University of Montana
Sustainable Campus Committee
Annual Report
To President Dennison
2
2
U.M. Sustainable Campus Committee
Annual Report to the President AY 2005/2006
Summary Recommendation:
The U.M. Sustainable Campus Committee recommends that U.M. establish a full-time, campus-wide
Sustainability Coordinator (SC) professional, reporting to the President’s Offices, with salary in a
general range commensurate with similar positions elsewhere: $30-40,000 annually.
The first document below is a draft SC position description with possible qualifications, duties, and
responsibilities. It reflects thorough Committee deliberation on accurate research about many similar
positions elsewhere, and it has been revised significantly, twice, to address and incorporate specific
concerns and suggestions offered first, after a meeting with more than fifteen campus stakeholders in
November 2005, and again, after a meeting with Facilities Services Director and staff in March 2006.
Establishing U.M. as the first campus in the Northwest to commit to Talloires values was an act of vision
and boldness in 2002. Establishing the Sustainable Campus Committee, with its open structure and
campus-wide representation from administration, faculty, staff, and students, to help U.M. explore and
pursue the Talloires commitment, was a further act of vision and boldness. After two years of discussion,
research, national consultations, and campus outreach, the current SCC believes the time and
circumstances now call for another such act.
In its May 2005 Annual Report, the SCC explained its emerging view that the single most effective way to
advance U.M.’s overall commitment to sustainability, and to establish its position as a regional leader in
this field, was to establish a campus-wide Sustainability Coordinator. At the President’s direction, the
SCC has worked diligently throughout AY 2005-06 to involve others on campus in the discussion and has
carefully refined its proposal as a result of such input.
In June 2006, the SCC respectfully recommends action. A second year of work has strengthened the
SCC’s belief: In terms of U.M.’s intricate relationship with the environments and economies to which it
contributes so greatly and upon which it relies so deeply, a U.M. Sustainability Coordinator is the vital and
necessary next step on the path of vision, boldness, and possibility.
Any review of the literature--reports, articles, position descriptions, calls for grants, conference
announcements, and websites--from universities across the country reveals that a commitment to exploring
the expanding array of actions, implications, and positive changes that campus-wide sustainability can
mean is a fast-rising tide in higher education. National and state leaders, as prominently and recently as
Governor Schweitzer in his 2006 graduation address, articulate the importance of the sustainability
perspective. With a campus-wide Sustainability Coordinator, U.M. can be a regional leader in this
emerging field and take its rightful place in the supportive network of knowledge, action, and inspiration
that is in place nationwide.
For the welfare, health, and productivity of U.M. students, staff, faculty, and administration; to help
increase recruitment and retention, and decrease institutional resource costs and use--and to foster the
health and repair of our sheltering planet--the SCC recommends the President again choose a path of bold
3
and visionary action for U.M. by implementing the SCC’s single major proposal in its four years of work
since Talloires: establishing a campus-wide U.M. Sustainability Coordinator.
4
SCC Annual Report 2006
SCC 2006 Summary Recommendation
Table of Contents
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1
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Documentation for SCC Summary Recommendation:
1)
5/06--Current recommended draft position description (PD)
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.
3
2)
5/06--Current list of campus offices, departments, entities that could work with SC
.
5
3)
5/06—Annotated timeline on SCC work on this proposal October 2004 to Present
.
6
4)
5/06—Research on positions nationally: % by reporting location and education required .
8
5)
4/06--SCC “win/win” resolution in response to FS student intern proposal
.
9
6)
4/06--Third PD draft, revised after meeting with VP Foley, FS Dir. Jesse and staff
. 10
7)
4/06--ASUM Resolution offered by Senator Denver Henderson and passed 18/1
.
. 12
8)
1/06-- Second PD draft, revised significantly after campus stakeholder meeting
.
. 13
9)
1/06--SCC response to 3 specific suggestions from stakeholder meeting
.
.
. 15
10)
10/05--First PD draft, presented for input at stakeholder meeting
.
.
. 17
11)
10/05—Partial list of American Colleges & Universities with SC positions .
.
. 18
12)
9/05—“Making the Case for Sustainability,” paper prepared summer 05
.
. 19
13)
9/05—Possibilities for 3-5 year timeline for SC position, prepared summer 05
.
. 21
14)
5/05—President’s Memo to VP’s after meeting with SCC re its 2005 Report
.
. 23
.
.
Other SCC Work and Related Reports on U.M. Sustainability for AY 2005/06:
1)
Green Thread Initiative (Faculty Development for Sustainability at U.M.) .
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.
26
2)
SCC Recommendation re SOE Building Plans to Dean Rowland
.
.
.
.
27
3)
2006 Greening U.M. Award to Lisa Swallow
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.
.
28
4)
U.M. Recycling Oversight Committee Report to SCC
.
.
.
.
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29
5)
SCC Student Intern Report on Sustainability and Recruitment
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.
.
.
30
6)
Earth Day 2006 at U.M.: week long events and promotion .
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.
36
7)
SCC Harvard Sustainability Course Syllabus
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.
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.
41
.
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Addendum: “Creating a More Sustainable Campus,” from Chico Statements, Spring 2006
Addendum: “Sustainability and the University,” from The Presidency, Winter 2006
5
Current DRAFT Position Proposal for UM Sustainability Coordination Director
Sample SCC Job Description 5/31/06
Job Title: Director, UM/Missoula Campus Sustainability Coordinator
Employer: The University of Montana
Reporting: President’s Offic
Salary Range: $30,000 to $40,000 annual
Position Description:
On Earth Day 2002, UM President George Dennison signed the Talloires Declaration, a ten-point action plan
for incorporating sustainability and environmental literacy in curriculum, research, operations and outreach at
colleges and universities.
To fulfill the tenets of this declaration, UM seeks an enterprising, energetic individual to work collaboratively
with University administrators, students, staff and faculty to educate the campus community about
sustainability issues, publicize UM sustainability initiatives, and promote campus wide best practices. This
individual should be knowledgeable about national university level sustainability programs, ideas and
opportunities, and will regularly share information and resources with sustainability professionals across the
country.
The Sustainability Coordination Director will engage in frequent and ongoing dialogue with campus
stakeholders to gain an overall organizational familiarity and trust, to form partnerships to support existing
programs and help identify future project priorities, and to secure resources to fund prospective endeavors.
The successful candidate will possess a high degree of competency in listening, communication, relationship
building, vision development, responsiveness and continuous strategic adaptation. A high and clear priority for
the position is to avoid duplication of efforts in any existing department, and to work to insure that no
confusion exists or arises, on or off campus, about the responsibilities of any existing department.
Position Objectives
To work constructively and collaboratively with any offices, programs and staff (see list following
position description) who express interest in or need for sustainability ideas, initiatives, information,
or efforts, and in partnership with such areas and individuals, to accomplish the following:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Reduce operating costs to ensure economic viability;
Expand revenue sources through grant writing and alumni outreach;
Involve and mentor students in research projects and program implementation;
Improve employee and student productivity and health;
Collaborate for interdisciplinary approaches to integrating sustainability into UM’s curriculum, research,
and operations;
Enhance UM’s reputation as a leader for sustainability in higher education;
Attract and retain students, staff and faculty;
Educate the campus community to promote sustainability;
Keep the campus informed about and integrated within the national movement in university level
sustainability ideas, best practices and opportunities;
Publicize and promote ongoing and existing sustainability efforts and initiatives on campus.
6
Duties and Responsibilities
The successful candidate will support existing programs and help to develop and manage new projects
within departments and with staff (see list Page 3) who express interest in and need for sustainability
ideas, initiatives, information, and efforts. In partnership with such areas and individuals, specific
duties will include the following:
a. Develop and maintain campus and community partnerships to advance sustainability projects.
b. Research, develop, facilitate, promote, and evaluate existing and potential sustainability policies,
programs, and projects for The University of Montana campus.
c. Conduct and/or oversee economic, social, and policy cost-benefit analyses of sustainability and
environmental initiative programs, projects, and practices.
d. Assist in coordinating interdisciplinary curricular efforts.
e. Identify grants, obtain funding and coordinate faculty interests to facilitate research.
f. Engage students to implement research projects and sustainability initiatives; provide oversight and
mentoring to build student capacity and to ensure program success.
g. Publicize and promote sustainability opportunities & accomplishments to campus & community.
h. Gather and disseminate information on UM’s sustainability issues, efforts and achievements.
i. Maintain the Sustainable Campus Committee website http://www.umt.edu/greeningUM/
j. Coordinate, research, propose and promote a comprehensive campus sustainability policy, sustainable
standards and guidelines, and a sustainable development plan. Such long-range plans and policies
would be developed in full collaboration with all affected departments, and in accord with all safety
codes, environmental regulations and accessibility requirements.
k. Attend sustainability professional meetings and workshops to keep current with national ideas and
initiatives, to share significant successes or valuable lessons with campus colleagues and to highlight the
visibility of UM in the national sustainability in higher education movement.
