CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
Introduction
In January 2008, President R. Mark Sullivan committed The College of Saint Rose to the
American College and University President’s Climate Commitment. This commitment was
announced as part of the College’s January “President’s Day” program – an “all-college”
meeting of faculty, administration, and staff typically devoted to a particular theme(s) vital to the
College Mission. The theme of the January 2008 President’s Day program was environmental
sustainability.
Subsequent to the President’s Day program, a President’s Climate Commitment Task Force
began the work of inventorying current efforts, developing baseline data, developing operational
ideas and plans, and launching short-term action plans. Key working groups of this process
included: waste minimization, transportation, facilities, curriculum, and greenhouse gas
inventory. The results of the planning activity are largely encapsulated in the plan, particularly
as detailed in Appendices I, II, and III, which are included herein. The membership of Task
Force participants is included in Appendix IV.
Plan Elements
Since January 2008, the College has initiated numerous mitigation strategies targeted specifically
to Scope I emissions. As part of this process, a “green inventory” has been developed (Appendix
I) and has a related set of specific programs, policies, and plans (Appendix II). The College has
made considerable progress in understanding its pattern of GHG Emissions and has acted
affirmatively in both implementing strategies and in initiating plans and planning processes
which will lead to further action. In addition, a number of curricular, co-curricular, and
community education initiatives have been launched or enhanced (Appendix III).
The College’s focus going forward will be to reduce total energy consumption considering
baseline data for electrical consumption (kWh/GSF), fossil fuel (BTU/GSF) and energy
consumption (BTU/GSF) which combines all electrical, natural gas and oil usage for buildings
(not vehicle gas, diesel or other travel). Thus, mitigation actions will focus on total energy
consumption purchased electrically, gas and oil.
The College of Saint Rose is a growing institution. Since the year 2002, the Student Body has
grown 37%, from 3,341 to 4,587 enrolled students. Over that same period of time the physical
plant has also grown over 10% from total building square footage of 821,896sf in 2002 to
907,305sf today. Energy use in buildings is responsible for 60% of the total CO₂ production
globally. The College believes it can reach this five year goal by sustaining and extending
current initiatives as well as by planning and launching new initiatives. The College has made
many significant improvements to the physical plant over the past decade, event he in the past
five years. These improvements have included more efficient lighting, temperature controls,
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
high performance windows, better insulation, more fuel efficient boilers and HVAC equipment,
etc. This also means that much of the low hanging fruit has been harvested and that moving
forward, reductions in carbon footprint will require a meaningful commitment by the College.
Commitments of the College’s Climate Action Plan include:
1. The College will work aggressively to meet the emission target of 8% total energy
consumption reduction below the five year average of 104,730 (BTU/GSF) by December
2015.
2. Sustain and extend initiatives in the areas of waste minimization, facilities management,
energy use, transportation, and curricular/co-curricular/community education.
In
addition, the College is actively engaged in planning and launching new initiatives
associated with these various areas.
Appendices I, II, and III (below) detail the status, trajectory, impact and/or potential
impact of such initiatives.
3. Key to this commitment is the inclusion of sustainability among the priorities of the
2010-2015 Strategic Plan.
Implementation of the Climate Action
Plan is included in this Strategic Plan. The Strategic Plan is the product of broad and
inclusive campus input and is approved, ultimately, by the Board of Trustees.
4. Finally, the Climate Action Plan is based on accountability and responsiveness given
“progress to plan” over time. This includes monitoring progress in meeting the
institution’s emission reduction target (#1, above) as well as in maintaining progress in
implementing the various individual initiatives detailed in Appendices I, II, and III. As
noted in these Appendices, moreover, accountability is supported by assigning plan
responsibility to key and appropriate offices and administrations and/or task forces across
campus. Significantly, there is broad support in the College of Saint Rose community for
the many sustainability programs outlined in Appendices I, II, and III. Appendix IV, for
example, suggests the breadth of depth of support for the plan. The College can tap an
emerging environmental consciousness as it works to implement and refine this Climate
Action Plan.
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CLIMATE ACTION PLAN: The College of Saint Rose
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Appendix I: How does the College of Saint Rose Reduce, Reuse, and Recycle?
Conservation Measure
Environmental Impact
Annualized Savings
Print Management System
Reduce Waste
$ 2,204.32
The Print Management System in computer labs and classrooms was implemented in the fall of 2007 saving an
estimated 30,000 sheets of paper per semester. Faculty members and instructors are encouraged to utilize
electronic alternatives to reduce the need for printing and photocopying. Some courses are one-hundred percent
paperless. Assignments are submitted electronically, online discussion boards are utilized and tests and quizzes are
administered and graded via computer.
Electronic Processes
Reduce Waste
Not Determined
The College continues to implement electronic processes to reduce related costs and conserve resources. The
Registrar’s Office converted its paper based course registration lottery system into an electronic system thereby
reducing paper, printing and postage costs. All grade submissions to the Registrar are also electronic. The
Facilities work order request system was also converted to a web-based system. Human Resources moved to an
electronic job application process. The Safety and Security Department has made parking permit and vehicle rental
reservations available on-line. Time sheet submittal, bill payments and open enrollment are all accessible
electronically. The College has also implemented various web accessible self service systems that end users can
access information and complete data entry tasks while reducing the need for the printing of reports and other
paper documents.
Electronic Equipment Donation
and Recycling Program
Reduce Waste
$ 3,000.00
When the College purchases new computers and other electronic equipment, it tries to reuse the older equipment
whenever possible. If they are not needed on campus, the old equipment is offered for donation to schools and nonprofit groups. Finally, if they cannot be donated, the College contracts with a certified recycling company to
recycle the equipment.
Waste Recycling Programs
Reduce Waste
Estimated 34 tons/year
Currently the College has recycling programs for paper and corrugated cardboard (in collaboration with BOCES
program), lead and acid based batteries, printer ink cartridges, fluorescent tube lights and waste oil. "Single stream" recycling has also been expanded to all buildings on campus. Dining Services also recycles fryer grease
for bio-diesel fuel.
Organic Waste Recycling
Reduce Waste
Not Determined
Recycling options for Dining Services organic waste are being investigated in coordination with Facilities, Risk
Management, BOCES and the Environmental committee and may eventually be composted and/or reused on or
off-campus.
Dining Services Procurement
Reduce Waste
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
Not Determined
Biodegradable alternatives have been introduced to reduce Styrofoam, plastic and paper waste from Dining
Services. Aramark contracts with food suppliers committed to buying as much local produce as possible. Dining
services has been tray-less since 2006.
Reduce Waste/Reduce
Responsible Buildings/Facilities
Consumption
Not Determined
All major construction and renovation projects include energy efficient windows.
Phased conversion of all standard hand paper towel dispensers to “En Motion” dispensers (12 dispensers’ annual
estimated savings - $2000).
Installation of water savings plumbing fixtures ex: water saver shower heads, metered hand washing faucets, low
flow toilets
Installation of humidity sensing exhaust fans in major construction and renovation projects.
Inclusion of motion sensor light switches in major construction and renovation projects (estimated 12% energy
savings).
Conversion of all primary main kitchen cooking appliances from electric to natural gas.
Purchase of ENERGY STAR certified products whenever possible ex: appliances, reflective asphalt roof shingles.
Inclusion of products and that contain recycled content for deferred maintenance upgrades including solid surface
countertops for restrooms and kitchens, carpet and floor tile.
Installation of high efficiency direct vent boilers during the deferred maintenance replacement process.
Installation of building envelope insulation has been included with all building-wide deferred maintenance
upgrades.
Installation of high velocity hand dryers in high usage restrooms is planned with the initial installation of these
units in the EAC first floor public restrooms. These units use minimal electricity to generate a high velocity of air.
These units will provide a cost reduction from the existing paper towel program, will eliminate storage needs, and
will reduce waste removal cost.
Reduce Waste/Reduce
Computer Procurement
Consumption
Not Determined
The College purchases approximately ninety percent of its computers from Lenovo who has been ranked by
Greenpeace as the number one company out of fourteen global electronics manufacturers in regard to using
environmentally friendly manufacturing processes.
Furniture Procurement
Reduce Waste/Reduce
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CLIMATE ACTION PLAN: The College of Saint Rose
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Consumption
Not Determined
The College purchases office furniture from Groupe Lacasse who has been recognized by Greenguard
Environmental Institute (GEI) for Indoor Air Quality Certification and Children & Schools Certification.
Reduce Waste/Reduce
Office Supply Procurement
Consumption
Not Determined
Both Staples & Office Max have a long line of items that are environmentally friendly – high recycled content,
higher ease of recyclability, reduced energy consumption, remanufactured, refillable items, etc. Office Max also
uses bio-diesel trucks. The College is currently investigating a mandatory green supply list for commonly used
items.
Reduce Waste/Reduce
Paper Procurement
Consumption
Not Determined
The College purchases our paper from Xpedx who in 2007 became the first and only US paper merchant to be
nationally certified for chain of custody to both Sustainable Forestry Initiative (SFI) and Forest Stewardship
Council (FSC). The College is investigating the use of additional available certified products.
Reduce Waste/Reduce
Document Services
Consumption
Not Determined
IKON, the College’s document management service provider, recycles toner cartridges and utilizes remanufactured
cartridges. Future plans include SFI and FSC printer certification.
Reduce Electrical
Network Refresh Project
Consumption
$ 125.00
The network refresh project reduced initial power consumption in the Network Operations Center by 1 kilowatt.
Since the equipment is on 24 hours a day that equates to 24 kilowatts a day; saving the College the equivalent of
240 100-watt light bulbs operated for an hour a day. Continued efforts will reduce power consumption by an
additional 3 kilowatts.
Reduce Electrical
Server Reduction
Consumption
Not Determined
Energy cost savings of energy consumption and cooling requirements have been realized by reducing the number
of physical servers required from 50 to 5 while increasing the utilization levels of remaining servers by moving as
many server-based applications as feasible into virtual machines through the use of VMware.
Electrical Amperage Load
Reduce Electrical
Reduction
Consumption
Not Determined
Core network switching amp load was reduced from 160-amps to 24-amps. A savings of 85% reduced amp load.
Reduce Fuel
Solar Powered Heat
Consumption
Not Determined
The College is working with an engineering firm to perform a study to determine the feasibility of using solar
energy to heat the swimming pool water. The study is expected to take place during the summer of 2009 with the
potential of installation during FY 2010, should the study generate positive outcomes.
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CLIMATE ACTION PLAN: The College of Saint Rose
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Lighting Conversions
Reduce Consumption
40% energy reduction to
light major buildings
Converted to electronic lighting ballasts campus-wide.
Converted fluorescent tube lighting from T-12 to T-8 bulbs in all major buildings. Specify T-5 lamps for new
construction.
Phased conversion to mini-fluorescents from incandescent lighting campus-wide.
Energy Management System
Reduce Consumption
25-30% reduction in
consumption
Installed and expanded the computerized Energy Management System
Electrical Load-Shedding
Reduce Consumption
Contracted with EnerNoc for an electrical load-shedding program.
Leadership in Energy and
Environmental Design (LEED)
Reduce Consumption
$ 12,000.00
Not Determined
The Massry Center for the Arts will be a GOLD Leadership in Energy and Environmental Design (LEED)
certified building by satisfying various requirements related to sustainability, water efficiency, atmosphere, use of
materials, indoor environmental quality and design innovation.
