in
aggregated data.
FUTURE EMISSIONS TRACKING
As discussed in the introduction to this report, Mohawk College’s 2007 inventory will
serve as a baseline year for comparison in future inventories. In order to make the most
of this inventory, future calculations of equivalent organizational and operational scope
may be compared to the baseline inventory in order to quantify any changes in absolute
or normalized emissions.
The GHG protocol includes detailed guidelines on accounting for emissions reductions,
comparisons to baseline year data, accounting for new equipment and facilities, and
setting reductions targets. Essentially, a GHG-protocol compliant inventory conducted
at any point in the future may be compared to this baseline year, providing the same
organizational boundaries and operational boundaries are used.
This future emissions tracking can take the form of greenhouse gas inventories
conducted by Mohawk, Zerofootprint or another third party. Care should be taken to
duplicate data collection and calculation methodologies as closely as possible to ensure
cross-comparable results. Future inventories can be calculated at any time, but are
typically performed on a recurring basis once every three to five years.
Greenhouse gas management software is an alternative to inventory calculation. Instead
of manually gathering data and making calculations, the software is continually updated
with emissions data from utility providers and facilities operators. This allows for realtime monitoring of emissions, trending over time and automated reporting. Greenhouse
gas management software is typically used by medium and large-scale organizations in
place of GHG inventories as it offers the ability to generate reports at any time and
provides a high degree of transparency into the calculation and accounting process.
Zerofootprint offers the VELO enterprise carbon management suite of software, whereas
alternatives are available offering varying levels of usability, data granularity and
automation.
Regardless of whether Mohawk opts for first party audits, third party audits or software
as a means of future emissions tracking, this baseline year inventory will provide a
valuable basis for comparison and analysis of the success of building retrofits,
environmental initiatives and carbon-reduction strategies.
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6.0  Mohawk College engaged Zerofootprint Software Inc. to complete a Greenhouse Gas
CONCLUSIONS Inventory for 2007, which included scopes 1, 2 and 3 emissions following the operational
controlled approach from the Greenhouse Gas Protocol. Zerofootprint calculated a total
of 3,647, 4,093 and 4,896 tonnes CO2e from scopes 1, 2 and 3 emissions, respectively.
The sum of scopes 1 and 2 emissions were 7,740 tonnes CO2e and the sum of all scopes
were 12,636 tonnes CO2e. The results also showed that 39% of total emissions were due
to scope 3 or indirect emissions. The electrical demands at Mohawk facilities contributed
to 32% of total emissions while the remaining 29% resulted from scope 1 or direct
emissions.
By undertaking the initiative to calculate its carbon impact, Mohawk College has
demonstrated its commitment towards becoming a sustainable, carbon conscious
company.
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APPENDIX A:  The following table provides the emission factor (EF) references used in
EMISSIONS Zerofootprint’s calculation for Mohawk College’s greenhouse gas inventory.
REFERENCES
Activity
Source of emission factors
Natural gas
1
Canada’s National Inventory Report: 19902008. Environment Canada.
Fuel
consumption
1
Canada’s National Inventory Report: 19902008. Environment Canada.
Statistics Canada gasoline and fuel prices.
Fertilizers
1
Energy and alternatives for fertilizer and
pesticide use. University of California.
Electricity
2
Canada’s National Inventory Report: 19902008. Environment Canada.
Ground
travel
3
Greenhouse Gas Protocol.
Air travel
3
Guidelines to Defra’s GHG Conversion Factors,
2008. United Kingdom, Department for
Environment, Food and Rural Affairs.
Paper usage
3
United States Environmental Defense Fund.
Waste
Recycling
Normalized
Emissions
28
Scope
3
3
1&2
Solid Waste Management and Greenhouse
Gases: A Life-Cycle Assessment of Emissions and
Sinks, 2006. United States Environmental
Protection Agency.
Environmental Protection Agency’s report Solid
Waste Management and Greenhouse Gases: A
Life-Cycle Assessment of Emissions and Sinks,
2006.