Knowledge, Skills, and Abilities
Required:
a. Bachelor’s degree. Preferred areas of study include Environmental Studies, Communications,
Education, Public Administration and Business.
b. Knowledge of sustainability programs on university campuses.
c. Excellent written and oral communications skills.
d. Ability to develop promotional strategies and materials.
e. Demonstrated computer skills; proficiency with Microsoft Office Suite.
f. Outstanding public speaking skills with the ability to give presentations to diverse campus and
community groups and individuals.
g. Superior organizational and management skills.
h. Ability to research, gather data, compile information and prepare reports and correspondence.
i. Strong interpersonal skills; ability to foster relationships in support of UM sustainability.
j. Ability to exercise diplomacy, tact, good judgment, and discretion.
k. Demonstrated success in grant writing and fiscal management.
Preferred:
a. Master’s degree or higher. Preferred areas of study include Environmental Studies, Communications,
Education, Public Administration and Business.
b. Knowledge of The University of Montana campus.
c. Experience completing cost-benefit analysis.
d. Experience instituting ecological and sustainable principles within institutional atmosphere.
7
Potential UM Campus Partners
For Possible Sustainability Efforts, Research, Projects, Coordination
(offices and individuals in no particular order)
1. University College/Academic Advising: Freshman Interest Groups, Freshman Seminar,
Freshman Orientation
2. Residence Life Office: Ron Brunell, Director
3. Information Technology: Ray Ford, Associate Vice President for IT
4. Facilities Services: Hugh Jesse, Director
5. Academic Affairs/Provost: Curricular and cross-curricular applications
6. Adams Center: Janet White, Operations Supervisor, Michael Francisco, Cust. Supervisor
7. Planning, Budgeting and AnalysisDining Services: Mark LoParco, Director
8. Montana Island Lodge: Potential opportunities to “green” facilities and operations.
9. Business Services-Purchasing: Lu Terry, Supervisor
10. Human Resource Services: New employee orientation re Sustainability practices, usage, etc
11. Admissions and New Student Services: Recruitment, new student orientation
12. College of Technology: sustainable technology and business curricula
13. UM Advocates
14. University Center: Candy Holt, Director
15. Alumni Association (outreach to Alumni with interests in Campus Sustainability)
16. American Humanics Program
17. Montana Campus Compact Americorps VISTA Program
18. ASUM
19. ASUM Childcare and Preschool: Educational programs with kids
20. ASUM Transportation
21. Environmental Studies Program: Len Broberg, Director
22. Center for Leadership Development: Campuswide “green” awards for students
23. UM Relations: Green faculty/staff awards, assist with UM public relations efforts.
24. Division of Biological Sciences
25. Flathead Lake Biological Station: Complex of facilities at Flathead Lake.
26. Center for Environmental/Health Sciences
27. Division of Education Research and Services: Rick Van Den Pol, Director
28. UM Foundation: Sustainable Investing
29. Mansfield Library: paper vs. electronic media and storage
30. Campus Recreation: lower cost, lower impact recreational activities
31. UM Printing and Graphics: Paper and ink procurement and use
32. UM Market
33. UM Bookstore
8
Timeline of SCC Work on Sustainability Coordinator Proposal
Updated 5/25/06
April 2002-President Dennison signs Talloires Declaration
AY 2002-2003-Sustainable Campus Committee formed
October 2004- Education for Sustainability West (EFS-West) “North American Conference on
Sustainability in Higher Education”. Funded by President Dennison and attended by SCC member
Meredith Printz.
November 2004- Printz report on conference recommends creation of a position to facilitate,
publicize and coordinate campus greening efforts.
December 2004- Subcommittee formed to research sustainability coordinator/manager positions at
small, medium and large campuses, as a basis for crafting SCC annual report recommendation to
President Dennison.
April 2005-SCC Annual Report released. Four major recommendations: Sustainability
coordinator/manager position, green building, energy efficiency, 100% PCW recycled paper
procurement.
May 25, 2005- Phil Condon (faculty), Curtis Noonan (faculty), Meredith Printz (staff) meet with
President Dennison to discuss SCC Annual Report.
May 26, 2005-President issues memo to VPs and Director of Printing & Graphics Services inviting
them to participate in a broader dialogue about sustainability on campus to help UM make further
progress towards implementing the principles of sustainability.
June 2005- SCC sends memo to VPs following up on President Dennison’s memo and asking for
assistance in identifying participants from their sphere of influence in a working group (WG) in fall.
June 2005- SCC Planning meeting. Subcommittee is formed to review sustainability coordinator
research and draft a focused document that outlines the SCC vision of the position, based on national
research and comparisons This document to be used as a starting point of discussion with campus
working group in the fall.
July-Sept.- SCC members contact VPs to solicit their working group recommendations.
July-Sept.- Subcommittee holds meetings to formulate document to discuss at fall WG meeting.
Sept. 2005- Printz meets with Leith Sharp, Director of Harvard Green Campus Initiative to discuss
draft job description.
9
Sept. 2005- First SCC meeting of the year. Job description is modified to include suggestions from
Leith Sharp. Working group meeting planned. At meeting, SCC members Dean Perry Brown and
Dean Paul Williamson suggest SCC contact VP Jim Foley about his possible interest in SC position.
Sept.-Oct. 2005- Working group (WG) list finalized. WG members invited to meeting.
Oct. 27, 2005-WG meeting of approximately 15 campus stakeholders held in UC 330.. Introduction
to concept, PowerPoint presentation, job description presentation and discussion. Written comments
on specific areas of job description made and collected.
Oct. 27-Nov. 14, 2005- Collate stakeholder written comments, review meeting notes of oral
comments. Rewrite job description to reflect comments from WG members.
Nov. 15, 2005- Meeting with VP Jim Foley to discuss position, gather support.
Dec. 2005-Jan. 2006- Strategize future WG meetings/position direction.
Jan. 30th-May 2006-After SCC publicly approves a committee call for proposals in Dec mtg and
reviewed applications in Feb mtg, SCC authorizes tuition payment from its SOE donation funds for
Printz takes Harvard Extension School course “Sustainability: The Challenge of Changing our
Institutions”. Students undertake one large project in which they must achieve and document a real
change in practice of chosen organization & produce quantifiable environmental impact reduction.
March 2006- At VP Foley’s direction, meet with VP Foley and Facilities Services Director Jesse
and his assistant directors to discuss any concerns/suggestions related to creating the position. VP
advised this in lieu of any further larger stakeholder meetings.
April 2006 – At SCC meeting, FS student internship proposal as presented at March meeting with
FS was discussed. SCC approved a resolution of response that welcomed the FS proposal along with
the need for a campus-wide sustainability coordinator, too. SCC further authorized those working
with SCC subcommittee on the SC position to proceed with meetings with VP Foley as needed and
to prepare the Annual Report to President with this recommendation as primary focus.
May 2006 – Meeting with SCC subcommittee, VP Foley, FS Director Jesse, and Asst. Director
Howe. Subcommittee communicated SCC endorsement of FS intern while still maintaining its
belief in a concurrent campus-wide SC position.
May 2006 – SCC Subcommittee continues meeting and working on Annual Report as authorized by
SCC 4/5/06
5/30/06 – Planned SCC Subcommittee meeting with VP Foley, postponed
6/1/06 – Planned delivery of SCC Annual Report to the President, postponed
6/7/06 -- Rescheduled meeting with VP Foley, planned
mid June – Rescheduled delivery of AR to President, planned
10
SCC Summary Research on SC Positions, Nationally
By reporting location, by education required, by salary range
All information from Association for Advancement of Higher Education Sustainability
(AASHE)
Throughout AY 2004/05 and 2005/06, SCC has researched SC positions. Below are results of
the most recent current inventory.
On 5/11/06, SCC reviewed 75 positions listed on the Association for Advancement of Higher Education
Sustainability (AASHE) website (http://www.aashe.org/resources/sust_professionals.php)”
Result: 24 of 75 positions (32%) were located in Facilities Services or Environmental
Health & Safety Offices. Many of the other 51 (68%) reported directly to President.
On 5/11/06, SCC reviewed 24 full position positions listed on the Association for Advancement of Higher
Education Sustainability job directory website (http://www.aashe.org/resources/sust_professionals.php):
Result: 3 of 24 (13%) position descriptions required either Engineering or
Architecture degrees. Most of the other 21 (87%) required degrees in Environmental
Studies, or Environmental Science, or in a broad range of Humanities degrees.
SCC 2005 salary research from AASHE records showed Sustainability Coordinators with 1-5 years experience
and an advanced degree average a salary of $41,500 [standard deviation. = $8,900].
11
SCC “Win-Win” Resolution at 4/5/06 Meeting
Discussed by Committee
Motion to adopt by Alan Mulkey
Second by Steve Schwarze
Discussed by Committee
Passed unanimously (10 of 12 members present)
SCC has considered stated Facilities Services (FS) concerns and FS student-intern proposal, and
adopts the following resolution. Such resolution, if passed, will serve as sense of the full SCC both
in future subcommittee discussions with FS and others, and as full SCC guidance for the SCC
recommendation to the President for the 2005-06 SCC Annual Report in late May.