New York State
Energy Research and Development Authority
Reduce Consumption
$ 58,000.00+
Received energy rebates from NYSERDA for systems in design of the Thelma P. Lally School of Education
Reduce Consumption/
LCD Computer Monitor
Reduce Harmful
Conversion
Emissions
Not Determined
Conversion of CRT computer monitors to more energy efficient LCD monitors, which contain much less heavy
metals, making them less damaging to the environment. For example, CRT monitors typically contain more than
four pounds of lead while LCD monitors contain virtually no lead.
Reduce Consumption/
Reduce Harmful
Facilities Procurement
Emissions
Not Determined
Introduced “green seal certified” custodial cleaning products, “Magic Salt”, consisting of natural rock salt and an
organic mixture for application during inclement winter weather and “Hudson River Gold”, a locally produced
high BTU organic planting bed material. Phased conversion to micro fiber custodial wet mops which utilize 95%
less cleaning chemicals and water to operate through life span of mop head - an estimate annual savings of 36,000
gallons of water. More efficient floor scrubbers reducing water and chemical consumption by 50% are also being
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CLIMATE ACTION PLAN: The College of Saint Rose
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phased in.
Reduce Harmful
Emissions
Contract for Green Power
Not Determined
Through a contract with Integrys the College has committed to the purchase of Green-e certified wind REC's equal
to 10% of their annual electricity usage. This purchase supports the development of renewable generation and
avoids 407 metric tons of CO2 per year. This contract entitles the College to participation in EPA's Green Power
Partnership which provides technical support and guidance on future green power purchasing.
Reduce Harmful
Alternative Transportation
Emissions
Not Determined
The use of bicycles for Facilities and Safety & Security personnel on campus transportation continues to increase.
The "Shuttle-U-Home" program and increased foot and bicycle security patrols are also expected to reduce
emissions. Through an agreement with the Capital District Transportation Authority, campus community are
provided no cost access to specific bus routes. Reserved designated parking spaces are available for Car Pools and
Low Emission Vehicles.
Reduce Harmful
Electric Transportation
Emissions
Not Determined
Global Electric Motorcars (GEM vehicles) are utilized by Facilities personnel.
Initiated the conversion of the Facilities gasoline powered utility work vehicles to electric power with the
replacement of a gas utility vehicle in FY 2009. Facilities will continue to purchase electric powered utility
vehicles as replacements are scheduled.
Reduce Harmful
College Transportation Fleet
Emissions
Not Determined
New vans being added to the College fleet are E85 capable and future purchases will continue to transition away
from fossil fuels.
Energy Recovery Units
Increase Efficiency
30% reduction in
consumption
Installed Energy Recovery Units (ERUs) replacing standard rooftop Air Handling Units (AHUs) during
renovations and new construction.
Aramark "Green Thread"
Program
Education
Not Determined
The U.S. Environmental Protection Agency (EPA) has recognized ARAMARK as a leader in the cause to raise
awareness of environmental and conservation issues. The College participates in their “Green Thread” program
which addresses long-term environmental stewardship programs and policies that are “woven” through the
everyday operations including: sustainable food, green buildings, waste management, responsible procurement,
energy and water conservation as well as transportation.
College Council Forum
Education
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CLIMATE ACTION PLAN: The College of Saint Rose
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Not Determined
The College is now a member of the College Council Forum, a listserve provided by the New York State
Association for Reduction, Reuse and Recycling Inc (NYSAR3). Through this forum, the College will be able to
share best environmental practices and access the collective knowledge and expertise of the environmental
professionals who make up the NYSAR3.
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CLIMATE ACTION PLAN: The College of Saint Rose
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Appendix II: Climate Actions: Programs, Policies and Plans
Table of Contents
A. Waste Minimization and Energy Use Reduction
1. Waste Recycling Programs
2. Sustainability House
3. Reduce Your Use Residence Hall Energy Project
4. Energy Efficient Appliances in Residence Halls
5. Organic Waste Composting
6. Print Management System
7. Electronic Processes
8. Electronic Equipment Donation and Recycling Program
9. Dining Services Procurement
10. Dining Services Trayless Policy
11. Computer Procurement
12. Office Supply Procurement
13. Paper Procurement
14. Document Services
15. Network Refresh Project
16. Server Reduction
17. Electrical Load Shedding
18. LCD Computer Monitor Conversion
19. Contract for Green Power
20. Energy Recovery Units
21. Aramark “Green Thread” Program
22. College Council Forum Membership
23. Board of Trustees/Cabinet Paper Reduction Initiative
24. Measurement and Advertisement of Food Waste from Dining Hall
25. Minimize Plasticware Use at Small Events
26. Microwave Policy
27. Refrigerator Policy
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CLIMATE ACTION PLAN: The College of Saint Rose
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28. Laundry Policy
29. Recyclmania
B. Transportation
30. Alternative Transportation
31. Parking Incentives
32. College Transportation Fleet
33. Familiarization with Public Bus (CDTA) Routes
34. Electric Transportation
35. Transportation Usage Survey
C. Facilities Policies and Procedures
36. USGBC –LEED Certification (Gold)
37. Building/Facilities Management
38. Facilities Procurement
39. Lighting Conversions
40. Energy Audit
41. Energy Management System
42. Make-up Water Treatment System for Cooling Tower
43. Policy Audit
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CLIMATE ACTION PLAN: The College of Saint Rose
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Appendix II: Climate Actions: Programs, Policies and Plans
A. Waste Minimization and Energy Use Reduction
1. Waste Recycling Programs
Contact: John Bryant/Chuck Kimberling
a) Description:
Currently, the College has recycling programs for paper and corrugated cardboard,
lead and acid based batteries, printer ink cartridges, fluorescent tube lights and waste
oil. The recycling program has been expanded to student residence halls; each
resident house has its own recycling bin and each room in each dormitory has its
own bin. Dining Services also recycles fryer grease for bio-diesel fuel. Recycling of
office paper occurs in most administrative areas.
b) Action Plan:
The College intends to continue its recycling programs. We have purchased and
placed “single-stream” recycle containers at the exterior of every building on
campus. In addition, each individual residential unit now includes a recycling
container. This will expand to the installation of interior containers at all locations
within the next 12 months. Extending recycling capacity to all faculty office areas is
a priority in the next 24 months.
c) Anticipated Impacts:
These recycling programs will decrease the amount of waste deposited in landfills by
approximately 28 tons per year. With greater student and employee participation in
the program, it is anticipated to increase the amount recycled vs. landfill waste by an
additional 20% or 5-6 tons of increased recycling over the next 12 months.
2. Sustainability House
Contact: Jen Richardson (Residence Life)
a) Description:
The Sustainability House is a residence house. All 14 residents of the house have
made a commitment to living as sustainably as they can. For example, they limit
their use of water, compost their organic waste, and recycle. In addition, residents
are provided incentives to reduce appliance use, heating, and lighting. Windows are
wrapped during winter months. Appliances that are not in use are unplugged.
b) Action Plan:
The College will continue its support of and work with the Sustainability House. In
addition, the House will serve as a model to identify and implement “best practices”
to be applied in the new “Reduce Your Use Residence Hall Energy Project”
(reported as a separate item in the appendix).
c) Anticipated Impacts:
The living habits of the residents of the Sustainability House will decrease energy
use and waste production. The College will use the House as a demonstration site to
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CLIMATE ACTION PLAN: The College of Saint Rose
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develop, assess, and share best practices across campus. After one year of operation,
the house is averaging savings of approximately 594 kWh each month (year-to-year
comparisons). The “Reduce Your Use” project will work to extend such gains to
other similar housing units. Residents of the House typically are campus advocates
and activists (e.g. support and lead Environmental Club activities such as
“Sustainability –The Musical”). Energy savings ideas have been and will be used as
a rationale for campus-wide policies restricting refrigerator and microwave use.
3. Reduce Your Use Residence Hall Energy Project
Contact: Christina Zontini (Environmental Club)
a) Description:
This project will educate resident students about how much energy they have been
using, and encourage them to reduce their energy use. Effort will be made to apply
“best practices” of the Sustainability House to other student resident halls.
b) Action Plan:
This project is currently I the development stage by members of the Environmental
Club in collaboration with the Facilities Department. The residents of each house
will receive information about the energy use of the house the previous year. The
College will then challenge the students to reduce their use of energy, in order to
reduce the total amount of energy used by the house.
c) Anticipated Impacts:
This project will reduce the use of energy. This will be measure by comparing yearto-year energy bills compiled by facilities and the Business Office.
4. Energy Efficient Appliances in Residence Halls
Contact: John Bryant/Chuck Kimberling and Joe Pryba
a) Description:
When the College must replace the appliances in residence halls, it replaces them
with energy efficient ones. This includes washers, dryers, refrigerators, microwaves,
etc.
b) Action Plan:
The College will continue to replace old appliances in residence hall with energy
efficient ones. The planned replacement of appliances is ten (10) per year campus
wide.
c) Anticipated Impacts:
This will reduce energy use. By replacing existing appliances with new “Energy
Star” equipment, the average increase in efficiency is 30% per unit.
5. Organic Waste Composting
Contact: Jen Richardson (Residence Life) and John Bryant/Chuck Kimberling (Facilities)
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CLIMATE ACTION PLAN: The College of Saint Rose
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a) Description:
Residents of the Sustainability House encourage other members of the campus
community to use their composter.
b) Action Plan:
Until all resident students have means to recycle their organic waste, they will be
permitted to use the composter at the Sustainability House. Current discussion by
ARAMARK Facilities Department and Environmental Club relates to (a) increasing
composting systems and capacities; and (b) utilizing composting for care of campus
grounds.
c) Anticipated Impacts:
Composting will minimize organic waste.
6. Print Management System
Contact: John Ellis (ITS)
a) Description:
The Print Management System in computer labs and classrooms was implemented in
the fall of 2007, saving an estimated 30,000 sheets of paper per semester. Faculty
members and instructors are encouraged to utilize electronic alternatives to reduce
the need for printing and photocopying. Some courses are one-hundred percent
paperless. Assignments are submitted electronically, online discussion boards are
utilized and tests and quizzes are administered and graded via computer.
b) Action Plan:
The College will continue the Print Management System and encouraging instructors
and students to use electronic documents as much as possible. Each semester the
Academic Computing Committee reviews the Print Management System to
determine if the student print quota is adequate for their academic needs. During the
New Faculty Orientation program, new faculty members are advised of the student
print quotas and they are encouraged to utilize alternatives to printing such as e-mail
attachments, web site postings of content and use of the Blackboard learning
management system. The Executive Director of Information Services meets
regularly with the Student Association (SA) to discuss the Print Management
System. While some students request increases to the print quota, the majority of SA
representatives agree that it is important to maintain the current quota as a “Green
Initiative”.
c) Anticipated Impacts:
The Print Management System reduces paper waste, and reminds the campus to be
mindful of their use of resources. Prior to the implementation of the College’s Print
Management System in July of 2005, students printed an average of 153 pages per
semester. Currently, students print an average of 82 pages per semester which is a
reduction of about 46%.
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CLIMATE ACTION PLAN: The College of Saint Rose
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7. Electronic Processes
Contact: ITS/John Ellis
a) Description:
The College continues to implement electronic processes to reduce related costs and
conserve resources. The Registrar’s Office converted its paper based course
registration lottery system into an electronic system thereby reducing paper, printing
and postage costs. All grade submissions to the Registrar are also electronic. The
Facilities work order request system was also converted to a web-based system.
