Climate Action Plan
Green House Gas Emissions Update
Alexa Coughlin, Pitzer 2012
Simone Fine, Pitzer 2013
Jessica Grady-Benson, Pitzer 2014
Matthew Shubin, Pitzer 2013
Michael G. Wolfsen, Consultant
2/9/2016
Table of Contents
Executive Summary....................................................................................................................................... 3
Introduction .................................................................................................................................................. 4
Updated Green House Gas Emissions Inventory ...................................................................................... 5
Climate Action Plan ....................................................................................................................................... 7
The Goals............................................................................................................................................... 7
The Organizational Approach ............................................................................................................... 7
Energy ....................................................................................................................................................... 8
Natural Gas ........................................................................................................................................... 8
Electricity............................................................................................................................................... 9
Transportation ........................................................................................................................................ 14
Transportation related emission sources ........................................................................................... 14
Other Emissions Sources ......................................................................................................................... 18
Solid Waste ......................................................................................................................................... 18
Water Use and Wastewater Treatment.............................................................................................. 19
Paper ................................................................................................................................................... 20
Food prep & waste .............................................................................................................................. 21
Curriculum............................................................................................................................................... 25
Research .................................................................................................................................................. 26
Robert Redford Conservancy for Southern California Sustainability .................................................. 26
Firestone Center ................................................................................................................................. 27
Arboretum........................................................................................................................................... 27
Bernard Field Station .......................................................................................................................... 28
Community Engagement ........................................................................................................................ 28
Student Activities .................................................................................................................................... 30
Funding the Plan ..................................................................................................................................... 31
Offsets ..................................................................................................................................................... 32
Appendices.................................................................................................................................................. 32
A.
Draft Purchasing Guidelines............................................................................................................ 32
B.
Draft: Sustainability Coordinator/Environmental Fellow ............................................................... 33
C.
Draft Climate Action Committee..................................................................................................... 34
Acknowledgments....................................................................................................................................... 34
2
Executive Summary
Pitzer College acknowledges the reality of the current global warming trends as manifested in ocean
warming, ice cap reduction, desertification and deforestation. The scientific information on these issues
is overwhelming and requires action at many levels.
In 2007, Pitzer signed an agreement with the American College and University President’s Climate
Commitment (ACUPCC) to reduce green house gas emissions. The agreement calls for participating
institutions to develop and implement plans to become climate neutral. It further requires regular
updates on progress and transparent reporting of results.
Prior to signing the agreement, Pitzer had implemented a Campus Master Plan (2001), a Landscaping
Plan (2002), and a Housing Master Plan (2003) that included a commitment to environmentally sensitive
design, building to LEED (Leadership in Energy and Environmental Design) standards, and a continued
dedication to low water landscaping.
The current Tactical Plan contains continuing commitments to sustainability, including funding a Pitzer
post-graduate Environmental Fellow position to work with others on the environmental needs of the
College, an increase in funding for student-run environmental organizations and sustainability initiatives,
and a continued dedication to the ACUPCC.
An updated Greenhouse Gas Emissions Inventory shows emissions related to energy usage have
reduced by 8.5% due to improvements in building efficiencies and an increase in renewable energy.
Emissions related to transportation have increased by 32.7% primarily as a result of the growth (and
success) of the Study Abroad Program. Overall, emissions reportable to the ACUPCC have increased
from 4826 MT eCO2 to 5362 MT eCO2, an increase of 11%.
Pitzer’s Climate Action Plan recognizes that becoming carbon neutral is long term process; the
technology and initiatives to achieve neutrality are not yet fully formed. Pitzer will adopt a two phase
approach that commits to a 20% reduction in emissions by 2020 and begins envisioning steps toward
neutrality in 2050. Many of the action items to achieve the 2020 goal are detailed in this document.
Longer term improvements will consist of suggested actions intended to be reviewed and revised over
time as new opportunities for progress appear. A permanent oversight Climate Action Committee of
staff, faculty and students is recommended to review action taken, update the Plan, and approve
progress reporting every two years to ACUPCC.