1--SCC fully supports and welcomes the idea of a FS student intern for sustainability research and
publicity within FS. However, SCC believes such an intern could in no significant way accomplish
the multiple duties and responsibilities outlined in the position description, nor collaborate with or
coordinate even a portion of the many possible and likely partners at UM (see Duties and
Responsibilities a-k, p1, and list of potential partners 1-28, p3, in Third Draft, attached).
2--SCC revises the proposed Sustainability Position Description to specifically and prominently
address, anticipate, and mitigate the two primary stated concerns of FS re this position (see
significant new text in several locations in boldface in Third Draft, attached).
3--SCC envisions a possible need for changes in SCC structure or function if the campus-wide
Sustainability Position were created, in terms of the possible reporting and evaluating for such a
Position. SCC believes until such time, changes to committee structure or function should be
considered through proposals from Committee members, and/or by the President.
Therefore, the UM Sustainable Campus Committee resolves that the campus-wide UM
Sustainability position, as per the revised Third Draft Position Description attached, is needed and is
recommended.
12
Third DRAFT Sustainability Director Position Proposal
Revised after 3/24/06 Meeting with FS Director and Staff
Sample Job Description 3/31/06
Job Title Director, UM/Missoula Campus Sustainability Coordination
Employer The University of Montana
Position Description
On Earth Day 2002, UM President George Dennison signed the Talloires Declaration, a ten-point action plan
for incorporating sustainability and environmental literacy in curriculum, research, operations and outreach at
colleges and universities.
To fulfill the tenets of this declaration, UM seeks an enterprising, energetic individual to work collaboratively
with University administrators, students, staff and faculty to educate the campus community about
sustainability issues, publicize UM sustainability initiatives, and promote campus wide best practices. This
individual should be knowledgeable about national university level sustainability programs, ideas and
opportunities, and will regularly share information and resources with sustainability professionals across the
country. The Sustainability Coordination Director will engage in frequent and ongoing dialogue with campus
stakeholders to gain an overall organizational familiarity and trust, to form partnerships to support existing
programs and help identify future project priorities, and to secure resources to fund prospective endeavors. A
high and clear priority for the position is to neither duplicate nor oversee efforts in any existing
department, and to insure that no confusion exists or arises, on or off campus, about the responsibilities
of any existing department.
The successful candidate will possess a high degree of competency in listening, communication, relationship
building, vision development, responsiveness and continuous strategic adaptation.
Position Objectives
To work constructively and collaboratively with offices, programs and staff who express interest in or
need for sustainability ideas, initiatives, information, or efforts, and in partnership with such areas
and individuals, to accomplish the following:
a. Reduce operating costs to ensure economic viability;
b. Expand revenue sources through grant writing and alumni outreach;
c. Involve and mentor students in research projects and program implementation;
d. Improve employee and student productivity and health;
e. Collaborate for interdisciplinary approaches to integrating sustainability into UM’s curriculum, research,
and operations;
f. Enhance UM’s reputation as a leader for sustainability in higher education;
g. Attract and retain students, staff and faculty;
h. Educate the campus community to promote sustainability;
i. Keep the campus informed about and integrated within the national movement in university level
sustainability ideas, best practices and opportunities;
j. Publicize and promote ongoing and existing sustainability efforts and initiatives on campus.
13
Duties and Responsibilities
The successful candidate will support existing programs and develop and manage new projects within
departments and with staff who express interest in and need for sustainability ideas, initiatives,
information, and efforts. Partnering with such areas and individuals, duties will include the following:
a. Develop and maintain productive campus and community partnerships to advance sustainability issues
and projects.
b. Research, develop, facilitate, promote, and evaluate existing and potential sustainable policies,
programs, and projects for The University of Montana campus.
c. Conduct economic, social, and policy cost-benefit analyses of sustainability and environmental initiative
programs, projects, and practices.
d. Assist in coordinating interdisciplinary curricular efforts.
e. Identify grants, obtain funding and coordinate faculty interests to facilitate research.
f. Engage students to implement research projects and sustainability initiatives; provide oversight and
mentoring to build student capacity and to ensure program success.
g. Communicate and promote sustainability opportunities to the campus and community.
h. Gather and disseminate information on UM’s sustainability issues, efforts and achievements.
i. Maintain the Sustainable Campus Committee website http://www.umt.edu/greeningUM/
j. Coordinate, research, propose and promote a comprehensive campus sustainability policy, sustainable
standards and guidelines, and a sustainable development plan. Such long-range plans and policies
would be developed in full collaboration with affected departments, and accord with all safety
codes, environmental regulations and accessibility requirements.
k. Attend sustainability professional meetings and workshops to keep current with national ideas and
initiatives and to share significant successes or valuable lessons with campus colleagues and to highlight
the visibility of UM in the national sustainability in higher education movement.
Knowledge, Skills, and Abilities
Required:
a. Bachelor’s degree. Preferred areas of study include Environmental Studies, Communications,
Education, Public Administration and Business.
b. Knowledge of sustainability programs on university campuses.
c. Excellent written and oral communications skills.
d. Ability to develop promotional strategies and materials.
e. Demonstrated computer skills; proficiency with Microsoft Office Suite.
f. Outstanding public speaking skills with the ability to give presentations to diverse campus and
community groups and individuals.
g. Superior organizational and management skills.
h. Ability to research, gather data, compile information and prepare reports and correspondence.
i. Strong interpersonal skills; ability to foster relationships in support of UM sustainability.
j. Ability to exercise diplomacy, tact, good judgment, and discretion.
k. Grant writing and fiscal management experience.
Preferred:
a. Master’s degree. Preferred areas of study include Environmental Studies, Communications, Education,
Public Administration and Business.
b. Knowledge of The University of Montana campus.
c. Experience completing cost-benefit analysis.
d. Experience instituting ecological and sustainable principles within an institutional atmosphere.
14
ASUM Senate Resolution 4/19/06
(SCC note: This ASUM resolution was offered by Senator Denver Henderson, who is
also an SCC student member. The SCC did not ask Mr. Henderson to propose such
amendment, formally, in SCC meeting, or otherwise, but when he decided to do so
independently, the SCC supported the resolution.)
SB51-05/06 Resolution to Support the Hiring of a Sustainability Coordinator
Whereas, there are several student groups that are working towards making the campus more
environmentally sustainable;
Whereas, student groups would be more productive with a campus organizer to coordinate efforts,
research and pursue grant opportunities;
Whereas, the Director of Residence Life, Ron Brunnell, has worked towards increasing energy
efficiency in the dorms on campus;
Whereas, The University of Montana may be foregoing alternative revenue is losing money by not
taking advantage of grant opportunities;
Whereas, Federal funds, in the form of grants, were made available in previous Congressional
sessions to encourage projects that promote sustainability on campus;
Whereas, energy efficiency measures save students money by reducing wasted electricity;
Whereas, President Dennison created the Sustainable Campus Committee with the expressed
purpose of increasing campus sustainability;
Whereas, after extended deliberation, the Sustainable Campus Committee has made the executive
recommendation that the best way to increase sustainability on campus is to hire a full-time
Sustainability Coordinator;
Therefore, Let It be Resolved that ASUM supports the Sustainable Campus Committee’s
recommendation; and,
Let It Be Further Resolved that ASUM urges President Dennison to hire a full-time Sustainability
Coordinator; and,
Let It Be Further Resolved that a copy of this resolution be sent to President Dennison and Executive
Vice President Jim Foley.
Authored by: Senator Denver Henderson
Sponsored by: Senator Andrea Helling
15
Second DRAFT Sustainability Director Position Proposal
Revised after input from stakeholder meeting 10/27/05
Sample Job Description11/15/05
Job Title Campus Sustainability Director
Employer The University of Montana
Position Description
On Earth Day 2002, UM President George Dennison signed the Talloires Declaration, a ten-point action plan
for incorporating sustainability and environmental literacy in curriculum, research, operations and outreach at
colleges and universities.
To fulfill the tenets of this declaration, UM seeks an enterprising, energetic individual to work collaboratively
with University administrators, students, staff and faculty to educate the campus community about
sustainability issues, publicize UM sustainability initiatives, and promote campus wide best practices. This
individual should be knowledgeable about national university level sustainability programs, ideas and
opportunities, and will regularly share information and resources with sustainability professionals across the
country. The Sustainability Director will engage in dialogue with campus stakeholders to gain an overall
organizational familiarity, form partnerships to support existing programs and help identify future project
priorities and will secure resources to fund prospective endeavors.
The successful candidate will possess a high degree of competency in listening, communication, relationship
building, vision development, responsiveness and continuous strategic adaptation.