Human Resources moved to an electronic job application process. The Safety and
Security Department has made parking permit and vehicle rental reservations
available on-line. The College has also implemented various web accessible self
service systems so that end users can access information and complete data entry
tasks while reducing the need for the printing of reports and other paper documents.
The College has implemented Nolij Web which is an electronic document
management and workflow system. Nolij Web allows users to add documents that
are already in electronic formats or to electronically scan paper based documents.
Users can then store, retrieve, send and manage documents based on business rules.
These documents can be automatically directed to other users or departments based
on workflow criteria. To date Undergraduate Admissions, Graduate Admissions, the
Registrar’s Office and Health Services have been brought up live on Nolij Web. The
College went with electronic submission of regular employee timesheets
(approximately 130 sheets every payday). The College has also implemented the EBill (approximately 20,000 bills sent out annually). The HR Department’s transition
to an electronic job application process saves a significant amount of paper
(employee
resumes/applications
and
copies
circulated
to
hiring
managers/committees). In calendar year 2009, Human Resources saved the College
32,718 pieces of paper by accepting applications and resumes for all of its staff,
administrator, and faculty positions electronically. Similarly, the transition to
electronic open enrollment saves paper (estimate process saves approximately 2400
pieces of 8.5x11 paper and 600 large envelopes annually).
b) Action Plan:
The College will continue the current electronic processes, and encourage the
transition to electronic processes in other departments. The next areas that are being
looked at to utilize NOLIJ are the Financial Services area and The Career Center.
c) Anticipated Impacts:
Electronic processes reduce paper waste and reduce related costs. Paper storage
needs and costs are dramatically reduced, even eliminated, when files are kept
electronically, eliminating the need for thousands of student, vendor and donor
records to be kept stored in file cabinets. Now that Graduate Admissions is utilizing
NOLIJ in its admission process the need to copy and have multiple file folders has
been eliminated. Faculty reviewers can be in their office or anywhere with web
access and review applicants when it is convenient for them rather than having to go
to Graduate Admissions and go through file folders. The process has been
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CLIMATE ACTION PLAN: The College of Saint Rose
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streamlined while staying true to the original intent of the admission process of
recruiting the best students for the various graduate programs.
8. Electronic Equipment Donation and Recycling Program
Contact: Mike Stratton
a) Description:
When the College purchases new computers and other electronic equipment, it tries
to reuse the older equipment whenever possible. If they are not needed on campus,
the old equipment is offered for donation to schools and non-profit groups. Finally,
if they cannot be donated, the College contracts with a certified recycling company
to recycle the equipment.
b) Action Plan:
The College will continue to follow this procedure.
c) Anticipated Impacts:
Reusing and recycling electronic equipment reduces waste.
2008-2009 Fiscal Year
Electronic Equipment
Computers
Monitors
Laptop Computers
Macintosh Computers
Televisions
Overhead Projectors
Network Switches
Printers
Cassette Tape Decks
Speakers
Digital Cameras
Touch Screen Displays
Media Processors
A/C Power Controls
Distribution Blocks
CD/Tape/Radio Units
Slide Projectors
Units Donated
162
15
27
22
2
Units Sent to Certified Recycler
55
15
5
4
5
2
1
14
1
6
6
6
6
1
1
9. Dining Services Procurement
Contact: Rich Meigel
a) Description:
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CLIMATE ACTION PLAN: The College of Saint Rose
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Biodegradable alternatives have been introduced to reduce Styrofoam, plastic and
paper waste from Dining Services. Aramark contracts with food suppliers
committed to buying as much local produce as possible.
b) Action Plan:
This procurement will continue for the foreseeable future. Procurement policy of
cleaning supplies is being researched relative to developing similar reduction
possibilities.
c) Anticipated Impacts:
This procurement reduces waste. Biodegradable alternatives will increase the speed
of degradation at the landfill. Buying local produce sustains local farmers.
Examples of impacts currently occurring:
 Biodegradable plates replacing foam/plastic ---- 107,500 less Styrofoam or plastic
plates going to the landfill per year
 Natural unbleached napkins replacing bleached ---- 871,200 less bleached or treated
napkins going to the landfill per year
 Biodegradable forks, knives, spoons replacing individually wrapped plastic ware ---208,900 less plastic forks, knives, spoons and wrappers going to the landfill
 Ketchup, mustard dispensers replacing bottles ---- 34,492 less plastic bottles vs. 545
poly bags going to the landfill
 Sugar dispenser replaces sugar packets ---- 72,000 less paper packets vs. 312 bags
going to the landfill.
10. Dining Services Trayless Policy
Contact: Rich Meigel
a) Description:
The dining halls have been trayless for nine (9) semesters. This lends to reduce the
amount of food waste.
b) Action Plan:
The College continues to remain trayless.
c) Anticipated Impacts:
Plan to see a reduction in water, chemical, and food waste. The estimated water
savings is 1/3 to 1/2 gallon of water per tray. The estimated food savings is 6oz per
person each day (about 3800 lbs a week), and 1.8 cents per gallon of water heated.
11. Computer Procurement
Contact: John Ellis (ITS)
a) Description:
The College purchases approximately 90% of its computers from Lenovo which has
received gold level ratings from the Electronic Product Environmental Assessment
Tool (EPEAT). EPEAT is a “procurement tool designed to help purchasers in the
public and private sectors evaluate, compare and select electronic products (currently
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CLIMATE ACTION PLAN: The College of Saint Rose
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desktop and notebook/laptop computers and monitors) based on their environmental
attributes.” EPEAT is managed and operated by the Green Electronics Council. The
remaining 10% of computers purchased by the College are Macintosh computers
which are manufactured by Apple. Apple also received gold level ratings from
EPEAT.
b) Action Plan:
The College will continue to purchase approximately 90% of its computers from
Lenovo with the remaining 10% of computer purchases coming from Apple. The
College will monitor both companies to make sure that they continue to engage in
green business and manufacturing practices. If it is determined that their green
efforts are not adequate, the College may decide to purchase its computers from
other companies.
c) Anticipated Impacts:
This procurement will reduce waste and consumption. Lenovo’s corporate
sustainability
report
can
be
found
at:
http://www.lenovo.com/social_responsibility/us/en/FY2009_Lenovo_Sustainability_
Report.pdf
Highlights of the report include:
 Lenovo prohibits the use of ozone-depleting substances in its products, processes and
the processes of its suppliers.
 Lenovo ThinkCentre desktop computers contain 30% post-consumer recycled plastic
resin
 Lenovo ThinkVision monitors are Energy Star EPEAT Gold certified.
All of Apple Computers’ products with the exception of its power cords are now
PVC and BFR free. Lenovo has pushed back its goal of eliminating PVC’s and
BPR’s until later in 2010.
12. Office Supply Procurement
Contact: Pat Buckley (Purchasing)
a) Description:
Both Staples and Office Max have a long line of items that are environmentally
friendly – high recycled content, higher ease of recyclability, reduced energy
consumption, remanufactured, refillable items, etc. Office Max also uses bio-diesel
trucks. The College is currently investigating a mandatory green supply list for
commonly used items. Currently the campus community is (s/b) purchasing off the
contracted list of commonly used office supplies to ensure they are getting the lowest
possible price for the item they are looking for. They can also perform a search on
that item and receive several options and prices to select from. Departments are set
up as the Department head has requested; however, they can have layers of approval
to ensure that only contracted items are purchased to lower the cost of office
supplies. No equipment or furniture can be order on-line.
b) Action Plan:
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CLIMATE ACTION PLAN: The College of Saint Rose
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The College will continue to pursue purchasing more environmentally responsible
office supplies. Moving forward, with the approval of the VPFA, we will institute a
‘green’ inventory list of commonly used office supplies. This will be I place by
Summer 2010. There will not be an option to go off this list without approval of the
purchasing department and with approval of the VPFA. We can have the system
substitute all requests with ‘green’ items’ when they are available for the item in
question. This will be communicated to the campus community when it is available
in April; if approved by VPFA.
c) Anticipated Impacts:
The College’s purchase and use of environmentally responsible office supplies will
reduce both waste and consumption. Chosen supplier will be able to forward reports
quarterly showing the number of trees saved, metal saved, emissions reduced, etc.
13. Paper Procurement
Contact: Pat Buckley (Purchasing)
a) Description:
The College purchases its paper from Xpedx who in 2007 became the first and only
US paper merchant to be nationally certified for chain of custody to both Sustainable
Forestry Initiative (SFI) and Forest Stewardship Council (FSC). The College is
investigating the use of additional available certified products.
b) Action Plan:
The College will continue to purchase its paper from Xpedx, and investigate other
certified products. An RFP went out for paper recently. Presentations from three (3)
paper suppliers will take place on 3/25/10. The findings will be reviewed with the
VPFA shortly thereafter.
c) Anticipated Impacts:
By purchasing paper from Xpedx, and products from other certified companies, the
College is reducing both waste and consumption. Supplier will begin reporting
reduction of waste, consumption, emissions, etc. on a quarterly basis.
14. Document Services
Contact: Pat Buckley (Purchasing)
a) Description:
IKON, the College’s document management service provider, recycles toner
cartridges and uses remanufactured cartridges. IKON is also investigating becoming
Sustainable Forestry Initiative (SFI) and Forest Stewardship Council (FSC) printer
certified.
b) Action Plan:
IKON will continue these procedures. A chain of custody must be identified and
certified for the paper ordered. In working with our paper supplier, the copy center
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
will learn the steps required to close the loop and become certified. Additional
paperwork and storage locations need to be completed by the copy center.
c) Anticipated Impacts:
These procedures will reduce waste and consumption. Our paper supplier will be
able to report on the reduction of waste & consumption. This can be put in place
once the paper RFP is finalized…s/b April 2010.
15. Network Refresh Project
Contact: John Ellis (ITS)
a) Description:
The network refresh project reduced initial power consumption in the Network
Operations Center by one kilowatt. Since the equipment is on 24 hours per day,
which equates to 24 kilowatts per day; this saves the College 240 100-watt light
bulbs operated for an hour a day.
b) Action Plan:
Continued efforts will reduce power consumption by an additional 3 kilowatts. The
next phase of the network refresh will look at reducing the number of network core
switches and making sure they are as energy efficient as possible.
c) Anticipated Impacts:
This project reduces energy use. Without having the network operations center
separately metered and isolated from the rest of the campus, the measurements are
based on anticipated savings from the vendors.
16. Server Reduction
Contact: John Ellis (ITS)
a) Description:
Energy cost savings of energy consumption and cooling requirements have been
realized by reducing the number of physical servers required from 50 to 5 while
increasing the utilization levels of remaining servers by moving as many serverbased applications as feasible into virtual machines through the use of VMware.
b) Action Plan:
With the recent changes in the Network Operations Center (NOC) in Saint Joseph
Hall, servers will now be on a new power management plan. This plan operates
based on the demand for server resources. Servers will be turning off and on,
without human interaction, in the racks found in the NOC. This will be the normal
operating procedure as demand for computing resources decreases at night and
resumes in the morning. It will not be uncommon during certain times to find 4-6
servers powered off during non peak times. This plan is targeted to save large
amounts of electrical power used by the NOC during off hours.
c) Anticipated Impacts:
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
Server reduction minimizes energy use. Currently ITS configured four servers to
shut down under light usage in order to conserve electricity. The following
calculations are based on the industry standard of commercial electrical rates of
$0.11 per KWh.