In addition, the Plan reflects the continuing contribution of Pitzer’s curriculum, research and community
engagement while further emphasizing these programs in the future. These three areas contribute to
behavior changes and are critical in informing the long term direction of the plan.
An area unique to Pitzer is the potential for student involvement in all campus activities; this philosophy
grants students freedom, and by extension, a responsibility to provide leadership in environmental
issues. The College cannot predict the lifelong climate impacts of Pitzer graduates; however, there is
anecdotal evidence that many leave the College with a strong empathy with social justice and
environmental concerns.
3
Figure 1: Emissions 2010 Metric Tonnes eCO2
Electricity
Distribution Losses,
132
Paper, 95
Wastewater, 45
Solid Waste, 112
Food,
350
Study Abroad Air
Travel, 1,949
Natural Gas, 777
Campus Vehicles, 21
Refrigerants &
Chemicals, 106
Purchased
Electricity, 1,330
Directly
Financed Air
Travel, 720
Commuting , 411
Introduction
Pitzer College History
Pitzer College was named for benefactor, noted philanthropist, and orange grower Russell K. Pitzer
(1878-1978). Founded in 1963 as the sixth institution of The Claremont Colleges, Pitzer began as a
residential liberal arts campus for women with a curricular emphasis in the social and behavioral
sciences
The College began in 1964 with an entering class of 153 students. The founding faculty, students, and
staff designed Pitzer as an innovative liberal arts institution. The College's pioneering programs
embraced interdisciplinarity in teaching and learning, creative and cooperative classroom experience,
and community governance, encouraging every voice to be heard equally and fully.
Today, Pitzer enrolls approximately 1,000 students in more than 40 fields of study leading to the
Bachelor of Arts degree. Some of the more popular concentrations are psychology, sociology, political
studies, media studies, environmental analysis and art.
Students continue to create their own academic programs in close collaboration with faculty advisers.
There are no formal lists of requirements at the College; rather, students are guided by a unique set of
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six educational objectives: Breadth of Knowledge; Understanding in Depth; Critical Thinking, Formal
Analysis and Effective Expression; Interdisciplinary Perspective; Intercultural Understanding; and
Concern with Social Responsibility and the Ethical Implications of Knowledge and Action.
In keeping with its distinctive heritage, Pitzer remains dedicated to individual growth while building
community. Students are expected to engage in community service learning, and the campus is now a
leader in sustainability, intercultural understanding and global study and inquiry.
Updated Green House Gas Emissions Inventory
Emissions Inventory Methodology and Boundaries
This report establishes the year 2007-2008 as the baseline year for long term projection purposes. This
report provides an update for 2010-2011. The GHG emissions reported have been calculated using the
Clean Air-Cool Planet Campus Carbon Calculator (V6.1). The organizational boundary used for this GHG
inventory includes the entire Pitzer College campus located in Claremont, California, over which Pitzer
College has direct operational and financial control. This includes the president’s house, which is located in
Claremont but not on the main campus. Because the College is currently in a multi-year process of
eliminating older buildings and constructing new LEEDS certified facilities, this report uses occupied
building square footage as the standard for reporting annual square footage. This will provide a valuable
metric to accurately reflect energy use during the construction period.
Emissions Data Summary
This section summarizes the Pitzer College’s GHG emissions. All emissions data are reported in metric tons
of carbon dioxide equivalent (mTCO2e). This chart is replicated from the Clean Air-Cool Planet model.