Position Objectives
To constructively work with existing offices, programs and staff to:
a. Reduce operating costs to ensure economic viability
b. Expand revenue streams
c. Involve and mentor talented, committed students in research projects and program implementation
d. Improve employee and student productivity and health
e. Collaborate with stakeholders for interdisciplinary approaches to integrating sustainability into UM’s
curriculum, research and operations
f. Enhance The University of Montana’s reputation
g. Attract and retain students, staff and faculty
h. Educate the campus community to promote environmentally responsible citizenship
i. Keep the campus informed about the national movement in university level sustainability ideas, best
practices and opportunities
16
Duties and Responsibilities
The successful candidate will support existing programs and develop and manage new projects, educate
campus community, identify and secure grants and other sources of funding. Duties include the following:
a. Develop and maintain productive campus and community partnerships to advance sustainability
issues and projects.
b. Research, develop, facilitate implementation, promote, and evaluate existing and potential sustainable
policies, programs, projects, and promotions for The University of Montana campus such as energy
and water conservation, waste reduction, improved recycling and water reuse.
c. Conduct economic, social, and policy cost-benefit analyses of sustainability and environmental
initiative programs, projects, and practices.
d. Generate programs; secure funding, and initiate campus and community wide activities to promote
sustainability.
e. Assist in coordinating interdisciplinary curricular efforts.
f. Identify grants, obtain funding and coordinate faculty interests to facilitate interdisciplinary research.
g. Engage students to implement research projects and sustainability initiatives; provide oversight and
mentoring to build student capacity and to ensure program success and continuity.
h. Communicate and promote sustainability opportunities to the campus community and community atlarge.
i. Gather statistics and disseminate information about The University of Montana’s sustainability issues,
efforts and achievements.
j. Maintain the Greening UM website http://www.umt.edu/greeningUM/
k. Coordinate, research, propose and promote a comprehensive campus sustainability policy,
sustainable standards and guidelines, and a sustainable development plan, in accordance with all
appropriate safety codes, environmental regulations and accessibility requirements.
l. Propose and promote sustainable policies that decrease the use of hazardous chemicals, advocate
and develop efficient and effective transportation, increase use of local, organic, sustainable food, and
facilitate the implementation of integrated pest management and green renovations along with low
impact building development construction and maintenance.
m. Attend sustainability professional meetings and workshops to keep current with national initiatives and
to share significant successes or valuable lessons with colleagues.
Knowledge, Skills, and Abilities
Required:
a. Bachelor’s degree. Preferred areas of study include Environmental Studies, Communications,
Education, Public Administration and Business.
b. Knowledge of sustainability programs on university campuses.
c. Excellent written and oral communications skills.
d. Ability to develop promotional strategies and materials.
e. Demonstrated computer skills; proficiency with Microsoft Office Suite.
f. Outstanding public speaking skills with the ability to give presentations to groups and individuals.
g. Superior organizational and management skills.
h. Ability to research, gather data, compile information and prepare reports and correspondence.
i. Strong interpersonal skills; ability to foster relationships in support of UM sustainability initiatives.
j. Ability to exercise diplomacy, tact, good judgment, and discretion.
k. Grant writing and fiscal management experience.
Preferred:
a. Master’s degree. Preferred areas of study include Environmental Studies, Communications, Education,
Public Administration and Business.
b. Knowledge of The University of Montana campus.
c. Experience completing cost-benefit analysis.
d. Experience instituting ecological and sustainable principles within an institutional atmosphere.
17
UM Sustainability Director Position Description Revised Proposal
SCC Response Statements to 3 Important Suggestions from Stakeholders at 10/27/05 Meeting
SD Position Description Revision Process:
All written comments from October working group meeting were compiled, along with
transcriptions of oral comments. These were read, reread, grouped if similar, and discussed prior to
and during the SCC subcommittee’s PD revision. As the revised PD proposal demonstrates, many
diverse suggestions and concerns from the WG meeting were incorporated in the revision, some
directly and some indirectly, and both the SCC subcommittee and members feel the proposal is much
improved, more informed, and greatly strengthened.
However, some important comments, concerns, and suggestions from the WG October meeting were
not incorporated or not fully incorporated into the revision. The SCC feels a direct statement and
response to these important comments, suggestions, and concerns is warranted.
1: The suggestion that the SD position should require an advanced Engineering degree was
carefully considered and discussed.
While it’s understood that some of the most important areas that affect campus sustainability--and in
fact, all campus operations--are managed and implemented in Facilities Services, or other areas,
where many of the professionals do have such degrees, the SCC believes requiring this for the SD
would narrow the scope of the position to such a degree as to make it very different from almost all
comparable nationwide positions that have been reviewed, as well as to limit the position’s overall
campus effectiveness.
While much of the valuable work any potential SD might do would entail collaboration with and
support of UM’s engineering and operation professionals, the SD needs to have the kind of broad
and more interdisciplinary background that enables s/he to work with and support sustainability
efforts across all areas of campus. Specifically, any SD needs to be able to integrate diverse
sustainability efforts into a cross-campus vision and communicate and promote all particular area
efforts as part of this wider matrix--to the campus, the public, alumni, etc.
As in most other campuses, any UM SD would rely heavily on the professional expertise already
present in operational areas at UM, supporting and promoting sustainability efforts that these areas
themselves introduce, and suggesting any new ideas always in a collaborative spirit and approach to
these areas.
18
SCC Response to Three Important Suggestions from 10/27/05 Meeting (continued)
2: The suggestion that the SD position, and the initiatives and work it would entail, should be
generated entirely or mostly from UM students was carefully considered and discussed.
The UC-Boulder example is certainly one that the SCC has researched in its nationwide surveys and in
its communication with national sustainability organizations and personnel. The SCC believes that any
UM SD would necessarily rely on student help and input, and that generating growing student support,
through internships, courses, and volunteer work would be an essential component of the position.
However, as most other national campus experience indicates, overall and continuous direction and
support must be supplied from the campus administration in the form of a full-time position. ASUM
and countless other student organizations do invaluable service to the entire campus community;
however, students are necessarily temporary, constantly turning over, and understandably must maintain
their first focus on their studies.
The enthusiasm that UM students have shown for current sustainability efforts, and likely will show for
future efforts, is a crucial resource, but without the consistent presence of a SD who is in touch with the
national higher-education sustainability movement, with all areas of campus, and with the
administration, the SCC feels that student enthusiasm and energy will be under-utilized and important
sustainability opportunities might remain unexplored for many years.
3: The suggestion that a full, in-depth review of what all areas, offices, committees, organizations,
etc. are currently doing that relates to campus sustainability should be completed before
recommending for a SD was seriously considered and discussed.
Some of this review has been done in the preceding year by the SCC in its run-up to the current
proposals, and a further, yet necessarily quick, review has been done in response to this valuable
suggestion. However, after looking at a spectrum of existing SD positions on campuses, it is clear that
this kind of operational inventory is exactly the kind of work that any SD would do, early on, and on a
continuing basis. One of the important functions of such a position is to eliminate duplication and
redundancy, to promote collaborative and synergistic efforts where they exist, and to keep all affected
parties informed from the broad, big-picture perspective of campus sustainability.
The SCC also believes it has done as much of this kind of preliminary inventory as it can on a volunteer
basis, and that the revised PD, calling for a person capable of careful and informed conversation on
these issues with all areas of campus, in terms of position requirements, and relying on an ongoing and
sincere collaboration between the SD and all affected areas, in terms of position duties, will allow for
any SD to address the important concerns underlying this suggestion early on, and as a matter of course,
as the position develops.
19
First DRAFT Sustainability Director Position Proposal
Prepared for discussion with campus stakeholders
Sample Job Description 10/1/05
Job Title Campus Sustainability Director
Employer The University of Montana
General Job Description
On Earth Day 2002, UM President George Dennison signed the Talloires Declaration, rededicating UM to promoting
sustainable development, self determination and social justice on local, state, national and global levels. To fulfill the tenets
of this declaration, UM seeks an enterprising, energetic individual to work with University administrators, faculty, staff, and
students to educate the campus community about sustainability issues, instill sustainable ethics and values, and help the
University conduct its affairs in a sustainable manner.
Goals
Increase Awareness of Environmentally Sustainable Development
Create an Institutional Culture of Sustainability
Educate the University for Environmentally Responsible Citizenship
Foster Environmental Literacy For All
Practice Institutional Ecology
Involve All Stakeholders
Collaborate for Interdisciplinary Approaches
Enhance the Capacity of Primary and Secondary Schools
Broaden Service and Outreach Nationally and Internationally
Maintain the Sustainability Movement
Duties and Responsibilities
The successful candidate will manage and develop programs, educate the campus community, write and procure grants.
Duties will include the following:
Research, develop, facilitate implementation, promote, and evaluate existing and potential sustainable policies,
programs, projects, and promotions for The University of Montana campus such as energy and water conservation,
waste reduction, improved recycling and water reuse.
Establish sustainable policies that decrease the use of hazardous chemicals, promote and develop efficient and
effective transportation, increase use of local, organic, sustainable food, and direct the implementation of integrated
pest management and green renovations along with low impact building development construction and maintenance.
Gather statistics and disseminate information about The University of Montana’s sustainability issues and efforts.
Coordinate, research, and manage implementation of a comprehensive campus sustainability policy, sustainable
standards and guidelines, and a sustainable development plan.
Communicate and promote sustainability to the campus community and community at-large.
Conduct economic, social, and policy cost-benefit analyses of sustainability and environmental initiative programs,
projects, and practices.
Generate programs, provides resources, and initiate campus and community wide activities to promote sustainability.
Represent the university to the public and governmental agencies.