Each server utilizes 0.443 KWh
Since each server is on 24 hours a day that equals 10,632 W/hours per server
10,632 W/hours * 30 days a month = 318,960 W/ hours per server
318,960 W/ hours = 318.96 KWh per server per month
318.96 KWh * $0.11 = $35.09 per server per month to operate
Since ITS has reduced the electrical load by four servers, the yearly estimated
savings are approximately $1,684.32.
This is only the first step in conserving power. The expectation is that ITS will
reduce the power used by servers in the future with more dynamic resource
scheduling of tasks and powering down more servers.
17. Electrical Load Shedding
Contact: John Bryant/Chuck Kimberling
a) Description:
The College contracted with EnerNoc for an electrical load-shedding program. This
service takes the majority of our electrical load off of the grid during peak times
when power usage is at its greatest to assist National Grid in preventing brown-out
situations.
b) Action Plan:
We will explore the possibility of peak demand load curtailment in order to reduce
power grid consumption during times of highest demand as defined by the utility
supplier.
c) Anticipated Impacts:
Electrical load shedding reduced energy use. Cost avoidance is the only
measurement of impact.
18. LCD Computer Monitor Conversion
Contact: Mike Stratton
a) Description:
The College is converting CRT computer monitors (4+ lb. lead) to more energy
efficient LCD monitors (virtually no lead).
b) Action Plan:
The College will continue this conversion. 1,085 CRT monitors have been replaced
with LCD monitors over the past four years. It is projected that the remaining 125
CRT monitors will be replaced within the next two years.
c) Anticipated Impacts:
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
This conversion will reduce both consumption and harmful emissions. On average,
the CRT monitors consumed 313 kilowatts of electricity per year compared to LCD
monitors which consume an average of 73 kilowatts of electricity per year. The old
CRT monitors were sent to certified electronics recycler companies. So far, the
conversion of CRT monitors with LCD monitors reduces the consumption of
electricity by approximately 260,400 kilowatts per year. Once all of the CRT
monitors are replaced with LCD monitors, the College will consume approximately
266,400 fewer kilowatts of electricity per year.
19. Contract for Green Power
Contact: John Bryant/Chuck Kimberling
a) Description:
Through a contract with Integrys, the College has committed to the purchase of
Green-e certified wind REC’s equal to 10% of its annual electricity usage over a ten
year period. This contract entitles the College to participation in EPA’s Green
Power Partnership which provides technical support and guidance on future green
power purchasing.
b) Action Plan:
The College may commit to increasing the total percentage, or contract duration for
purchased power from sustainable sources, but this depends on financial
commitments.
c) Anticipated Impacts:
This purchase reduces harmful emissions and supports the development of renewable
generation and avoids 407 metric tons of CO2 per year.
20. Energy Recovery Units
Contact: John Bryant/Chuck Kimberling
a) Description:
During renovations and new construction, standard rooftop Air Handling Units
(AHUs) have been replaced with Energy Recovery Units (ERUs). Currently, two
were installed on campus (one at Massry Center and one at EAC).
b) Action Plan:
We are currently exploring a replacement unit for CAC that is more energy efficient
than conventional roof-top air conditioning units. These units will be considered for
any new construction and major renovation-driven replacements.
c) Anticipated Impacts:
This conversion increased energy efficiency. No measurements are available, since
the energy recovery units are in new applications; however they typically reduce
energy use by 30%.
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
21. ARAMARK “Green Thread” Program
Contact: John Bryant/Chuck Kimberling
a) Description:
The US Environmental Protection Agency (EPA) has recognized ARAMARK as a
leader in the cause to raise awareness of environmental and conservation issues. The
College participates in their “Green Thread” program which addresses long-term
environmental stewardship programs and policies that are “woven” through the
everyday operations including: sustainable food, green buildings, waste
management, responsible procurement, energy and water conservation, as well as
transportation.
b) Action Plan:
The College will continue its participation in the “Green Thread” program.
ARAMARK will continue to partner with the College’s sustainability plan to ensure
that it meets their commitments.
c) Anticipated Impacts:
ARAMARK’s corporate commitment provides strong leadership from a prime
vender in implementing a wide array of initiatives.
22. College Council Forum Membership
Contact: John Bryant/Chuck Kimberling
a) Description:
The College is a member of the College Council Forum, a listserve provided by the
New York State Association for Reduction, Reuse and Recycling Inc (NYSAR3).
b) Action Plan:
The College will continue its participation in the College Council Forum.
c) Anticipated Impacts:
Through this forum, the College will be able to share best environmental practices
and access the collective knowledge and expertise of the environmental professionals
who make up the NYSAR3.
23. Board of Trustees/Cabinet Paper Reduction Initiative
Contact: Deb Liberatore (Assistant to the President)
a) Description:
In support of the regular Board of Trustees meetings, the College makes copies of
numerous documents for each Board Member and Administrator attendee. For
example, it is estimated that approximately 11,000 pages of documents were printed
in support of the Board of Trustees meetings last year. Approximately one half of
these pages were printed on both sides of each page.
b) Action Plan:
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
The Board of Trustees approved a plan for the College to begin piloting a project to
use its Learning Management System, Blackboard, to disseminate Board Meeting
documents electronically in order to reduce the need for printed documents. Board
members can bring their own laptop computers to the Board Meetings or borrow a
College laptop computer for the meetings. So far, five of the Board Committees have
committed to using the Blackboard system to disseminate their documents rather
than have the documents printed.
c) Anticipated Impacts:
It is expected that most Board Members will easily switch to the electronic version
of the documents dissemination. The pilot test should result in a reduction of several
thousand printed pages per board meeting and several hundred pages per each
separate standing Committee meeting. The more important anticipated outcome
though will be the successful demonstration that technology resources can be
efficiently utilized to reduce the College’s needs to print paper documents.
24. Measurement and Advertisement of Food Waste from Dining Hall
Contact: Rich Meigel (ARAMARK)
a) Description:
Employees of ARAMARK will measure the food waste from the dining hall, and
provide this information to the students as a way of increasing awareness – we hope
– changing behavior such that food waste is reduced in the future.
b) Action Plan:
Food waste from the dining hall will be measured. The students will be told how
much food is being wasted, and encouraged to reduce their food waste. The program
will be initiated by the Director of Dining Services; the plan for Education will be
put into newsletters and flyers to the students to go out via student email blast and
postings in the dining room.
c) Anticipated Impacts:
This will reduce the amount of food waste in dining hall. The food waste will be
weighed daily and posted weekly in the dining hall
25. Minimize Plasticware at Smaller Events
Contact: Rich Meigel
a) Description:
Dining Services will minimize plasticware from events.
b) Action Plan:
Dining Services will use biodegradable plates, utensils, and napkins in Catering and Retail
locations.
c) Anticipated Impacts:
There will be less plastic sent to landfills in the College’s waste stream.
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
26. Microwave Policy
Contact: Jen Richardson and Joe Pryba (Residential Life Office)
a) Description:
The College will enforce a policy that minimizes the number of microwave ovens on
campus.
b) Action Plan:
Starting Fall 2010, resident students will not be allowed more than one microwave
oven per house.
c) Anticipated Impacts:
This policy will reduce energy consumption and food waste.
27. Refrigerator Policy
Contact: Jen Richardson and Joe Pryba (Residential Life Office)
a) Description:
The College with reduce the maximum size for individual student refrigerators.
b) Action Plan:
The College will investigate the most energy efficient mini refrigerators sold by local
retailers. Starting in Fall 2010, incoming students will be notified what brand/make
of refrigerator they may have in their rooms, and where they can buy them.
c) Anticipated Impacts:
This policy will reduce energy use.
28. Laundry Policy
Contact: Residential Life and Purchasing Offices
a) Description:
Currently the College is under contract with Statewide/MacGray for laundry services
for our residents on campus. Statewide/MacGray supplied the College with high
efficiency front loading washers which use 16.5 gallons less water for every cycle
run, including 1.5 gallons less water to be heated per cycle. The larger drum
capacity – 33% larger because there is no agitator to take up the middle of the drum
– means more clothes per wash. These high efficiency washers spin faster thus
increasing the water extraction and decreasing the dryer time needed. The combined
greater efficiency saves water and energy. At this time we are not looking into
placing card swipes on these machines.
b) Action Plan:
The College will continue to use ‘high efficiency” machines.
c) Anticipated Impacts:
Current machines reduce water waste and energy consumption.
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
29. Recyclemania
Contact: Facilities and Residence Life
a) Description:
The College will participate in Recyclemania. This program is designed to increase
awareness of and participation in recycling initiatives via student participation in a
national competition. Note that this is designed to be a “student championed” and
student driven competition.
b) Action Plan:
The College will weigh its recyclables each week. Going forward, early enrollment
in the program along with student group partnering with groups such as the Student
Association and Waste Minimization Committee will increase awareness through
broad advertising. These activities should trigger student participation. The College
will finalize baseline numbers to support full participation in Recyclemania.
c) Anticipated Impacts:
Student initiative in collaboration with Facilities should foster a competitive
atmosphere in which we can demonstrate a steady annual increase in amount
recycled campus-wide. These activities should foster a heightened awareness and
greater level of participation in recycling programs.
B. Transportation
30. Alternative Transportation
Contact: Steve Stella
a) Description:
The use of bicycles for Facilities and Safety and Security personnel on-campus
transportation continues to increase. When weather permits, the bikes are used on
every shift. The “Shuttle-U-Home” program and increased foot and bicycle security
patrols are also expected to reduce emissions. An agreement was put in place with
Albany Medical Center for the use of the Shuttle-U-Home Program by its students
for the Fall 2009 and Spring 2010 semesters. We have provided 446 rides for this
academic year to Saint Rose students. To date, we have provided 263 rides to AMC
students.
The primary means of patrol at Saint Rose is foot patrol (zero emissions). Our fleet is
well maintained and kept to standards. Whenever vehicles are replaced, we are doing
so with E-85, flex fuel vehicles. Through an agreement with CDTA, students,
faculty and staff are provided with no cost access to CDTA bus routes #4, #9, #10,
#11, #12, #63. A valid College ID is required for each boarding. College members
with valid parking permits may also apply for a Car Pool Permit. This permit will
allow vehicles with more than one occupant to park in reserved designated parking
spaces in the Massry Parking Lot. If this program is well received, future Car Pool
Permit parking spaces will be designated. There are currently five (5) spaces in
Massry parking lot dedicated to Car Pool. College members with valid parking
permits may also apply for Low Emission Vehicle Permit. This permit will allow
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
vehicles that qualify as a low emission vehicle to park in reserved designated parking
spaces in the Massry Parking Lot. Vehicles that qualify are hybrids or vehicles that
have an EPA rating of over 35 mpg. There are currently five (5) spaces in Massry
parking lot dedicated to Low Emission Vehicles. Additional work is needed to
develop a means to approximate the impact of the measures described above.
b) Action Plan:
Focus will be on implementation and evaluation of alternative transportation
measures.
c) Anticipated Impacts:
Reduction in fuel use by Safety and Security Staff, facilities, and students.