MODULE
Summary
Overview of Annual Emissions
Pitzer College
Select
Year -->
Scope 1
2010
Natural Gas
Energy
Consumption
CO2
CH4
N2O
eCO2
MMBtu
kg
kg
kg
Metric
Tonnes
14,681.8
774,977.1
77.6
1.6
777.4
292.9
20,538.9
4.1
1.4
21.1
Refrigerants & Chemicals
-
-
-
-
106.1
Agriculture
-
-
-
-
-
43,964.6
1,326,620.8
23.0
8.7
1,329.8
Direct Transportation
Scope 2
Purchased Electricity
Scope 3
Faculty / Staff Commuting
3,356.9
235,387.0
47.1
16.2
241.7
Student Commuting
1,104.1
77,417.7
15.5
5.3
170.0
Directly Financed Air Travel
3,656.3
717,871.9
7.1
8.1
720.0
Study Abroad Air Travel
9,888.6
1,941,505.1
19.1
22.0
1,948.0
-
-
4,497.8
-
112.4
Solid Waste
5
Wastewater
-
-
-
14.6
45.0
Paper
-
-
-
-
95.0
Food
350.0
Electricity Distribution Losses
Offsets
Totals
4,348.1
131,204.3
2.3
0.9
131.5
Additional
-
Non-Additional
-
Scope 1
14,974.7
795,516.1
81.7
3.0
904.6
Scope 2
43,964.6
1,326,620.8
23.0
8.7
1,329.8
Scope 3
22,354.0
3,103,385.9
4,588.8
67.1
3,813.7
All Scopes
81,293.4
5,225,522.7
4,693.5
78.7
6,048.0
All Offsets
Net
Emissions:
6,048.0
Change from previous report
Energy and Transportation continue to account for a majority of campus emissions. Over the last four
years, the Study Abroad programs have grown significantly. In 2007-8, 134 students participated in the
program; in 2010-11, that number rose to 214. Travel between home and Campus is not required to be
reported under ACUPCC, however, Pitzer will continue to measure this element as a component of total
emissions.
Figure 2: Emissions Comparison 2007-2010 Metric Tonnes eCO2
Electricity Distribution Losses
Food
Paper
Wastewater
Solid Waste
Study Abroad Air Travel
2010
Directly Financed Air Travel
2007
Commuting
Purchased Electricity
Refrigerants & Chemicals
Campus Vehicles
Natural Gas
0
6
500
1000
1500
2000
2500
Climate Action Plan
The Goals
The Climate Action Plan establishes 2007-8 as a base year and identifies the actions necessary to achieve
a 20% reduction in emissions by 2020 and an additional 80% reduction by 2050. These goals are
consistent with objectives defined by the state of California and are similar to the objectives defined by
other reporting colleges and universities.
Pitzer’s emissions are primarily due to transportation activities, followed by energy usage, and other
relatively smaller sources such as water, waste, food preparation, paper usage, etc. The efforts to
reduce each will require separate approaches:

Transportation emissions are largely driven by air travel. Reduction opportunities at present are
limited to reducing travel and buying carbon offsets. Work in this area will require setting travel
limits where practical and addressing the annual operational expense of offsets.

Energy emissions directly result from campus operations. Reduction opportunities in this area
are capital intensive and will require a rigorous examination of long term investment strategies
and a continual examination of the balance between financial realities and sustainability
objectives.

Other Sources: Water usage, waste, food preparation and paper usage all present opportunities
for annual activities promoting emissions reduction. It is recommended that these areas be the
focus of staff and student action groups with annual campaigns supporting education and
improvement.
The Organizational Approach
Pitzer is in the process of creating a Conservatory for Southern California Sustainability. This
Conservancy is seen as an appropriate base for providing leadership and guidance to campus emissions
reduction efforts. The Plan recommends that a permanent oversight Climate Action Committee of staff,
faculty and students be established to review action taken, update the Plan, and approve progress
reporting every two years to ACUPCC. In addition, an Environmental Fellow or Sustainability Coordinator
is recommended to provide immediate leadership and coordination for the annual programs. 1
The plan recognizes that major campus sustainability initiatives recommended for implementation
within the next seven years must be included in the campus strategic and tactical plans so that
philosophical, financial and logistical issues are addressed in a timely and balanced manner. Figure 3 is a
summary of potential tactics available, not necessarily recommended, to reduce campus emissions. This
list is meant to illustrate the variety of actions and underscore the need for a careful and consistent
approach.