Develop and maintain productive campus and community partnerships to advance sustainability issues and projects.
Knowledge, Skills, and Abilities
Bachelor’s degree required. Master’s preferred.
Knowledge of sustainability programs on university campuses.
Experience instituting ecological and sustainable principles within an institutional atmosphere.
Excellent written and oral communications skills.
Superior organizational and management skills.
Strong interpersonal skills; ability to work as a team member and independently.
Ability to exercise diplomacy, tact, good judgment, and discretion.
Grant writing and fiscal management experience.
20
List of Colleges and Universities with
Sustainability Professionals
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Portland State University
University of WisconsinWisconsin -Madison
Warren Wilson College
University of South Carolina
Birmingham--Southern College
Birmingham
Ball State University
University of New Hampshire
University of North CarolinaCarolina Greensboro & Chapel Hill
Michigan State University
Yale University
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Williams College
University of Hawaii at Manoa
University of Minnesota
University of Florida
Fort Lewis College
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Harvard University
California Polytechnic State University
Duke University
Hartford Community College
Washington University
University of TexasTexas - Austin
University of Iowa
University of ColoradoColorado -Boulder
Tufts University
State University of New YorkYork-Buffalo
Rice University
New Jersey Institute of Technology
Keene State College
Dartmouth College
Carnegie-Mellon University
CarnegieBoston University
Partial list only (from over 250 total)
Source: AASHE
Association for the Advancement of Sustainability in Higher Education
21
Making The Case for Sustainability
Prepared for Stakeholder Meeting 10/27/05 by Meredith Printz, Lisa Swallow for SCC
A. What Does Sustainability Mean? Three definitions often cited:
”Meeting the needs of the present without compromising the ability of future generations to meet their own needs.”
“Achieving the ecological balance which allows economic prosperity and social equity to be achieved across generations.”
“Sustainability is equity over time ... think of it as extending the Golden rule through time… Do unto future generations as
you would have them do unto you.”
B. Why is Sustainability in Higher Education Important?
Higher education plays a critical role in creating and disseminating the knowledge, skills and values for society. Moreover,
higher education has unique academic freedom; diversity of skill to develop new ideas to meet societal challenges; capacity
to engage in bold experimentation in sustainable living.
Higher education prepares many of the professional and leaders that influence societies’ institutions. It has the potential to
train future teachers and administrators about sustainability, which in turn can influence the framework of K-12 education,
leading to lifestyle changes for a new generation.
In addition, higher education is a tremendous economic engine. There are 4,100 institutions of higher education in the United
States—community colleges, universities, colleges and professional schools—with a total of 14.8 million students. The
annual operational budgets of these institutions are $277 billion—greater than the GDP of all but twenty countries in the
world. These powerful financial resources have vast potential to lead us down the path to sustainability.
Imagine a university where alternative energy powers some of the campus and a highly visible greenhouse provides local
produce to Dining Services. The curriculum is imbued with sustainability literacy and students are engaged in experiential
learning. Environmentally preferable products are procured and the grounds are chemical free. Imagine the transformative
power if universities were to utilize their faculty and students to conduct research to support the efficacy of this vision while
acting as a resource and a working model to educate the community about sustainability.
C. Embracing Sustainability: Benefits and Opportunities for UM
Provides environmental and economic sustainability that strengthens our institution for years to come.
Enhances The University of Montana’s reputation as a leader by example. It is not enough to merely teach classes
on environmental management, but to live it throughout the rest of the campus.
Attracts students, staff, faculty and funding.
Enables economic efficiency and savings. Recommendations from routine environmental audit programs that target
waste and inefficiency can lead to significant cost savings by reducing energy and water use and minimizing the
campus waste stream and extending facility life.
Offers students real-life work and learning opportunities.
Improves employee productivity and health.
Enhances the overall quality of life on campus.
22
Colleges and Universities Across North America are Benefiting from Sustainability:
o
Harvard’s Computer Energy Reduction Program (CERP) aims to reduce the cost and environmental
impact of computer use on campus. They employ technological and educational approaches to reach goals.

o
As a result of a series of energy audits and improvements starting in the late 1990s, Foothill-De Anza
Community College District in California has been able to reduce its electricity consumption to 1991
levels despite growing by about 200,000 square feet.

o
Fact: The improvements have cost the District more than $3 million, but cuts in utility spending
are expected to exceed $800,000 annually, so the initial investment will pay within a few years.
In the last year, Penn State U installed 600 new front-loading ENERGY STAR washers in common-area
laundry rooms at eight campuses. P.S. calculates that this feature will cut water use by almost half.

o
Fact: One desktop computer and 17” CRT monitor left on 24 hours/day for one year can release
over 1500 pounds of carbon dioxide. Turning off the equipment at night can cut the annual energy
costs by about $100 per computer. Harvard has approximately 13,000 computers in the Faculty
of Arts and Sciences (the focus of the program). This saves them approximately $1.3 million
and 9.75 million pounds of CO2 per year.
Fact: As a result, the new machines are expected to save the University more than $110,000 in
energy costs. In addition, the new washers require less detergent, thereby lowering costs to
students and reducing emissions of detergent-derived environmental pollutants.
The University of British Columbia spearheaded ECOTrek, Canada's largest university energy and water
retrofit. The program began in the fall of 2002 and was completed in 2004.
Fact: The project is generating annual savings of up to $3 million. Other benefits include improved
comfort for bldg occupants, 30% reduction of energy use on campus, 45% reduction of water use in core
facilities and reduced CO2 emissions by 30K tons.
D. Spheres of Influence: People, Place, Process
Initiatives and programs to be undertaken by the Sustainability Coordinator fall into 4 main categories.
People
Improve health and safety: Enhance quality of life
Develop a vibrant community at UM: Enable everyone to achieve their highest potential
Promote learning in the community: Interact with Missoula, Montana, the U.S. and the world
Place
Reduce pollution: Air, water and land
Conserve resources: Use energy, water and materials wisely and efficiently
Protect ecosystems: Limit our impact on natural systems
Process
Ensure economic viability: Secure the financial resources to fund our vision
Promote an open, inclusive model: Keep stakeholders aware and participating in the university's sustainability plans
Champion progress: Develop an infrastructure that promotes and embodies sustainability
23
Timeline for Selected Potential projects for a Sustainability Coordinator
Each year, the coordinator might administer a “focus project” that produces tangible results visible to
the campus community. The goal would be to generate cost savings that will fund future focus
projects. Every effort would be made to offer students the opportunity to be involved with these
projects and gain valuable experience. Suggested focus projects in each time period are italicized.
Possible Timelines:
12 months
Conduct campus-wide assessment of sustainability initiatives and interests –
curricular/research/operational/etc
Create database of sustainability initiatives and interests
Maintain the Greening UM website
Build on MONTPirg Environmental Assessment – gather baseline data for water and energy
usage, materials and wastewater recycling, pesticide use, etc.
Convert campus paper usage to 100% post consumer waste (PCW) paper.
Design processes and procedures that are replicable for obtaining organic cleaning,
gardening, facilities products etc.
Engage in community outreach and education; formulate partnerships with major stakeholders
Engage in campus marketing and education – design and coordinate quarterly brown bag
sustainability presentations
Create and prioritize long term goals with university community
o Develop midrange and long-term marketing and educational plan for UM
staff/students/faculty
o Potentially utilize Departmental Sustainability Coordinators
24 months
Using baseline data, Identify areas of potential campus energy savings and select a focus
project for energy use reduction.
o Develop a 5 year renewable energy plan, including identifying funding sources
 Goal is 25% reduction in fossil fuel usage within 5 years
o Develop a 5 year plan to maximize energy efficiency on campus
Design midterm/long term goals regarding LEED accreditation
o Liaise with policymakers to garner legislative support
o Liaise with existing community sustainability funding sources
Guest lecture in appropriate courses; identify interested students for potential internships
Begin implementation of midrange marketing and educational plan
Liaise with recruiting personnel – international/national, for public relations with prospective
students regarding UM sustainability initiatives
Submission of sustainability component in general education curriculum to ASCRC
Begin new student orientation and dormitory resident sustainability education program
o Assess Ecological Footprint of incoming students
Outline plan for comprehensive student volunteer/intern program
24
Possible SC Work Timeline (page 2)
3 - 5 years
Concerted policy/legislative initiatives/work regarding LEED accreditation
Formal life cycle cost analysis (LCCA) process for new capital purchases and projects
Implementation of sustainable procurement plan
Identification of future organizational needs– identify funding sources for new positions
Expand outreach and education programs
Identify and begin implementation of a waste reduction plan
Identify and begin implementation of a toxics use reduction plan
Identify and begin implementation of a water conservation plan
ASCRC approval of sustainability in general education requirement
Implement comprehensive student volunteer/intern program
Annual review of goals/plans- plans that we have developed previously
5+ years
Full staffing for key areas
Full implementation of sustainability initiative in building projects
Assess Ecological Footprint for incoming and graduating students
Formulate new sustainability goals and plans that build on past accomplishments
Utilize efficient/renewable modes of transportation across campus
25
SCC ANNUAL REPORT TO THE PRESIDENT 2006
OTHER SCC WORK
and
RELATED REPORTS
for
AY 2005-2006
1)
Green Thread Initiative (U.M. Faculty Development on Sustainability)
2)
SCC Recommendation re SOE Building Plans to Dean Rowland
3)
2006 Greening UM Award to COT Accounting Program Director Lisa Swallow
4)
U.M. Recycling Oversight Committee Report to SCC
5)
SCC Intern Report on Sustainability and Recruitment
6)
Earth Day 2006 at U.M. (Thanks to President’s Office)
7)
SCC Harvard Sustainability Course Syllabus
26
GREEN THREAD INITIATIVE
U.M. Faculty Development for Sustainability, as of May 2006
Ideas for UM Faculty and Curricula Sustainability Development
SCC Member Steve Schwarze and Committee Volunteer Lisa Swallow have been working on a
faculty development initiative intended to infuse sustainability across the UM curriculum. The
initiative is based on similar projects at Northern Arizona University (the Ponderosa Project) and
Emory University (the Piedmont Project). It also arises from conversations and guidance from
SOE Dean and SCC member Paul Rowland.