National Resources Canada’s Office of Energy
Efficiency Commercial/Institutional Sector
(Ontario) Educational Services Secondary Energy
Use and GHG Emissions by Energy Source
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APPENDIX B:  Mohawk’s emissions arise primarily from the operation of its campus facilities
REDUCTION TIPS (buildings, vehicles, etc.) and therefore any significant reductions in overall footprint will
come from top-down improvements to efficiency. Investments in insulation, building
retrofits, heating and cooling systems and lighting will have the greatest impact on
scope 1 and 2 emissions. However, it is equally important to engage faculty and
students in the process for two primary reasons. Firstly, “culture of use” has a huge
impact on the overall energy efficiency of buildings. That is to say that the way in which
people interact with buildings and technology, be it turning off lights in empty rooms, or
minimizing air conditioning use during warm weather, can have a significant impact on a
building’s overall efficiency. Secondly, support and understanding among faculty and
students is extremely important in terms of generating support for large-scale retrofits or
other environmental programs. Simply, if individual students and staff are already
“doing their part” they will be more likely to follow, understand and support top-down
institution-wide projects and programs. There are a number of simple steps that Mohawk’s staff and students can take to reduce
the college’s environmental impact. As many of these programs are already being put in
place by the GoGreen team, this guide serves as a generalized set of recommendations
endorsed by Zerofootprint.
1. Drive Green
Ground travel is the largest scope 3 emissions source at Mohawk College, which
presents opportunities to save fuel and prevent CO2 emissions. Driving habits can
significantly impact a vehicle’s fuel efficiency and CO2 emissions. Aggressive starts and
stops, driving at higher speeds, excessive idling and carrying excess weight can all
significantly impact fuel efficiency. Save gas by moderating your driving, keeping the
speed down and using cruise control when possible.
Furthermore proper maintenance of your vehicles can increase your fuel efficiency up to
another 5%. Make sure your tires are properly inflated and your air filter is clean. For
business travel, consider renting fuel-efficient vehicles or using public transit. If possible,
upgrade to more fuel-efficient vehicles for personal travel.
Total driving emissions for Mohawk College (fleet vehicles plus student and faculty
commute) totaled 3,006 tonnes CO2e. A 5% reduction resulting from proper
maintenance and/or green driving habits represents an annual savings of 150.3 tonnes of
CO2, the equivalent of taking 37 cars off the road each year.
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2. Recycle
Make it easy for staff and students to recycle by having recycling bins throughout your
office. Employees are more likely to recycle or compost when it’s easier than throwing
out their trash! You should also fill photocopiers and printers with 100% recycled,
chlorine-free paper.
Switching all of Mohawk’s copier paper from 0% recycled to 100% recycled would result
in an annual savings of 57 tonnes CO2e, the equivalent of nearly 4.5 million sheets of
copier paper.
3. Power down your computers
Did you know that it takes the equivalent of 200 coal-fired plants to run the world’s
screensavers? Despite popular belief, screensavers don't generally help you save energy.
To minimize your footprint, activate the energy-saving settings on your office computers
and make sure they are turned off when not in use. Remember, computers will continue
to draw power in standby mode.
4. Save energy by unplugging your gadgets and appliances.
Cell phones, coffee machines, microwaves, computers, and printers all draw energy
when they are idle. If everyone working in Canada made sure to unplug their cell phone
chargers, more than 1.5 billion kilowatt-hours worth of electricity would be saved,
equating to over $152 million and 337,944 tonnes of CO2.
You can reduce your footprint by plugging these products into a power bar that can be
switched off at the end of the workday. Leave non-essential items like scanners
unplugged until they are needed.
5. Shop for the right equipment
Install water-saving devices, such as faucet aerators. It’s shocking, but every day we flush
away around 19 gallons of water per person. Reduce your footprint by investing in dual
flush low-flow toilets.
Don’t focus exclusively on the price tag of new equipment. You should also consider the
energy and water the equipment will require over the course of its lifetime. Purchase
Energy Star products, as they are more efficient and use 10 – 50% less energy and water
than traditional models. The savings on your utility bill will often more than make up for
the cost of the investment.
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6. Avoid cafeteria waste
The lunch you bring to work can leave a large footprint, particularly if you eat out
regularly. Avoid unnecessary packaging by inviting employees to bring meals to work in
reusable containers. You should also ensure your office has a kitchen stocked with
reusable mugs, plates, and cutlery. This can go a long way in terms of eliminating your
meal-related impacts.