31. Parking Incentives
Contact: Marcus Buckley, VP for Finance and Administration
a) Description:
Designated parking spaces currently exist to support and accommodate carpooling
and low emission vehicle parking.
b) Action Plan:
Preferential parking program will be continued and, as appropriate, expanded or
modified. Efforts are needed to publicize these options more broadly and to expand
these options as appropriate and feasible.
c) Anticipated Impacts:
Faculty, administrators and staff have an incentive (preferred parking permits) to
carpool and/or to drive low emissions vehicles.
32. College Transportation Fleet
Contact: Purchasing/Security/Ken Scott (Transportation Committee)
a) Description:
The College fleet will consider increasing its use of vehicles with fewer emissions.
b) Action Plan:
New vans being added to the College fleet are E85 capable and future purchases will
continue to transition away from fossil fuels. The College will investigate both
purchasing hybrid vehicles and altering its rental agreement with Enterprise to obtain
hybrid rental vehicles. Alternative fuel vehicles are always considered for
replacement purposes. However, the vehicle must meet the desired
performance/utility parameters for use by the College. Purchasing is currently
working with Enterprise Rental to negotiate a rate for hybrids and ensure that hybrids
will be available for College rental. This will be communicated to the campus
community and on the College website under the purchasing department. This will
be on the website by Summer 2010.
c) Anticipated Impacts:
This transition in the College transportation fleet will reduce harmful emissions. The
primary means of reducing emissions is ensuring that the existing fleet is maintained
26
CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
to OEM (Original Equipment Manufacturer) standards. Enterprise will provide
reports indicating the number of hybrid rentals and the reduction of harmful
emissions calculated.
33. Familiarization with Public Bus (CDTA) Routes
Contact: Jeff Knapp, Human Resources
a) Description:
The College will familiarize both students and employees with public bus routes
through the Golden Knight Card Office. The College has prepared GKC flyers that
outline the fact that students, faculty, and staff can ride specific bus routes free with
their GK ID card. During Orientation and personal safety presentations, GKC flyers
are distributed to parents. Students receive a flyer when they get their ID cards, at
which time the program is explained to them in detail. Residential Life is given
flyers each August for the RAs to place in every dorm room. The information is also
provided in the Guidebook given to each student at Orientation. Information about
the bus routes that are free for our students and a link to the CDTA site for schedules
is on the website for the Golden Knights ID card office.
b) Action Plan:
Every year, approximately 900 first year and transfer students are familiarized with
the public bus routes by the director of community service. Also, information about
the public bus routes are made available every year at the benefits fair. The Golden
Knights ID Card Office will be putting out a letter to our campus community
advising them that they will now be swiping their card each time they ride a CDTA
bus. This will enable CDTA to report actual ridership counts moving forward.
c) Anticipated Impacts:
Increased use of public transportation yields decreased harmful emissions.
34. Electric Transportation
Contact: Purchasing and Facilities
a) Description:
Global Electric Motorcars (GEM vehicles) are utilized by Facilities personnel. The
conversion of the Facilities gasoline powered utility work vehicles to electric power
was initiated with the replacement of a gas utility vehicle in FY 2009.
b) Action Plan:
Facilities will continue to purchase electric powered utility vehicles as replacements
are scheduled. One new electric vehicle every two years, depending upon funding
c) Anticipated Impacts:
The use of GEM vehicles and the conversion of utility work vehicles will reduce
harmful emissions. Emissions are eliminated with each fossil fuel vehicle replaced.
35. Transportation Usage Survey
Contact: Ken Scott and the Transportation Committee
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
a) Description:
The College will create a survey for commuters, in order to develop baseline data in
calculating carbon footprint and to support alternative transportation options.
b) Action Plan:
The transportation committee will draft the survey by Fall 2010 and present it to the
administration. It is anticipated that this survey will be administered in 2010-2011.
c) Anticipated Impacts:
Based upon survey results, an action plan will be developed to reduce the impacts
associated with commuting. Plan implementation is anticipated by Fall 2011.
C. Facilities Policies and Procedures
36. USGBC –LEED Certification (Gold Status)
Contact: Marcus Buckley, VP for Finance and Administration
a) Description:
The USGBC has certified the new Massry Center for the Arts for Gold Status. This
46,000 sq. ft., $14 million facility includes a geothermal environmental control
system that heats, ventilates and cools the building without burning fossils fuels or
requiring a noisy tower. The facility, which serves the entire campus as well as the
broader community, is 48 percent more energy efficient than a comparable,
conventionally constructed building.
37. Buildings/Facilities Management
Contact: John Bryant/Chuck Kimberling
b) Description:
“Responsible Buildings/Facilities” currently includes: all major construction and
renovation projects include energy efficient windows, phased conversion of all
standard hand paper towel dispensers to “En Motion” dispensers, installation of
water saving plumbing fixtures, installation of humidity sensing exhaust fans in
major construction and renovation projects, inclusion of motion sensor light switches
in major construction and renovation projects, conversion of all primary main
kitchen cooking appliances from electric to natural gas, purchase of Energy Star
certified products whenever possible, inclusion of products that contain recycled
content for deferred maintenance upgrades, installation of high efficiency direct vent
boilers during the deferred maintenance replacement process. Installation of
building envelope insulation has been included with all building-wide deferred
maintenance upgrades. Installation of high velocity hand dryers in high usage
restrooms is planned with the initial installation of these units in the EAC first floor
public restrooms. These units use minimal electricity to generate a high velocity of
air. The College has been awarded a “Gold” LEED rating for its Massry Center for
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
the Arts. This is a primary academic building for Music and Art History as well as
housing a major music performance center and an Art Gallery.
c) Action Plan:
The College will continue to follow these procedures. Several more of these units
will be replaced this summer with high efficiency direct-vent units. We will continue
to install high velocity hand dryers in our most heavily used public restrooms.
d) Anticipated Impacts:
These procedures will reduce both waste and energy use. The College replaced
heating units in eight locations during the summer of 2008. Data shows that these
high efficiency units have resulted in a 30% reduction in fuel use.
38. Facilities Procurement
Contact: John Bryant/Chuck Kimberling
a) Description:
Facilities has introduced “green seal certified” custodial cleaning products, “Magic
Salt,” consisting of natural rock salt and an organic mixture for application during
inclement winter weather, and “Hudson River Gold,” a locally produced high BTU
organic planting bed material. Facilities has also been converting to micro-fiber
custodial wet mops that use 95% less cleaning chemicals and water to operate
through the life span of the mop head.
b) Action Plan:
The facilities department will continue their use of the products mentioned above,
and will also continue the mop conversion. Facilities will also specify more efficient
floor scrubbers to reduce water and chemical consumption. These units will be
specified as replacements when others reach their end of life.
c) Anticipated Impacts:
These procedures will reduce consumption and harmful emissions. The micro-fiber
mops will save approximately 36,000 gallons of water per year. The new floor
scrubbers reduce water and chemical consumption by 50%.
39. Lighting Conversions
Contact: John Bryant/Chuck Kimberling
a) Description:
The College converted to electronic lighting ballasts campus-wide, and has
converted fluorescent tube lighting from T-12 to T-8 bulbs in all major buildings.
The College has specified the use of even more efficient T-5 lamps in recent new
construction and will continue to do so moving forward.
b) Action Plan:
The College will continue its phased conversion to compact fluorescents from
incandescent lighting campus-wide. On average, three new compact fluorescent
bulbs are installed per week. We anticipate to be 100% converted in the next 12
months.
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
c) Anticipated Impacts:
This will result in a 40% energy reduction to light major buildings.
40. Energy Audit
Contact: John Bryant/Chuck Kimberling
a) Description:
An energy audit would show the College where it is the least energy efficient,
assisting the College in prioritization of sustainability projects.
b) Action Plan:
The College will investigate their options in regards to obtaining an energy audit.
The College will use the report from this audit to guide its sustainability projects; the
College is interested in carrying out the following projects: replacing windows,
lowering building temperatures, installing programmable thermostats, and installing
more automatic lighting systems. This will likely be completed in the next 12
months (2010-2011).
c) Anticipated Impacts:
The report from an energy audit will give the College knowledge of where it can
improve its energy efficiency. This analysis will provide impetus and focus to future
Climate Action Plan programming, above and beyond the current initiative.
41. Energy Management System
Contact: John Bryant and Chuck Kimberling
a) Description:
The College uses an energy management system that has the capability to reduce
energy consumption by 25-30%.
b) Action Plan:
The College will continue to use this system. There is a budget initiative submitted
to incorporate the remaining 30 buildings on campus into the energy management
system. The energy audit will surely point out the need for this initiative as well.
The plan is to fully utilize the capacity of this system.
c) Anticipated Impacts:
Use of this system will reduce consumption by 25-30%.
42. Make-Up Water System for Cooling Tower
Contact: John Bryant
a) Description:
There is a potential that HVAC cooling towers are inefficient consumers of water
and energy.
b) Action Plan:
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
The College is currently investigating systems for increasing efficiency of these
systems.
c) Anticipated Impacts:
Potential exists for water and electricity savings.
43. Policy Audit
Contact: Marcus Buckley, VP for Finance and Administration
a) Description:
We have reviewed existing polices to ensure that the “best practices” adopted are
sustainable and included in all operating practices, statements and specifications.
b) Action Plan:
A review of policies, procedures and best practices has been completed by all of
Finance and Administration and a “Sustainability Policy” is being drafted.
c) Anticipated Impacts:
The policy audit will help lower the carbon footprint of the College by enabling
assessment, program planning, and program coordination.
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
Appendix III: Curriculum and Other Educational Experiences
Table of Contents
A. Curriculum
1. Art 240 – Graphic Design II
2. Biology 236 – Environmental Technology
3. Biology 280 - Microbiology
4. Biology 112 – Environmental Science
5. Biology 242 – Terrestrial Ecology
6. Business 101 – Contemporary Business
7. Chemistry 105 – Environmental Chemistry
8. Computer Information Systems 111 – Introduction to Computer Science –
Interdisciplinary Project
9. English 105 – Rhetoric and Composition
10. English 106 – Texts and Contexts
11. English 227 – Women Reshaping Human Rights
12. Environmental Affairs 112 – Environmental Science
13. Environmental Affairs 160 – Fire Ecology and Management
14. Environmental Affairs 357 – Environment and Development
15. Earth Science 103 – Meteorology
16. Earth Science 190 – Introductory Geology
17. Earth Science 210 – Aqueous Systems
18. Earth Science 340 – Glaciers and Climate Change
19. Earth Science 420 – Hydrogeology
20. Educational Psychology 370 – Educational Psychology/Instructional Psychology
21. Educational Psychology 535 – Psychology of Diversity
22. History 228 – US Environmental History
23. MBA 586 -- Globalization and International Business
24. Philosophy 303 – Environmental Ethics
25. Political Science 237 – Environmental Politics
26. Religious Studies 210 – Religion and Sustainability
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CLIMATE ACTION PLAN: The College of Saint Rose
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27. Science 100 – Fundamentals of Science I
28. Science 200 – Fundamentals of Science II
29. Science 350 – Topics in Science Education
B. Other Educational Experiences
30. Geology Club
31. E-Learning Course Offerings
32. Focus the Nation
33. Project Learning Tree
34. Year of Asia; Year of Environment and Sustainability
35. President’s Day Programming
36. Environmental Club Programming
37. Alternative Spring Break with Heifer International
38. Massry Center for the Arts – Geothermal Heating/ Gold Status LEED
39. Faculty Research
40. Provisions: Pedagogical Innovations
41. Summer Teaching Workshops
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Appendix III: Curriculum and Other Educational Experiences
A. Curriculum
1. Art 240 – Graphic Design II
Contact: Andrea Kohl, Assistant Professor of Graphic Design
Description:
The development of a concept and its communication is stressed in this graphic design
foundation course. Students learn about the impact of the graphic design profession on a
sustainable development. They study sustainable business practices and concept
development with focus on packaging design.