UM faculty would self-select to participate in a two-day workshop that encourages introduction
of sustainability issues into course lessons, units, and sections, as well as entirely new course
proposals. The workshop would be cross-curricular and interdisciplinary.
In the 5/3/06 SCC meeting, the committee encouraged Steve and Lisa to pursue this initiative,
with the goal of instituting the first Green Thread workshop in May 2007. They will report on
progress at first SCC meeting in Fall 2006.
27
SCC Recommendation re SOE Building
(solicited by Dean Rowland from SCC, October 2005)
“Universities must play a leading role to help create an equitable and sustainable future.”
Sustainable Campus Committee
University of Montana
AY 2005-06
Students
Staff
Faculty
Administration
scc@mail1.umt.edu
Beth Neely, Derf Johnson, Josh Carter
Kelly Chadwick, Meredith Printz (Vice Chair/FO)
Phil Condon (Chair), Curtis Noonan, Steve Schwarze
Dean P. Brown, Dean Rowland, Dean Williamson
18 November 2005
Dear Dean Rowland,
At the 17 November 2005 meeting of the UM Sustainable Campus Committee, we discussed possible
recommendations about the new SOE building that you requested when you explained the project to us
in October. After discussion, the Committee voted unanimously the following 3 recommendations to
consider in preparing the project RFP:
“For environmental, educational, and promotional reasons, aspiring to some level of the US Green
Building Council’s official LEED certification will achieve best overall results.
In general, and again for all the reasons above, in the areas of design, siting, building practices, and
building materials, sustainability is an important emphasis.
The American Institute of Architects website on writing “green” RFP’s--with overview, specific
language, and relevant RFP’s--at www.aia.org/cote_rfps#overview could be helpful and useful.”
The UM SCC appreciates the opportunity to provide recommendations on this exciting and important
SOE project, and we thank you for your leadership.
Sincerely,
SCC Chair Phil Condon
cc: SCC Members
28
SCC Greening U.M. Award for 2006
PRESS RELEASE:
Who:
The Sustainable Campus Committee (SCC) of UM
What:
3rd Annual Greening UM Award, 2006
When:
4/18/06 For immediate release
Contact:
Phil Condon, Asst Prof EVST and Chair SCC
406.243.2904
phil.condon@mso.umt.edu
The UM Sustainable Campus Committee is pleased to announce that the recipient of the 2006
Greening UM Award is Lisa Swallow, Program Director of Accounting Technology in the College
of Technology.
Previous Greening UM Award recipients were Mark LoParco, Director of UM Dining Services, in
2004, and COT Dean Paul Williamson in 2005.
Lisa Swallow has volunteered many hours over the past year for the SCC, doing research, attending
committee meetings, and helping the SCC articulate and promote its vision of a UM Sustainability
Coordinator position. In addition, she has done much work to advance sustainability in the
curriculums at COT and at UM Main Campus, and has helped UM and SCC establish productive
connections with other higher education professionals working to advance sustainability curriculums.
For her volunteered time and service, and for the insight and inspiration she provides in the efforts to
promote sustainability in higher education at UM, the SCC awards the 2006 Greening UM Award to
Lisa Swallow.
29
UM Recycling Oversight Committee Report to SCC
Projected student recycling fees were double last years, so $96, 000 was budgeted for campus
recycling which allowed ROC to add new sites & put new signs over bins, hire more students & pay
them more, fix the recycling truck, & purchase a trailer for cardboard pick-up. Last year UM
recycled over 191,000 pounds of waste (this year’s numbers not available yet).
In Fall 2005, 2 members of the ROC attended EPA's Waste Wise Conference & learned about other
university recycling initiatives, particularly approaches to handling the growing problem of e-waste.
UM ROC is developing a proposal to address security issues with information left on old computers
so that computers can be reused or recycled with a responsible e-waste recycler.
Submitted by Dr. Vicki Watson to SCC
30
Sustainability in Higher Education: Recruitment and Retention
Prepared for the UM Sustainable Campus Committee by
SCC Intern Ashton Fink and SCC Volunteer Ethan Smith
As a portion of the assessment of sustainability programs at college and university campuses, we have
researched the techniques of recruitment and the resultant retention rates at participating institutions. A great many
campuses around the globe have instituted programs involving sustainability, and they vary incredibly in size, scale,
and composition. In an effort to begin a wide and calculated assessment, we began with Decisions for a Sustainable
Tomorrow: Sustainability Assessment for California State University, Chico.i CSU-Chico is a suitable for
comparison to UM – Missoula in terms of size (CSU-Chico enrollment approximately 14,000, UM–Missoula 2003
enrollment 13,400), and campus-building age (CSU - Chico established 1887, UM-Missoula established 1893).
Decisions for a Sustainable Tomorrow is one of the most complete and recent internal evaluations of sustainability at
a public university, and lists a group of institutions that have begun sustainability initiatives. Included in this list are
representatives from small colleges (Middlebury and Bowdoin), larger research universities (Harvard, Yale, UNC
Chapel Hill, University of British Columbia, University of Colorado – Boulder, and Michigan State University) and
universities of a similar scale to CSU-Chico and UM-Missoula (UNC Greensboro, University of Oregon, Oregon
State University, Portland State University, UC Santa Cruz and UC Santa Barbara). It was within this group of
institutions that we began our internet and phone research.
Retention
The question of retention - in the context presented here - is asked to determine whether a focused program
of sustainability at a college or university can have an active role in the retention of students once they have been
enrolled for at least one semester. Via e-mail contact, telephone calls, and extensive internet research of the above
listed universities (and many others as well), the persistent message is that such information is currently unavailable.
Individuals contacted at the University of Colorado-Boulder and at the University at Buffalo - two universities that
have excelled nationally in terms of campus sustainability efforts – openly stated that there is currently no system in
place to assess the degree to which such programs can specifically retain students. Focused questionnaires presented
to returning students may provide some answers, as could exit interviews with graduating seniors. Though
institutions could benefit and improve their own programs with such information, it seems to be rarely probed and
seldom published.
Recruitment
Tools of recruitment will vary widely, and are dependent upon the size and nature of the university,
public/private institutional status, and the target prospective-student audience. To thin this box of recruitment tools
for assessment, we have highlighted three possible subjects that may be used to recruit prospective students: 1)
Scholarships tied to sustainability and funding sources for sustainability work or research, 2) Sustainability
coursework or curriculum, and 3) On-campus or work-study jobs relating to campus sustainability.
31
Scholarships and Funding
Scholarship opportunities vary widely across the researched colleges and universities. Some of these
scholarships are offered directly through the university to individual students. A leader in this category is the
University of British Columbia, which has developed a sustainability coordinators program that has created a $75,000
grant fund to help provide financial support and encouragement for departments to practice sustainability. The end
goal of this program is to inspire “more departments practicing sustainability, more recruitment…,
doubling the $75,000 savings” (UBC Campus Sustainability Office).
This program has
recently trained 17 new coordinators. This program known as SEEDS “attracted more than 175
participants, including 130 students, 25 staff, and 20 instructors” (UBC Campus Sustainability Office). It is
worth mentioning here that the UBC Sustainability Office’s administrative expenditures are funded entirely by the
money saved from its energy-saving programs. Also at the University of British Columbia, a new fund is under
development by the company BC Hydro, which offers a $20,000 scholarship for engineering students. Preference is
given to those who express particular interest in energy conservation and sustainability. “The BC Hydro Scholarship
in Engineering consists of an annual award of $1,000 for a student currently enrolled in UBC Okanogan’s School of
Engineering. Preference may be given to students involved in studies related to energy conservation and
sustainability”ii.