1
See Appendix B and C for committee and position description
7
Figure 3: Summary of Potential Reduction Actions
MTCO2e
(2010)
Emission Source
Transportation
3101
% of
Total
(2010)
51.3%
Energy
2239
37.0%
Other
708
12%
6048
100.0%
Direct Actions
Reduce Faculty and Staff Air Travel
Reduce/Offset Study Abroad Air Travel
Purchase Electric/Hybrid Vans
Increase commuting incentives
Buy Travel Offsets
Conservation
Increase utilization of existing buildings
New LEED Buildings
Energy saving building renovations
Campus Based Solar Electricity
Campus Based Solar Thermal (Hot Water)
Claremont University Consortium Solar
Reduce solid waste sources
Reduce water usage
Install water treatment systems
Purchase locally produced food
Reduce paper consumption
Increase composting
Indirect Actions
Improving efficiency
Edison renewable mix
Energy
Pitzer uses utility company supplied natural gas and electricity as primary sources of energy for campus
operations. This is augmented on a limited basis at present by roof-top solar that by fall of 2012 will
supply about 2% of campus needs. Alternative energy sources such as geothermal, biomass, and
hydroelectric are not regionally available. Extensive solar and wind resources may represent future
energy sources; however, those opportunities may be restricted by the availability of land.
Natural Gas
Pitzer has reduced the amount of natural gas consumed over the past four years as newer building
replaced older, less efficient facilities and as the Facilities Department implemented updates to
equipment and systems. In 2007-8, the campus used 17,880 MMBtu of natural gas and contributed 946
Metric Tonnes of eCO2.
In the study year of 2010-11, that usage had fallen to 14,660 MMBtu and emissions related to natural
gas dropped to 776 Metric Tonnes. Tactics for continued reduction of natural gas usage will include
conservation, new LEED building and renovations, use of solar thermal, and the introduction of new
technologies and offsets.
8
Figure 4 Natural Gas reductions
Natural Gas
Potential Reduction Tactics
700
600
MT CO2e
500
New Technologies and Offsets
400
Solar Thermal
300
New Buildings, Renovations
200
Conservation
100
0
2012 2015 2020 2025 2030 2035 2040 2045 2050
Conservation
Natural gas use can be controlled and reduced by conservation. Behavioral changes to encourage an
awareness of the need for conservation leave with each graduating class and require continual
reinforcement. Annual conservation activities will be planned by the Environmental Fellow in
coordination with student groups, staff and faculty. The results of conservation efforts will be reported
to and tracked by the Climate Action Committee.
New Buildings and Renovations
In the future, new LEED certified buildings will reduce natural gas usage by 30%, equipment and
systems improvements will result in an additional reduction of 10-15%. Solar thermal water heaters will
also be considered for installation for both new buildings and renovation projects. As in the past,
additions to the Campus Master Plan will be evaluated and considered by faculty, staff and students.
This plan recommends that the utilization of all buildings be challenged as a part of the evaluation. This
should include a review of classroom utilization, space allocated to offices, etc.
New Technologies and Offsets
New applications for energy efficiency are in constant development. Each new generation of systems
and equipment will likely produce an additional 20% reduction in natural gas usage. At the present time,
natural gas is relatively abundant and that condition may serve to delay technical improvements from a
return on investment point of view. Other offsets may be necessary to contribute to an overall
reduction in emissions.
Electricity
For the 2007/2008 fiscal year, Pitzer College’s main campus consumed 3,924,914 kWh of electricity, the
President’s House consumed 24,570 kWh, and the Joint Science Department consumed 2,407,680
kWh12. Pitzer’s total electricity use (factoring in its prorated share of the Joint Science Department’s
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emissions) is 4,752,044 kWh. Scope 2 emissions for electricity consumption during the 2007/2008 fiscal
year were 1,897 MTeCO2. Electricity consumption in the 2010/2011 fiscal year was 4,637,970. The
decrease in attributed to the opening of a new LEED building and the subsequent demolition of an older,
less energy efficient dormitory.
Figure 4: Electricity Reduction
Electricity
Potential of Reduction Tactics
1400
MTCO2e
1200
1000
New Technologies
800
Renewable Energy
600
New Construction
400
Building Renovations
200
Conservation
0
2012 2015 2020 2025 2030 2035 2040 2045 2050 2055
Conservation
Sound conservation programs have their base in behavior change. Student led programs will be an
important element for achieving sustainable conservation practices. These tactics are detailed in the
Student section of this plan. Additional conservation may be achieved through energy systems that
provide monitoring and controls to reduce usage. The plan recognizes an opportunity to reduce
electricity usage by at least 5% annual through consistent conservation practices. These practices will be
directed through focused annual programs of education and audit. As with Natural Gas conservation,
these activities will be planned by the Environmental Fellow and receive oversight from the Climate
Action Committee.