Students Impacted:
Approximately 15 students per class offered.
2. Biology 236 – Environmental Technology
Contact: Harvey Alexander, Professor of Biology
Description:
Practical applications and techniques used to integrate environmental knowledge with
business, law, and public policy. Topics such as land use, pollution controls, protective
resource use and allocation activities will be surveyed.
Students Impacted:
Approximately 20 students per class offered.
3. Biology 280 - Microbiology
Contact: Kari Murad, Associate Professor of Biology
Description:
This course touches on the following topics over the course of the semester: CO2 and
CH4 levels in regards to global warming, bioremediation of lands and waters, the role
of decomposition in oil production and CH4 as an alternative energy source.
Students Impacted:
Approximately 20 students per class offered.
4. Biology 112 – Environmental Science
Contact: Harvey Alexander, Professor of Biology
Description:
A non-major-level course which studies the scientific basis for environmental issues,
such as sustainability, that impact society.
Students Impacted:
Approximately 20 students per class offered.
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5. Biology 242 – Terrestrial Ecology
Contact: Harvey Alexander, Professor of Biology
Description:
This course provides an introduction to the interactions between plants, animals and
their environment. Topics include the relationships between soils, climate, and other
factors which determine community structure.
Students Impacted:
Approximately 20 students per class offered.
6. Business 101 – Contemporary Business
Contact: Simona Sung, Professor of Business Administration
Description:
This course is designed to give the non-Business major an overview of basic business
concepts such as marketing, finance, management, globalization, and human resource
management. Also covered are problems of managing in a rapidly changing business
environment, social responsibilities, environmental issues and ethics.
Students Impacted:
Approximately 20 students per class offered.
7. Chemistry 105 – Environmental Chemistry
Contact: Paul Benzing, Assistant Professor of Environmental Science
Description:
This is an introductory course for non-science majors who are interested in
understanding the chemistry behind the major environmental issues facing us today.
Some of the topics that might be included are air and water pollution, acid rain, ozone
depletion, global warming, pesticides and herbicides, recycling, energy sources such as
fossil fuels and nuclear power, radiation exposure, and other topical issues as they arise.
Students Impacted:
Approximately 20 students per class offered.
8. Computer Information Systems 111 – Introduction to Computer Science –
Interdisciplinary Project
Contact: Helen Albanese, Assistant Professor of Computer Information Systems
Description:
The interdisciplinary project embedded in this course involves web design and
sustainability. The students design a web-based research project of awareness of the
environment. The students choose from topics such as solar energy, recycling, nuclear
energy, biofuels, carbon footprint, hydrogen fuel cells, hybrid cars, global warming, etc.
At least one team each semester will be encouraged to submit their work to the
Undergraduate Research Symposium.
Students Impacted:
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Approximately 20 students per class offered.
9. English 105 – Rhetoric and Composition
Contact: David Morrow, Assistant Professor of English
Description:
The content of one version of our required first-year writing course—covering oral
communication and research skills, with an emphasis on informative and persuasive
writing and speaking—focuses entirely on climate change and sustainability. The class
works on fiction, nonfiction, websites, and films devoted to environmental issues, and
visits a food co-op and an organic farm.
Students Impacted:
Approximately 15 students per class offered.
10. English 106 – Texts and Contexts
Contact: David Morrow, Assistant Professor of English
Description:
This is a topics course that covers a range of literary texts, helping students to develop
the tools necessary to perform close reading of and to write clearly about literature.
One version of this topics course for non-English majors focuses on climate change and
sustainability. Students read work by Rachel Carson, Bill McKibben, George Monbiot,
Rebecca Solnit, Van Jones, T.C. Boyle and others, and study documentary and feature
films.
Students Impacted:
Approximately 20 students per class offered.
11. English 227 – Women Reshaping Human Rights
Contact: Vaneeta Palecanda, Assistant Professor of English
Description:
Concentration on a variety of works produced by women in the modern era. May
include text genres such as the novel, drama, poetry, nonfiction prose, film, music.
Course attends to the ways in which the variety of women’s experiences (informed by
ethnicity, class, sexual orientation, work, education, physical ability) shape their artistic
production. Assignments related to sustainability are embedded in this course.
Students Impacted:
Approximately 20 students per class offered.
12. Environmental Affairs 112 – Environmental Science
Contact: Paul Benzing, Assistant Professor of Environmental Science
Description:
A non-major level course which studies the scientific basis for environmental issues that
impact upon society. May not be used for credit toward a Biology major, minor, or
Childhood Education Science concentration.
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Students Impacted:
Approximately 20 students per class offered.
13. Environmental Affairs 160 – Fire Ecology and Management
Contact: Paul Benzing, Assistant Professor of Environmental Science
Description:
Wildland fire is one of a myriad of ecological processes critically important to
ecosystem dynamics and biodiversity conservation. This course will provide students
the opportunity to study the science and application of wildland fire in a local, globallyrare and fire-dependent setting, the Albany Pine Bush Preserve. Course includes the
study of fire physics, fire behavior, fire chemistry, wildland fire policy, and fire effects
on soils, wildlife, vegetation and ecological community dynamics.
Students Impacted:
Approximately 20 students per class offered.
14. Environmental Affairs 357 – Environment and Development
Contact: Paul Benzing, Assistant Professor of Environmental Science
Description:
This course studies the relationship between environmental economics and development
theory by quantifying the impact of a firm on its community and environment. Effects
quantified range from the positive impact of jobs, salaries and voluntary services to the
negative impact of pollution, congestion and resource drawdown. Analysis based on
U.S. and international issues. Several fields are integrated such as social auditing,
environmental accounting, environmental sciences, as well as ethical and legal issues.
Students Impacted:
Approximately 20 students per class offered.
15. Earth Science 103 – Meteorology
Contact: Ann Zeeh, Associate Professor of Biology, Chair, Science Department
Description:
Properties of the atmosphere and the effect of weather and climate upon life on earth.
Wind, storms, clouds, precipitation, climate and weather forecasting will be covered.
Students Impacted:
Approximately 20 students per class offered.
16. Earth Science 190 – Introductory Geology
Contact: Jacqueline Smith, Assistant Professor of Geology
Description:
Introductory Geology is a study of the physical features and interconnected systems of
the earth, including plate tectonics, earthquakes, volcanoes, the rock cycle,
groundwater, surface water, glaciers and climate change, and geologic time. Field trips
allow students to apply classroom teaching to real-world geologic phenomena such as
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rocks as recorders of past environments, streams as agents of erosion, and groundwater
as a resource. A two-week sequence of field trips to the Albany Landfill and the
Albany Pine Bush Preserve (in which the Landfill is located) highlights the
vulnerability of groundwater resources and the need to strike a balance between human
needs (e.g., waste disposal) and protection and preservation of natural systems.
Students Impacted:
Approximately 24 students per class offered.
17. Earth Science 210 – Aqueous Systems
Contact: Jacqueline Smith, Assistant Professor of Geology
Description:
Aqueous Systems focuses on surface and subsurface hydrogeology and physical
oceanography. The hydrogeology part covers the hydrologic cycle, streams, the water
table, aquifers and their depletion and recharge, local and regional groundwater flow,
and the basics of water geochemistry and environmental pollution. The physical
oceanography includes discussions of ocean basins, waves, tides, currents, coastal
change, sea level, glaciers and oceans, and environmental issues facing the oceans.
Students Impacted:
Approximately 10 students per class offered.
18. Earth Science 340 – Glaciers and Climate Change
Contact: Jacqueline Smith, Assistant Professor of Geology
Description:
Glaciers and Climate Change explores the fundamental role of glaciers in shaping
landscapes and altering sea level, examines the past and present relationship between
glaciers and climate, and considers future climate change. The course focuses on the
geologic record of the Ice Ages as recorded in glaciers, glacial deposits, and marine and
lake sediments of the Quaternary Period, and looks at the ways in which past climate
change informs our understanding of future climate. Labs are largely field-based and
focus on the geologic record of the last glaciation preserved in the Capital Region.
Students Impacted:
Approximately 10 students per class offered.
19. Earth Science 420 – Hydrogeology
Contact: Jacqueline Smith, Assistant Professor of Geology, Chair, Science
Department
Description:
Hydrogeology provides and in-depth study of the hydrogeologic cycle (evaporation,
precipitation, runoff, and stream flow), properties of aquifers, principles of groundwater
flow, soil moisture and groundwater recharge. Topics include groundwater flow to
wells and regional groundwater flow, geology of groundwater occurrence and the future
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of groundwater supplies, water chemistry, and water quality. Students study the causes
and effects of, and remediation strategies for, groundwater contamination.
Students Impacted:
Approximately 10 students per class offered.
20. Educational Psychology 370 – Educational Psychology/Instructional Psychology
Contact: Aviva Bower, Associate Professor of Educational Psychology
Description:
A study of various aspects of the instructional setting including individual, group, and
cultural differences; learning and instructional theories; motivation; assessment and
evaluation; and classroom management. Instructional technology skills are developed
and integrated throughout the course as supported by principles of educational
psychology. Specific to sustainability, this course models both a blog focused on urban
green education projects and a wiki project focused on interviewing “elder” gardeners.
Students study a unit plan on water conservation and analyze in terms of 7 keys aspects
of constructivism.
Students Impacted:
Approximately 20 students per class offered.
21. Educational Psychology 535 – Psychology of Diversity
Contact: Aviva Bower, Associate Professor of Educational Psychology
Description:
This course is designed to examine theories in educational psychology and related
disciplines that help to frame the cognitive and emotional experiences of diverse
learners and educators. Diversity in this course comprises ethnicity, linguistic diversity,
class, gender, and sexuality but may also include religion, gender orientation, region,
nation, and other dimensions of identity. The relationship of educators to their own
cultural backgrounds (ethnicity, gender, class, etc.) and to their students will be
explored. Diversity will be viewed largely as a set of resources that learners and
educators bring to the learning environment; how these resources can be incorporated
into practice will be a core focus of the course. A student initiated protest against
cafeteria food as unsustainable practice is used to understand Paulo Freire’s critical
pedagogy.
Students Impacted:
Approximately 20 students per class offered.
22. History 228 – US Environmental History
Contact: Risa Faussette, Associate Professor of History/Political Science
Description:
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Historians usually view the environment as a neutral stage upon which the people and
events of the past walked. This course argues that the natural world – plants and
animals, soil and water, climate and weather – plays a pivotal role in the shaping (and
limiting) of human agency and the social, economic, and political landscapes that the
peoples of the United States have negotiated for themselves. This survey of U.S. history
brings the environment and competing environmental ideologies to the foreground,
paying special attention to obscured or buried relationships between land/resource
management and the class-, race-, and gender-specific consequences of such decisions.
Students Impacted:
Approximately 20 students per class offered.