Other universities are developing larger-scale funding pools for entire departs and research. For
example:
The University of North Carolina-Chapel Hill offers a scholarship through the university that awards
$200,000 over a five year period to various campus organizations that are concerned with sustainable design
initiatives. “UNC’s $16.5 million Active Living by Design program, through which up to $200,000 over five
years will be awarded to 25 interdisciplinary organizations that promote physical activity by changes in local
community design, transportation and architecture”.iii
Michigan State University has received a $249,522 award from the EPA to develop a campus sustainability
program, which includes curriculum development and student research. “The UCSC proposal was one of 27
funded from nearly a thousand applicants. EPA described the successful proposals as “innovative
community and business partnership projects…that promise measurable environmental results and more
livable communities”.iv
California State University Chico held the Towards Sustainability Western regional conference and expo in
early 2006. This conference offered the opportunity for students and faculty to gather to discuss campus
sustainability opportunities. Scholarships and tuition waivers were offered by CSU to attend the conference.
CSU is also the home of the nation’s first sustainable campus residence house just opened this April, 2006.
While not truly a scholarship, the prospect of lower utilities costs and of living in such “green” student
quarters may appeal to many prospective students. The following is an excerpt from an article written on
the project:
“What makes this project special is that we are now testing the ideas and concepts of sustainability,”
32
said Mark Stemen, geography and planning professor and adviser to the Green Campus program at
CSU, Chico. “These are students who are living on their own for the first time. Not only will they
be providing us data about energy savings, but they will be setting patterns and habits of living for
the rest of their lives.” Stemen said the involvement of CSU, Chico's honors program in the
sustainability project will increase next year through a new class tentatively titled “Sustainable
Living and Learning”.v
The Environmental Studies Department at the University of Oregon, has received money to help fund
“rotating professorships, graduate student stipends, shared research facility and possibly a new,
ecologically sustainable building that would house the Institute and other departments, programs and
faculty with strong links to this area of study” (University of Oregon). They received an expendable gift
of $8 to $22 million and a $1.94 million endowment to develop an interdisciplinary Institute for
Environmental Research.vi
Curriculum and Coursework
Many institutions are advertising coursework and educational opportunities focused on sustainability
within their campuses. Some examples are:
The Beahrs Environmental leadership program at UC Berkeley has drawn students to the university since
its initiation of its summer certificate course. “Since the inaugural Beahrs ELP summer certificate course
in 2001, 190 people from 62 different countries have come to UC Berkeley for interactive training in
Sustainable Environmental Management.vii
The Environmental Studies Department of the college of arts and sciences at the University of Oregon
has been awarded an expendable amount of $90,000 and a $1.625 million dollar endowment to build a
sustainability house. This space, like the sustainability house at CSU will encourage education of
sustainability. “The creation of the house and its subsequent use will incorporate principles of
environmental sustainability, economic feasibility, and applied research and teaching”.viii
Michigan State University has taken the previously mentioned grant from the EPA and begun classes that
focus specifically on campus-related sustainability issues. The most successful to date has been the
"Football Footprint" project produced by the 2004 investigative environmental reporting class at
Michigan State University's School of Journalism. The class focused on the environmental impact of
tailgating and game-day productions. The course offered an informative assessment while offering
investigative journalism experience through MSU's Knight Center for Environmental Journalism.ix
The University of California-Santa Cruz has several programs that involve the university community in
sustainability issues:
- The Education for Sustainable Living Program is “a collaborative interdisciplinary effort to realize
sustainable community throughout the University of California. Students throughout the state enrolled in
this student organized class form action research teams in partnership with guest lecturers, faculty,
administration, and community members to implement tangible change. Such experiential learning
inspires participants to internalize the concept of sustainability, and carry it in practice beyond academia
into a greater society.”
33
- The Blueprint for a Sustainable Campus is “a living document which describes our commitments and
plans for improving the sustainability of our campus community. Divided into specific topic areas, the
collaborative nature of the Blueprint allows for a systems approach to thoughtful, responsible, and
strategic planning to ensure that we leave a fertile, vibrant world for generations to come, beginning with
the University of California Santa Cruz.”x
Other programs within the University of California system are:
Student-Initiated Courses:
- Education for Sustainable Living Program Campus Sustainability Assessment (UC Berkeley)
- Energy 101 (UC Berkeley)
Core or Special Courses Taught by Faculty and Staff:
- Freshman and Sophomore Seminars on Sustainability (UC Berkeley)
- Sustainability: What You Can Do - Food (UC Berkeley)
- Sustainability in the Built Environment (UC Davis)
- Design for Sustainability Colloquium (UC Berkeley)
- Mapping Sustainable Building Activities in the Bay Area (UC Berkeley)xi
Campus Work Opportunities
Many campuses offer jobs in sustainability efforts, most specifically within offices of Campus
Sustainability. Many times, these positions are held as internships.
Michigan State University is actively recruiting for their Stewardship Coordinator Program. They are
seeking individuals from any and all departments on campus who can spend at least two hours per month
coordinating sustainability efforts across departmental and program lines. This is a unique program in its
focus on truly campus-wide idea-exchange on issues of consumption, recycling and waste, and
sustainability.xii
Naropa University is one of many institutions that are offering internship credit for students to help create
and implement sustainability-related events. These positions can offer prospective students long-term
tasks and educational opportunities that may involve them throughout their college experience.xiii
The University of British Columbia offers the UBC Sustainable Leaders Tri-Mentoring Program and The
Learning Exchange. The Learning Exchange brings more than 1,000 volunteers from the UBC
community to inner city schools and non-profit organizations where they contribute to community
programs. While this program is not a paid opportunity, students will gain valuable skills and can add
vast experience to their resumes.xiv
Middlebury College is one of many colleges and universities (including the University of Montana) that
utilizes a working organic farm as an educational tool in their curriculum. In addition to class credit,
these opportunities often involve internship or paid positions in sustainable agriculture operations.xv
Conclusions
34
Many colleges and universities are using their efforts in sustainability as marketing tools for student
recruitment. Some institutions are offering scholarships to individual students, provided that their focus is
specific to issues of sustainability. As funding is still relatively limited for sustainability related endeavors, more
universities are spending their money on large-scale projects such as curriculum overhauls, new course options,
and sustainability demonstrations. These offer a broad appeal to students of all educational disciplines, and have
the potential to impact a large section of the population. The University of British Columbia is a good example of
a school that has taken the funding issue seriously, and has shown that sustainability can pay for itself by funding
some administration with money saved through conservation.
Work and internship opportunities being advertised tend to revolve mostly around coordination and
implementation of sustainability events. However, exciting opportunities at Michigan State University that
involve stewardship coordinators from all departments and majors create exciting possibilities. Programs such as
this one can have a broad appeal to students outside of the traditional environmental focuses, and may hold the
key to a large-scale “greening” of campus operations.
One of the factors that varied most widely in this research was the actual form of publicity that the above
initiatives received. Some have been only mentioned in print articles, and others are hidden away on small
campus websites that are accessed by a small percentage of people already involved at the schools. The fact that
few of these colleges and institutions actively market these programs and sustainability initiatives on “perspective
student” portions of their websites is unfortunate. Further exploration may shed light on perspective-student
search strategies, and may show that interested individuals will seek out campus initiative regardless of how or
where they are publicized.
It appears that a mixture of recruiting tools – some focused on individual students in certain disciplines,
others broad based and crossing departmental borders – may be ideal. By diversifying funding sources, and by
reaching all corners of the campus, the initiatives may be more equipped to weather funding shortages and to
stretch every dollar. By appealing to all programs, regardless of the major or discipline, a sustainability program
may be more likely to receive all relevant input, and may be that much more likely to succeed.
35
References
1 www.csuchico.edu/bei/sustain.htm
ii
Mortenson, Bud. “BC HYDRO CREATES NEW ENGINEERING SCHOLARSHIP” . May 18 2006.
University of British Columbia. Retrieved May 21, 2006. http://web.ubc.ca/okanagan/about/news/mr-06031.html
iii
Chancellors Advisory Committee, "Chancellors advisory committee on sustainability." 2005 Retrieved May
21, 2006. http://sustainability.berkeley.edu/assessment/pdf/CACS_UCB_Assessment_10_Academics.pdf
iv
Michigan State University website . Retrieved May 21, 2006.
http://www.msu.edu/unit/vprgs/RN%20Summer%202000/EPA%20grant.htm
v
Wills, Joe. "Ground-breaking Sustainability House Has Grand Opening." CSU News 05 April 2004 Retrieved
May 21, 2006. http://rce.csuchico.edu/sustainability/
vi
University of Oregon Campaign. Retrieved May 21, 2006 http://campaign.uoregon.edu/
vii
Beahrs Environmental Leadership Program. Center for Sustainable Resource Development, College of
Natural Res. Retrieved May 21, 2006 http://beahrselp.berkeley.edu/
viii
University of Oregon Campaign. Retrieved May 21, 2006 http://campaign.uoregon.edu/
ix
Michigan State University, Football Footprint project. Retrieved May 24, 2006.
http://environmental.jrn.msu.edu/football/
also http://www.ecofoot.msu.edu/
x
UC Santa Cruz Projects Website. Retrieved May 24, 2006. http://ucscsec.org/projects.html
xi
http://www.ucop.edu/facil/sustain
xii
http://www.ecofoot.msu.edu
xiii
http://www.naropa.edu
xiv
http://www.sustain.ubc.ca/
xv
http://www.middlebury.edu/administration/enviro
and http://www.middlebury.edu/campuslife/
36
U.M. Earth Day 2006
A Full Week of Free Public Activities, Events, and Handouts
for U.M. Campus and Missoula Community
Planned and Coordinated by U.M. SCC
Funded by U.M. President’s Office
Mon 4/17: 7pm, UC 331 Presentation by Paul Williamson on Alternative Energy
Tues 4/18: 7pm, UC 331 Film & Presentation by Lisa Swallow on Sustainable Industry
Wed 4/19: 7pm ULH Lecture on Historical Significance of Earth Day:
Doug LaFollette, Wisconsin Secretary of State & Earth Day Co-Founder
Thur 4/20: 7pm UC 331 Presentation by Steve Schwarze on Consumption and Lifestyles
Fri
4/21: 10am-2pm, U Mall and UC Atrium: Earth Day Events and Tables
Fri
4/21: 6pm UC Theater showing of The Lorax movie for students and families
Throughout Week: 5,000 BOOKMARKS (10 Sustainability Tips for Students ) distributed
Breakdown of SCC Planning for Earth Week/Earth Day
Bulleted items are listed in roughly chronological order. Italicized statements at the end of each bulleted section
are comments on efficacy or ideas for enhancement. Bold statements indicate hours required for each section.