Building Renovations
Older buildings on the campus are continually evaluated as candidates for renovations to improve
overall utilization improvement as well as improvements energy and water consumption. These projects
involve such measures as additional insulation, new windows, upgraded air conditioning and heating
systems and controls.
The Facilities Department has developed a multi-year approach to retrofitting existing buildings and well
as a series of infrastructure projects designed to improve the efficiency of current systems and
equipment. Buildings that are renovated will improve energy efficiency by at least 15%.
The upgrading of equipment and systems in current buildings will result in increased efficiencies over
10
time. Some of these emissions mitigation projects will be in normal equipment repair and replacement;
other opportunities may present as special projects with attractive emissions reductions and returns on
investments. Pitzer’s plan recognizes that each new generation of lighting, equipment and electricity
systems are expected to improve efficiency by 20%.
New Construction
Pitzer College stands positioned to become the first college in the nation to have all Gold LEED certified
(U.S. Green Building Council) residence halls as a result of a three-phase construction project in
progress, the largest since its founding. The design and planning processes were influenced by all key
constituencies of the College, including students who had rendered building models and researched
sustainable practices and energy conservation.
According to the U. S. Green Building Council, “LEED provides building owners and operators with a
framework for identifying and implementing practical and measurable green building design,
construction, operations and maintenance solutions. “2 Phase l of Pitzer’s Master Plan features student
housing built to LEED standards. Phase ll will include an even more ambitious facility for student
housing, classroom and administrative functions. LEED-certified buildings are designed to lower
operating costs, reduce waste sent to landfills, conserve energy and water, be healthier and safer for
occupants, and reduce harmful greenhouse gas emissions.
New construction and the retirement of older buildings will, over time, provide additional opportunities
for emissions reductions. Projects currently planned will improve overall energy consumption over the
next ten years by a minimum of 11%.3
The LEED buildings on campus will perform 25% better than existing facilities and will improve energy
usage accordingly.
Total Pitzer College gross building square footage, as reported by the Pitzer College Facilities Department is
367,004 square feet. Detailed breakout by building is shown below.
PITZER CAMPUS BUILDING AREA INVENTORY
2
3
Building Name
Address
Square Ft
Year Built
Usage Code
Atherton Hall
1150 Pitzer Road
17,821
2007
.75 R/ .25 A
Avery Hall
1054 N. Mills Ave.
11,332
1968
A
Bernard Hall
1056 N. Mills Ave.
8,320
1965
.7 A/ .3 S
Brandt Clock Tower
1001 N. Pitzer Road
400
1967
N
Broad Center
1060 N. Mills Ave.
12,847
1994
.4 A/.6 S
Broad Hall
1058 N. Mills Ave.
14,514
1994
A
Fletcher Hall
1052 N. Mills Ave.
8,320
1965
A
Gold Center
1052 Pitzer Road
11,902
1994
P
http://www.usgbc.org/DisplayPage.aspx?CMSPageID=1988
Per analysis in conjunction with Larry Burik, Assistant Vice President-Campus Facilities
11
Grove House
1001 N. Pitzer Road
5,850
1915
R
Harvard House
739 N. Harvard Ave.
3,248
1919
R
Holden Hall
955 N. Pitzer Road
48,436
1965
R
Keck I (1/3 of 81,193)