23. MBA 586 -- Globalization and International Business
Contact: Janet Spitz, Associate Professor of Business Administration
Description:
Globalization enables organizations to enormously expand their resource base for
additional sources, markets or alternative headquarters. Businesses as well as nonprofits have not been hesitant to seek this competitive edge, creating regions with an
unpredictable mix of economic interests, cultural, religious and political influence,
citizen interests and action, and regional trade alliances. How business seeks to manage
these factors is explored in this project course with emphasis on the international
context of challenges, successes, and change. Lively class discussion welcomes each
student’s views on the dynamic global economy. Class lectures and leadership include
a module on global sustainability issues.
Students Impacted:
Approximately 20 students per class offered.
24. Philosophy 303 – Environmental Ethics
Contact: Laura Weed, Professor of Philosophy/Religious Studies
Description:
This course discusses the moral issues arising from a consideration of the relationship
between human beings and their environment, including: the comparison of Western
and non-Western attitudes toward nature, anthropocentrism, holism, pollution, animal
rights, and interspecies relations.
Students Impacted:
Approximately 20 students per class offered.
25. Political Science 237 – Environmental Politics
Contact: Ryane McAuliffe Straus, Assistant Professor of Political Science
Description:
This course examines how various governmental agencies at the federal, state, and local
levels regulate the environment. The course is a preparatory course designed for majors
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and Social Studies concentrators, emphasizing enhanced development of analytical and
research skills.
Students Impacted:
Approximately 20 students per class offered.
26. Religious Studies 210 – Religion and Sustainability
Contact: Laura Weed, Professor of Philosophy/Religious Studies
Description:
RLS 210 takes a look at the religious and philosophical underpinnings of locally
sustainable living; how the individual lives in awareness of and dependent upon his/her
immediate environment by growing one’s own food, buying locally, supporting
cooperatives, encouraging organic and fair trade.
Students Impacted:
Approximately 20 students per class offered.
27. Science 100 – Fundamentals of Science I
Contact: Mary Cosgrove, Problem Based Learning Coordinator
Description:
Science 100 is completely dedicated to the education of our students about our reliance
on fossil fuels and the effect of this reliance on the environment, including climate
change. We investigate how generators work and the purpose of a steam and water
turbine. We also investigate alternate energy sources, including a tour of our LEED
Gold certified building and learning about geothermal heating and cooling, LEED
certification, solar power, nuclear power and hydroelectric power. In the future, the
course will also include a tour of a hydroelectric plant.
Students Impacted:
Approximately 150-160 students annually
28. Science 200 – Fundamentals of Science II
Contact: Mary Cosgrove, Problem Based Learning Coordinator
Description:
This course is a continuation of SCI 100 and serves as the scientific foundation in
biology and geology/earth sceicen for Special Education and Childhood Education nonscience concentrators through a science laboratory course. Students utilize concepts
and processes taught in the lecture and in the laboratory setting for the purpose of
problem solving in a problem-based workshop. Biology topics include ecosystems and
niches, biodiversity, evolution, cells, and genetics. Geology topics include plate
tectonics, earthquakes, volcanoes, the rock cycle, groundwater, surface water, glaciers,
and climate change. A two-week sequence of field trips to the Albany Landfill and the
Albany Pine Bush Preserve (in which the Landfill is located) highlights the
vulnerability of groundwater resources and the need to strike a balance between human
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needs (e.g., waste disposal) and protection and preservation of natural systems. A
three-week sequence of two field trips to Five Rivers Environmental Education Center
and one week of laboratory work integrates studies of geological stream processes,
ecological niches within the stream, and biological diversity among macroinvertebrates
found in the stream.
Students Impacted:
Approximately 150-160 students annually
29. Science 350 – Topics in Science Education
Contact: Kari Murad, Associate Professor of Biology
Description:
This is a service-learning class which focuses around the theme of environmental
sustainability. We look at local and global issues covering the Hudson River,
alternative energy, hunger-agriculture connections, composing and biodiversity.
Students Impacted:
Approximately 20 students per class offered.
B. Other Educational Experiences
30. Geology Club
Description:
Based on interest from Geology majors, Earth Science Adolescence Education majors,
and Childhood Education - Earth Science concentrators, a new Geology Club has been
formed. The Geology Club will organize field trips and on-campus activities open to
all students. The existence of Geology Club will facilitate on-campus programming as
well as affiliation with student chapters for such professional groups as the Geological
Society of America.
Students Impacted:
Approximately 15-20 active student members
31. E-Learning Course Offerings
Description:
In the past five years or so, the College has greatly expanded its utilization of “elearning” courses—both hybrid and entirely on-line. Such offerings reduce the need to
heat and light classroom space, reduce transportation costs, reduce the need for print
materials to support instruction, and contribute to efficient use of existing faculties. In
2005-2006 there were approximately 12 courses taught in this mode. For 2009-2010,
172 courses will be offered in “e-learning” format. In addition, the College has
developed three entirely “on-line” professional certificate programs and one graduate
degree entirely on-line. The College will continue to identify opportunities to expand
such offerings consistent with our mission, faculty interest, and institutional capacity.
Students Impacted:
Approximately 2,000 annually (undergraduate, graduate)
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32. Focus the Nation
Description:
“Focus the Nation: A nationwide effort to address global warming solutions” was held
on January 31, 2008 and included an evening presentation given by Rev. Fletcher
Harper (Executive Director of GreenFaith). Discussions about environmental justice,
stewardship and greening practices in religious communities were held in the Hubbard
Interfaith Sanctuary and was free and open to the public.
Campus activities included:
 Webcast: “The 2% Solution - Global Warming Solutions for America”
 Valuing the environment or a cherished tradition? An open forum about Halloween
toilet papering at St Rose
 Sustainable Practices for Students, Candice Redden, College of Saint Rose R. A.
 Idea Forum: An open exchange of green ideas for our campus led by The
Environment Club and Prof. Paul Benzing
 Wind Power, Questions and Answers, Dan Bernadette - Regional Expert
 Panel discussion: “Local Green Businesses” with Katie Centanni, Honest Weight
Food Co-op, David Hess-RPI Professor, Nancy Gold - Tough Traveler Inc.
 Local Foods & Environment: Christopher Kemnah, Otter Hook Farms
 The Scientific Basics of Climate Change, Saint Rose Professor Jacquie Smith
 Sustainability Art and Design Exhibition by students and faculty of the Saint Rose
Art Department
 Film: An Inconvenient Truth, Showing at noon, 2.00pm, 4.00pm
Impact:
Approximately 300 students, faculty and staff participated in these events.
33. Project Learning Tree
Contact: Mary Cosgrove, Problem Based Learning Coordinator
Description:
Annually the College partners with the New York State Department for Environmental
Conservation (NYS DEC), the City of Albany and the Albany Fund for Education in
order to train St. Rose students and City of Albany School District’s elementary
teachers in Project Learning Tree. During the week of Earth Day, approximately 150
trees will be planted.
Students Impacted:
Approximately 18 students (from SCI 100 and SCI 200)
Community Impact:
Approximately 27 Albany City School District teachers trained in environmental
curriculum using trees a “window” for teaching environmental sustainability.
34. Year of Asia (2010-2011); Year of Environment and Sustainability (2011-2012)
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Contact: Laura Weed, Professor of Philosophy/Religious Studies, David
Szczerbacki, Provost/VPAA
Description:
The College periodically organizes curricular and co-curricular programming around
contemporary themes. For 2010-2011, for example, is the “Year of Asia.” Current (and
preliminary) discussion exists relative to naming 2011-2012 as the “Year of
Environment and Sustainability.” The Year of Asia program includes the College’s
participation in “Bring the Change,” a nationwide program designed to raise awareness
of economic and environmental excess. Our focus will be on the Afghan well project.
Community Impact:
Campus activity will include open lectures and workshops, curriculum-course specific
activity, and a President’s Day program devoted to assessing programs made with the
Climate Action Plan. Such programming raises overall consciousness of sustainability
issues and creates the potential for action and change.
35. President’s Day Programming
Contact: David Szczerbacki, Provost/VPAA
Description:
The 2008 President’s Day theme was “Sustainability: Developing a Green Saint Rose
Campus.” President R. Mark Sullivan announced the signing of the President’s climate
commitment document and affirmed the College’s commitment to sustainability as a
strategic objective. In addition, there were several presentations which addressed topics
of sustainability. Topics presented include:
 “Seeing Things Whole: The Promise and Challenge of Sustainability in Higher
Education” by Dr. Tom Kelly (the first Director of the University Office of
Sustainability (UOS) and Chief Sustainability Officer at the University of New
Hampshire)
 “Sustainability Issues Specific to The College of Saint Rose” by Dr. Tom Kelly
 “Community-Based Teaching and Learning on the Environment” by Ken Scott
and Mary Cosgrove
 “Environmental Awareness Across the Curriculum: The Whys and Hows” by
David Morrow and Andrea Kohl
 “Becoming Familiar With The Basics of Climate Change” by Jacqueline Smith
and Stephanie Maes
Community Impact:
Approximately 175 faculty, administration and staff participated in this President’s Day
program.
36. Environmental Club Programming
Contact: Christina Zontini, Environmental Club President
Description:
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The Environmental Club is a student-run organization that promotes sustainability. The
club’s most regular event is called Do It in the Dark. During this event, no lighting,
speaker systems, etc. are used; attendees are provided with glow-in-the-dark jewelry
and acoustic music. There are also tables set up during this event offering vegan pizza
and information about sustainability. The club also regularly participates in service
projects, such as helping maintain the Albany Pine Bush. Every fall, the student
association hosts Harvest Fest; the environmental club takes advantage of this
opportunity to provide an activity, such as making ice cream. In addition, the Club
worked with “Week of Welcome” staff to establish (in 2008) a program where new
students receive a “sustainability kit” during “move-in Day” (e.g. water bottle, recycling
information, CFL light bulbs). Organic Appreciation Day was celebrated by the club in
Fall 2009 by offering the campus samples of organic and vegan products. The club
hopes to host this celebration every fall. Typically, when there is a sustainabilityrelated film playing at a local theater, the club advertises and arranges transportation to
the theater. This year, however, there were none in the theater, so the club hosted a
showing of the movie Wall-E. During Fall 2009, the club co-sponsored a guest speaker
who discussed wind power. In Spring 2010, the club sponsored the performance of
Sustainability: The Musical, written by a member of the club. Also in Spring 2010, the
club visited the Regional Food Bank in celebration of Social Justice Week at the
College.
Students Impacted :
Students, faculty, staff and administration have full access to programming activity of
the club – Approximately 50 active club members. Many activities draw hundreds of
students. “Move-in Day” impacts approximately 900 students each August.
37. Alternative Spring Break with Heifer International
Contact: Kari Murad, Associate Professor of Biology
Description:
Each year during spring break, a group of students visits a Heifer Ranch in Arkansas.
Among other issues, the students are educated about care of the earth, sustainability,
environmental justice, and earth and human stewardship.
Students Impacted: Approximately 15 students and 2 faculty/staff each year.