1. Approximately two months prior to Earth Week (Monday, April 17 to Saturday, April 22), the four-member
Earth Week Subcommittee was formed. Two members of this subcommittee were Sustainable Campus
37
Committee (SCC) members (Paul Williamson and Beth Neeley) and the other two members were
Sustainable Campus Committee interns (Ashton Fink and Ethan Smith). Four members from the SCC
seemed to be an adequate number. It allowed duties to be spread evenly, with no one person having too
many or too few tasks. Having fewer members also made easier the task of coordinating personal
schedules for meeting times.
2. Earth Week Subcommittee meetings were held every other week on Wednesdays in the conference room of
the Mansfield Center on the third floor of the Mansfield library. The conference room was a good meeting
place, as it is accessible on campus, holds 12-15 people, and has minimal distractions as opposed to the
University Center or other Mansfield Library spaces. 6-8 meetings, 6-12 Hours per group member.
3. After one initial meeting of the Subcommittee in which basic details and brainstorming for Earth Week were
ironed out, student volunteers were gathered (largely by intern Ashton Fink) for the remainder of the
process. The student volunteers turned out to be a very important portion of Earth Week planning and
implementation. The students represented a cross-section of student opinion and interest, shared and
developed new ideas, and helped to spread the duties and work required to make Earth Week a success.
4. Approximately six weeks prior to Earth Week, a basic itinerary for the week was
established. This
itinerary included small video/discussion events on Monday, Tuesday, and Thursday, a showing of the Dr.
Seuss movie The Lorax on Friday, and the production of bookmarks that would list 10 simple ways that
students could increase the sustainability in their daily lives. This time line worked well, as six weeks
allowed for plenty of time to organize discussions, reserve the theater, and to create the bookmarks.
5. The creation of bookmarks was undertaken approximately four weeks prior to Earth Week by two student
volunteers, and was overseen by Subcommittee member Beth Neeley. The students solicited ideas for the
10 “sustainable tips” from other members of the volunteer pool and from the subcommittee via e-mail.
After editing, the content was organized into a double-sided bookmark several inches wide and 8.5 inches
long. Bookmarks were then laid out with 5 to a page (8.5” X 11”) onto double-sided proofs for printing on
multi-colored recycled cardstock.
Printing was completed at the University Center Copy Center
approximately one week prior to Earth Week. The layout and printing of the bookmarks was successful.
However, a few small changes may be beneficial in the future. 1) Although the cardstock used was 100%
recycled, it was not mentioned on the bookmarks. Highlighting this might be beneficial. 2) The bookmarks
were colorful due to different hues of cardstock used, but the lettering was all one color. Though printing
in color was cost prohibitive this year, by approaching the Copy Center or other Missoula area copy stores
(Denny’s Copy Stop, Kinko’s, etc.) a month or two in advance, we may be able to secure a discount or a
38
donation for high-tech or color services.
Approximately 10 hours: 8 for assembly of bookmarks, 2
for printing.
6. The movie/discussion activities were decided three to four weeks prior to Earth Week. The presenters for
this year were all from within the SCC group: Paul Williams (Hydrogen Fuel), Lisa Swallow (Sustainable
Industry), and Steve Schwartz (Consumptive Lifestyles). Each person presented a video on a topic with
which they were familiar, and a discussion period proceeded afterwards. These movie/discussion activities
took place in rooms 333 and 331 in the University Center, and a Television/DVD/VCR unit was reserved
with UC Services. Attendance was between 20 and 50 participants each night. These activities seemed to
receive a positive response from those who attended. Little preparation time was needed for presenters, as
they were already familiar with the topics that they addressed. In the future, if individuals outside of SCC
are approached to present topics, is should be expected that more prep time or organization may be
necessary. Room sizes were adequate, though a larger crowd would need a larger room. Rooms should be
reserved at least four weeks in advance to prevent double booking, and maintaining one room number for
the whole week may prevent confusion for attendees. Planning ahead will also insure that movies can be
accessed through the library or other video outlets. Approximately 2-3 hours for presenters on activity
night, 1-3 hours preparation time.
7. Publicity for Earth Week began four weeks prior. Identified media for release were the UM Kaimin, The
Missoulian, and Missoula Independent. As all press releases must do through UM administration, a press
release was sent out through their offices. The Missoulian did not carry the story, and the Kaimin - after two
meetings with the Editor on the subject - also did not cover it. The Missoula Independent carried a calendar
of the events in the “8 Days a Week” section after the editor of that section was contacted. While the
attendance of the evening events was good, greater numbers of people may attend with a greater amount of
publicity. The Kaimin would likely run a story the week before Earth Week if it were presented with a good
story. More time on selling the event to the Editor will be necessary. The daily event calendar in the
Kaimin also exists, though it is not a regular facet of the paper, and we were unable to get a straight
answer on who is responsible for its inclusion. The Missoula Independent was a good source of
advertising. They need two weeks notice before Earth Week, so this one needs advance planning. The
Missoulian would be another worthwhile contact. Getting a story in an “earth-beat” or “education”
section might be helpful, and should follow up after the press-release to make sure that they received it.
Other options are Public Radio and the UM student radio station. Both were discussed but not followed
up. Each of these radio stations has a daily event calendar, and also allow PSA’s. This is one of the most
time-consuming sections, due to meetings with staff, editors, etc. Hours: approx. 30-40 for newspapers.
Radio would add 10-15 more.
39
8. Flyers were created three weeks prior to Earth Week by several of the student volunteers. Flyers were
created to show the events of the week, including the movie/discussion sessions, and the Friday movie “The
Lorax”. Sizes printed were 8.5”x11” and 11”x17”. They were distributed around campus and posted on
cork-boards and other flier-posting areas in buildings and dorms around campus. Coverage around campus
was good and the flyer design was great. One possible improvement would be to add color to the flier to
make it more eye-catching. Similar to the bookmarks, pre-planning may allow for a discount or donation
of printing at a local printing shop in color or with more graphics. Flyering around Missoula such as
downtown may improve coverage as well. Hours: 10 hours for creation and printing of flyers, 4-6 for
flyer posting.
9. Bookmarks were distributed throughout Earth Week functions, and were given to EVST and other UM
faculty to distribute at classes. Of 5,000 printed, only 15% or so were not handed out. Most response from
students and faculty was positive. Though no specific plan for distribution was in place, student volunteers
and subcommittee members distributed most bookmarks. Having a system in place to get more bookmarks
into the hands of faculty or departments may allow for a greater quantity to be distributed across campus to
a varied group of people. Hours: Distribution time (not including piles of bookmarks at events) 10-15
hours.
10. The Friday video, “The Lorax”, was shown at the UC Theater. The theater should be reserved as far in
advance as possible to prevent double booking. Theater issues were handled by intern Ashton Fink, who
also works in the University Center. The showing took place at 6:00 pm, and was attended by 75-80
people. Most attendees were parents with small children (evidence probably of more publicity from the
Missoula Independent rather than from campus flyers) with probably 15-20 students. Program began
exactly at 6:00 pm, causing some people to miss the beginning as they were a few minutes late, though most
all response was positive. Attendance may be improved with a different showtime than 6:00 pm on a
Friday. Time and date variability are issues with the UC Theater, and should be considered when applying
for space early. A more widely spread publicity campaign may help to bring in a larger and more varied
audience. Also, it would be helpful to speak to the projector operators, as the movie nearly began early,
and was not in color for the first 10 minutes. Having the technicians familiar with the start-up of the DVD,
as well as with the start-time and run-time of the film can prevent viewers from missing portions of the film.
Hours: 5-10 for reservation, film acquisition, set-up, and execution of event.
A group of 10 people, including members of the SCC and student volunteers, seemed to be a good size. The
sections that required the most time were advertising, design and completion of flyers and bookmarks, and group
meetings. Specific attention should be paid to timing of room reservations, theater reservation, and deadlines for
advertising.
40