925 N. Mills Ave.
27,064
1991
A
Keck II Modular Bldgs
1010 N. Mills Ave.
8,000
2011
A
McConnell Center
601 E. 9th St
57,913
1966
R
Mead Hall
1051 N. Pitzer Road
65,289
1966
R
Ontario House
132 E. H Street
3,404
1930
R
Pitzer Hall
1050 Pitzer Road
22,153
2007
.75 R/.25 S
Sanborn N & E Hall
1070 Pitzer Road
29,050
2007
R
Scott Hall
1050 N. Mills Ave.
22,909
1964
A
378,772
A: Academic
P: Student Activities
N: Non-Covered
R: Residential
S: Staff Administrative
Purchased Renewable Energy
Renewable energy at Pitzer will be reflected in three ways: renewable content of Edison supplied
purchased electricity, on-campus generation, and joint campus generation through the Claremont
University Consortium. For the first topic will be affected by California law which currently requires
utilities to get 20 percent of their generation from renewable resources by the end of 2013, 25 percent
by the end of 2016 and 33 percent by the end of 2020. Those mandates will continue to have a positive
effect on campus emissions. It is anticipated that California and Federal agencies will develop future
policies which will impact clean energy. Current power content is shown in the chart below.
Edison Power content (2010)4
Renewables
18%
Biomass & waste
2%
Geothermal
9%
Small Hydroelectric
1%
Solar
1%
Wind
5%
Coal
7%
Large Hydroelectric
6%
Natural Gas
37%
Nuclear
19%
Other
4
http://www.sce.com/PowerandEnvironment/Renewables/default.htm
12
0%
Unspecified sources
Total
13%
100%
Campus Generated Renewable Energy
For on-campus generation, the College has installed one solar array generating 17.0 kWh and will be
adding an additional 73.5kWh in the fall of 2012. These systems will supply approximately 2% of the
total electricity needed for the campus. Additional plans for solar are included in the Campus Master
plan for expansions east of the campus.
The electricity supplied to the campus is delivered by the Claremont University Consortium (CUC). At the
present time, the CUC does not currently have an action plan to include on-campus generation. An
engineering study to examine updating the multi-campus distribution network and the potential for
renewable energy is planned for 2012. This climate action plan anticipates and supports renewable
energy projects from CUC. The Facilities Department will regularly update the Climate Action Committee
on the progress towards
This plan recommends that a comprehensive renewable energy component to the Campus Master Plan
(in conjunction with CUC) be prepared by 2014.
As noted above, alternative energy sources such as geothermal, biomass, and hydroelectric are not
regionally available. Extensive solar and wind resources may represent future energy sources; however,
those opportunities may be restricted by the availability of land, however, the campus should consider
the feasibility of installing solar on all buildings and over all parking areas. Wind technologies continue
to be developed and some applications may be appropriate for campus deployment.
New Technologies
As noted in the Natural Gas section, new applications for energy efficiency are in constant development.
Each new generation of systems and equipment will likely produce an additional 10-20% reduction in
electricity usage. Other offsets may be necessary to contribute to an overall reduction in emissions. It
should be noted, however, that undue reliance on future technology should not compromise Pitzer’s
established initiatives for achieving a sustainable campus.
Emergency Generators
Pitzer College maintains several emergency generators on its campus which consumed 25 gallons of
diesel during the 2007/2008 fiscal year. The Joint Science Department has additional backup
generator capacity which consumed 100 gallons of diesel; however, the operational and utility costs
for the Joint Science department are shared equally between the three member colleges.
Therefore, Pitzer’s accountability is 33 gallons. Additionally, there are 5 large emergency backup
generators located adjacent to the Claremont University Consortium (CUC) owned substation that
supplies the colleges. These generators are fueled by diesel and serve all 5 colleges and are use to
provide emergency power during outages. These generators consumed 500 gallons of diesel during
the 2007/2008 fiscal year. Pitzer’s accountability is 1/5 of the total, or 100 gallons of diesel. In total,
Pitzer is accountable for 158 gallons of diesel fuel use during the fiscal year. Because the use of
13
generators is largely an unplanned event, this level of usage will be viewed as a constant until
alternative on-campus sources of energy are installed.
Transportation
Transportation related emission sources
Travel related emissions are the largest source of emissions and the most challenging to address. The
highest source of travel related emissions are those resulting from student travel to and from campus.