38. Massry Center for the Arts – Geothermal Heating/ Gold Status – U.S. Green
Building Council, Leadership in Energy and Environmental Design
Contact: Marcus Buckley, VP for Finance and Administration
Description:
In the Fall 2009, the College’s new Massry Center for Performing Arts (opened in
2008) received LEED Gold Certification. This is a 46,000sq.ft, $14 million facility. A
centerpiece of the Massry Center’s energy efficiency is its geothermal environmental
control system that heats, ventilates and cools the building without burning fossil fuels
or requiring a noisy tower. Saint Rose received technical assistance and $137,650 in
financial support from the New York State Energy Research and Development
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Authority (NYSERDA) to develop the geothermal system, which is expected to make
the building 48 percent more energy efficient than a comparable, conventionally
constructed building. Interactive, touch-screen information kiosks will likely be
installed in 2010-2011 which will provide detailed examples about the facility’s
sustainability features—including construction, design and operating policies and
programs. The general public, K-12 students groups, and College of Saint Rose courses
(e.g. SCI 100; SCI 200) will have access to this educational resource. Among its Earthfriendly components in the building to be featured in this educational project are the
following. The building:
 is heated and cooled by a geothermal HVAC system that originates in 40
wells, each reaching 450 feet beneath the Earth’s surface. The system cost
approximately $300,000 more than a conventional HVAC. Estimated
payback time: 3.3years;
 uses no fossil fuel in heating or ventilation, and 35 percent of its electricity
is supplied by wind or water power;
 used a significant quantity of recycled building material in its
construction, including 78 percent of steel frame, 70 percent of the
wallboard and 15 percent of the concrete;
 recycled 98 percent of the waste generated in its construction, with asphalt
from the old parking lot from the ground up and used new parking lot and
bricks and drywall hauled to the Port of Albany for recycling;
 harvests natural light and automatically increases and reduces lighting in
classrooms and practice rooms in proportion to the level of natural light;
 uses American cherry and Patagonian cherry wood on doors and floors,
grown on tree farms meeting renewable resource standards set by the
Forest Stewardship Council; and
 uses water-saving low-fixtures throughout.
Students Impacted:
Approximately 500 students (SCI 100, SCI 200, etc.) directly experience the faculty’s
innovation via curricular modules.
Community Impact:
K-12 students and groups; community awardees at concerts, art gallery exhibits,
prospective student open houses/auditions, (many thousand annually)
39. Faculty Research
Description:
In addition to the number of courses and projects related to sustainability, faculty
members at the College have also shown a significant interest in environmental
sustainability. Through various forms of professional development (e.g. mini-grants,
reassigned time grant), faculty members have demonstrated their interest and dedication
to environmental sustainability. Current examples include:
a. Harvey Alexander, Professor of Biology
Dr. Alexander accomplished many projects during a recent sabbatical leave. This
includes research pertaining to the Albany Pinebush, gathering data for review of
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b.
c.
d.
e.
f.
g.
the species’ distribution, systematics, life history, conservation status, etc., of the
inland barrens buckmoth. He also spent a few weeks with Dr. Charles Reith, in
Washington, D.C. working on ways to integrate contemporary environmental
problems into ecology courses.
Paul Benzing, Assistant Professor of Environmental Studies
Dr. Benzing’s long-term goal is to establish an organization, supported primarily
by undergraduate research assistants, to support watershed monitoring efforts
across our region. Initial efforts focused on phosphorus pollution in Vlomanskill.
One undergraduate research student worked with Professor Benzing to create a
database that serves as the foundation of what will be a growing dataset. The
project will be expanded with the help of another undergraduate research student
who will utilize the initial dataset to identify problem areas within our local
watersheds where phosphate levels are high, and begin to identify sources and
ecological impacts.
Aviva Bower, Associate Professor, Educational Psychology
Dr. Bower intends to continue her exploration of Environmental Psychology.
Through research she hopes to understand how young adults become
environmentalists. More specifically, environmental beliefs among college
students, environmental risk perception, and how information about the
environment is communicated. This research will contribute to Dr. Bower’s
teaching preparation, help to frame empirical investigation of beliefs and
experiences of Saint Rose students evolved in the Environmental Club, and
support the College’s new Environmental Policy.
Brian Jensen, Associate Professor of Biology
Dr. Jensen’s current project involves establishing a deeper range of backup
locations for specific activities in his marine ecology course. Additional locations
allow students the opportunity to continue learning about important
environmental events through field laboratory field activities even during poor
weather conditions in Cape Cod, Massachusetts.
Andrea Kohl, Assistant Professor of Graphic Design
Professor Kohl published two articles in the Summer 2009 edition of Designer,
“Cradle to Grave: Remaking the Way We Make Things” and “Design Challenge:
Tips for Sustainable Graphic Design Solutions.”
Stephanie Maes, Assistant Professor of Geology
Dr. Maes is in the process of completing a project which seeks to interpret
anomalous magnetic fabrics in Karoo sills and dikes in South Africa. In order to
accomplish this, Dr. Maes and two undergraduate students traveled to South
Africa to collect geologic specimens. Currently thin sections of the samples are
being prepared and a mineral fabric analysis of the pre-existing sections. Testing
of new thin sections will occur shortly after and will occur at the University of
Minnesota.
Jacqueline Smith, Assistant Professor of Geology
Dr. Smith contributed to the scientific understanding of global climate change by
reconstructing the history of ice ages in the tropical Andes. This ongoing project
investigates ways in which both climatic changes and tectonically-driven changes
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CLIMATE ACTION PLAN: The College of Saint Rose
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to the physical setting of glaciers affect the depositional record of glaciations
preserved on the landscape. Dr. Smith will return to the Peruvian Andes in June
2010 to continue her investigation; she will be accompanied by two
undergraduate Geology majors who will participate in the field research. In 2009,
Dr. Smith co-taught a three-week undergraduate geology field course titled
“Impacts of Global Environmental Change” with Dr. Donald Rodbell (Union
College) in the Cordillera Blanca range of the central Peruvian Andes, through the
Geology Department at Union College. Her goal was (and is) to teach students
how to conduct geological field research on topics of environmental change by
helping them plan and complete their own research projects in the Andes.
h. Janet Spitz, Associate Professor of Business Administration
Dr. Janet Spitz is conducting a multi-year empirical study on the support for
sustainability for the global business community through the “lens” of several
thousand faculty and students in the United States and Australia. Dr. Spitz’s
research dissemination plan includes the inclusion of findings in her course work
(e.g. MBA 586) as well as presentations at leading professional association
meetings (e.g. American Economics Association; Allied Social Sciences Annual
Meetings).
40. Provisions: Pedagogical Innovations
Contact(s): Kim Middleton-Meyer, Associate Professor of English;
Megan Fulwiler, Associate Professor of English
Description:
The College’s “Provisions” program offers on-going discourse (3-4 lunch sessions per
semester) relative to pedagogical innovation. In Fall 2009, a panel presentation featured
the topic of “Teaching Sustainability;” panelist included Andrea Kohl, Assistant
Professor of Graphic Design, and David Morrow, Assistant Professor of English.
Topics included, respectively, “Teaching Sustainable Graphic Design” and “Models of
Interdisciplinary Environmental Studies Programs.” Approximately 30 faculty, students
and staff attended. Similar sessions on the topic are planned for the future.
41. Summer Teaching Workshops
Contact(s): Richard Thompson, Dean, School of Mathematics and Sciences and
Director, Institute for Science and Mathematics Education
Description:
The College has offered in-service Summer Teacher workshops for the past four years.
These single-day programs, serving 15-20 teachers each, have focused on hands-on,
inquiry-based techniques for improving mathematics and science teaching at the
elementary school level. With each participant teaching at least 20 students per year
since attending our workshops, an estimated 3,000-4,000 elementary school students
have benefitted from our summer programs. The summer workshops have focused on
topics as Hudson River ecology, solid waste management and ground water
contamination, endangered species and habitats, and alternative energy sources. The
teachers involved in these workshops are from inner-city and “high needs” districts.
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CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
The College of Saint Rose has recently received a gift of $45,000 from Time Warner
Cable, or $15,000 per year for three years to create the Time Warner Cable Teacher
Training Center. This center would combine and coordinate all of the College’s math
and science teacher professional development programs for the 2010-2013 period. The
Time Warner Cable Teacher Training Center will enable the College to take a much
more focused, in-depth approach to improving math and science education in our
regional schools. These programs will focus on inquiry-based, active learning
techniques. As stressed in Time Warner Cable’s new program, Connect a Million
Minds, engaging, hands-on experiences are critical for building student interest and
ability in the Science, Technology, Engineering and Math (STEM) disciplines. Our
teachers will need to be trained to deliver experiences to their students. Through the
Time Warner Cable Teacher Training Center, these programs will make a significant
difference in STEM education in New York’s Capital Region and beyond.
49
CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
Appendix IV: Planning Participants
A wide cross-section of faculty, staff and students participated in the development of the
Climate-Action Plan. Much of the work was completed in the context of these committees:
Waste Minimization, Transportation, Curriculum, and Green House Gas Emissions. In addition,
key offices such as Facilities, Residential Life, Community Service, and Security have played
leadership roles. The student Environmental Club has provided invaluable ideas, leadership and
energy. This organizational and leadership infrastructure will guide plan implementation,
assessment and evaluation.
The following individuals are acknowledged for their work in designing the Climate Action
Plan:
Helen Albanese, Assistant Professor of Computer Sciences
Paul Benzing, Assistant Professor of Environmental Science
Cailin Brown, Assistant Professor of Communications
Mary Cosgrove, Math and Science Problem-Based Learning Coordinator
Andrea Kohl, Assistant Professor of Graphic Design
Stephanie Maes, Assistant Professor of Geology
David Morrow, Assistant Professor of English
Kari Murad, Associate Professor of Biology
Megan Overby, Assistant Professor of Communication Sciences & Disorders
Vaneeta Palecanda, Assistant Professor of English
Jacqueline Smith, Assistant Professor of Geology
Janet Spitz, Associate Professor of Business Administration
Laura Weed, Professor of Philosophy/Religious Studies
John Bryant, Assistant Vice President for Facilities
Marcus Buckley, Vice President for Finance and Administration
Patricia Buckley, Director of Purchasing & Auxiliary Services
Shannon Crisafulli, Assistant to the Vice President for Finance and Administration
Reverend Christopher DeGiovine, Dean of Spiritual Life
Joanna Dickerson, Assistant Director of Human Resources
John Ellis, Executive Director of Information Technology Services
Paul Freemantle, Faculties
Colin Jaquays, Department of Physical & Biological Science Lab Manager
Judith Kelly, Registrar
Jeffrey Knapp, Assistant Vice President of Human Resources & Risk Management
Charles Kimberling, Director of Facilities
Laurie Luizzi, Executive Secretary to the Vice President of Finance and Administration
Nancy MacDonald, Director of Facilities Planning and Space Management
Meredith McLane, Area Coordinator, Residence Life
Rich Miegel, Director of Dining Services
John Pavelock, Director of Risk Management and Environmental Safety
Sean Peters, CSJ, Director of Mission Experience
50
CLIMATE ACTION PLAN: The College of Saint Rose
May 2010
Corey Polesel, Security Supervisor
Joseph Pryba, Assistant Director of Residence Life
Jennifer Richardson, Director of Residence Life
Steve Stella, Director of Safety & Security
Julie Tenan, Coordinator of Field Placement and Advisement
Students:
Carley Farnan
Joshua Garmley
Shanna Losee
Thomas Lusardi
Christina Molnar
Megan Rockafellow
Caitlin Pixley
Christina Zontini
Special Acknowledgement: The following individuals have provided significant research and
report preparation work for the Climate Action Plan:
Michelle Surprise, Graduate Assistant
Alicia Whitehead, Graduate Assistant
Claire Vandenbergh, Administrative Secretary/VPAA
Bonnie Pogge, Assistant to the Provost/VPAA
Jeanine Laukaitis, Executive Secretary/VPAA
51