Reducing, recycling and composting food waste can have a significant impact on scope
3 emissions. Each tonne of waste diverted from landfill saves between 0.5 and 1.5
tonnes of CO2.
7. Investigate green lighting options
Choose compact fluorescents. These bulbs last 10 times longer and require one-fourth
the energy of traditional incandescent. In particular, try LED desk lamps, which run on
very little energy. You can also install sensors so that the lights in your office only turn on
when workers are present.
8. Minimize Heating and Air Conditioning Use
Heating and air conditioning make up a large part of your campus footprint. Minimize
what you can by setting the temperature to a more moderate level. A difference of one
degree Celsius can add around 10% to your heating or cooling costs and will generate
considerably more CO2. If you can’t control your heating and cooling, talk to your
landlord or property manager.
Mohawk College’s natural gas heating systems were responsible for 3,524 tonnes of
CO2e in 2007. A 10% reduction in heating and cooling emissions from moderate
temperature settings could save more than 350 tonnes of CO2 annually, enough to
power 130 average Canadian homes for a year.
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APPENDIX C:  Cap and trade legislation refers to a market-based emissions reduction strategy
CAP & TRADE whereby the federal or provincial government establishes a limit on the quantity of a
pollutant (in this case, greenhouse gas in tonnes CO2 equivalent) that can be emitted.
Under these emissions trading schemes, organizations’ emissions are “capped” at the
level of a baseline year (depending on the specifics of the law, this can be a cap on
absolute emissions, or on emissions intensity). Organizations quantify and track their
greenhouse gas emissions via audits like the one just performed by Mohawk. Those
organizations emitting less than their allotted amount are able to sell their excess
emissions allocation in the form of carbon credits. Those organizations that exceed their
allocation are forced to purchase these credits at a price determined by the market.
Thus, emissions for the system are “capped” (i.e. they remain equal to the baseline in
terms of total emissions or emissions intensity), while those organizations best able to
reduce their emissions are rewarded for doing so.
Cap and trade legislation and carbon markets are already in place in the United
Kingdom, the European Union, and numerous locations throughout North America,
including the province of British Columbia. Although the government of Canada has
expressed hesitation in implementing federal cap-and-trade legislation, there is the
possibility that Ontario could follow British Columbia’s lead in implementing emissions
caps at the provincial level. British Columbia and Ontario are both part of the Western
Climate initiative, an alliance of provinces and states focused on reducing carbon
emissions independent of national governments. While it is unlikely that Mohawk
College would be subject to this legislation should it be implemented (the proposed
cap-and-trade system for Ontario applies only to emitters with a scope 1 & 2 total
greater than 25000 tonnes per year), this report is compliant with the reporting
guidelines outlined in Ontario regulation 452/09- Greenhouse Gas Emissions Reporting.
The price of carbon under a cap-and-trade system determines Mohawk’s possible
exposure should it exceed its cap, as well as its possible savings from reducing emissions
below baseline levels. The Cap and Trade act in British Columbia established a base
price of $10 CAD per tonne in 2008, with a plan to increase this price annually until it
reaches $30 CAD per tonne. However, it is not necessarily the case that a cap and trade
system in Ontario would set the same price points due to differing industries, budgets
and offset project types. According to a 2010 Bloomberg report on the State of the
Voluntary Carbon Market, the average over-the-counter price on the voluntary market
(i.e. the average price in Ontario today) is $6.5 CAD per tonne. Contrast this to the
Carbon Reduction Commitment program in place in the United Kingdom, where credits
trade at $18.84 CAD per tonne and it is apparent that the price of carbon under a
proposed cap-and-trade system is uncertain.
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Limitations and Use of this Report
The statements in this report are the professional opinions of the writers. Zerofootprint does not guarantee the
accuracy of information provided by other persons or agencies, or reliability of conclusions drawn from
information provided by other persons or agencies.
This report was prepared for the exclusive use of Mohawk College. Any use of, reliance on or decisions based
on this report by a third party are the responsibility of such third parties.
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