Students are drawn from throughout the country and internationally. Their travel represents their ability
to select Pitzer as well as the value they place upon the Pitzer experience. Study abroad also contributes
significantly to emissions attributable to the campus. Finally, a combination of local commuting, faculty
and staff travel comprise a relatively smaller portion of transportation emissions.
Travel between home and campus
The Clean Air-Cool Planet Carbon Calculator does not account for student travel between home and the
campus at the semester breaks. Although reporting on this element is not required by the ACUPCC, this
activity is the most significant source of GHG emissions associated with the College.
The Chart below illustrates the significance of this factor.
Metric Tonnes eCO2
Paper
Wastewater
2010-2011
Refrigerants &
Chemicals
Electricity Natural Gas &
Campus Vehicles
Distribution Losses
Generators
Solid Waste
Food
Study Abroad Air
Travel
Agriculture
Purchased Electricity
Faculty / Staff
Commuting
Student Commuting
Travel between
Campus/Home
Directly Financed
Air Travel
In 2007-8, based on student enrollment and hometown data, students traveled a collective 1.2 million
miles (one-way) to attend Pitzer College. The total annual travel by car is estimated to be 63,368 miles,
which releases 25.7 mTCO2e of greenhouse gases (calculated using the Clean Air-Cool Planet Carbon
14
Calculator). Travel by plane is 3,789,078 miles, which releases 2,942 mTCO2e of greenhouse gases
(calculated using the Clean Air-Cool Planet Carbon Calculator), for a total of 2,968 mTCO2e associated
with students traveling between campus and home at the beginning and end of the semester.5
For this report, the mileage has been estimated to be similar in nature to 2007-8 and proportionally greater
based on the increase in students. This equates to an estimated 3,057 mTCO2e.
Pitzer will determine a position on establishing a travel carbon offset policy within the next two years. An
example of a potential program may be accessed at http://www.terrapass.com/ . At present rates, the
offsets to cover just the travel home segment would cost approximately $40,000.
Study Abroad
Study abroad is an integral part of the unique educational and intercultural experience at Pitzer College.
The study abroad program enriches students understanding of different places and peoples, while
allowing them to study in their areas of interest from a new cultural perspective. Pitzer's mission
emphasizes the importance of social responsibility, community engagement, and interdisciplinary
learning. All of these key values are fulfilled in the study abroad experience through home-stays,
language programs, community service, and independent studies.
In the realm of sustainability and climate action, a global perspective is essential. Unfortunately, air
travel pollutes more per kilometer than any other form of travel. Flights between the many countries of
study account for a significant percentage of Pitzer's annual greenhouse gas emissions. Though it is not
possible to significantly reduce the number of flights taken without diminishing this valuable program,
there are a variety of ways we can make the study abroad program more sustainable. Carbon offsets
are a viable option to help mitigate carbon emissions by supporting an activity that reduces greenhouse
gas concentrations in the atmosphere. A program at Tulane University allows students to purchase
offsets for their study abroad travel. This purchase funds a program in which students volunteer to
install CFL light bulbs in homes of the surrounding community. Another program exists at Middlebury,
where the offsets are bought directly from local wind farms and methane digestion programs. To
reduce the environmental impacts of the study abroad program, Pitzer should make the following
changes:






5
Create a program for carbon offsets purchasing to mitigate the emissions from air travel. This
program should support local companies working in renewable energy. This offset should
eventually become mandatory or worked into the total cost of the program.
Offer grants to students dedicating their classroom and independent study to environmental
analysis-related topics while abroad. These grants could either cover part of the cost of study
abroad, or help fund a research project in the country of study.
Provide tips for sustainable traveling on the study abroad website and in orientation meetings.
Provide sustainability information and training for program directors abroad.
Encourage students to connect in global environmental action abroad
Connect the study abroad program with international initiatives addressing climate change, for
example, 350.org ; 350 Study Abroad http://www.350.org/en/studyabroad
Pitzer GHG Inventory 2007-8 http://rs.acupcc.org/ghg/711/
15

Increase opportunities abroad for internships and independent studies focused in
environmentally related topics
These simple changes can make a significant improvement in reducing study abroad emissions. The life
changing experiences made possible by the study abroad program helps Pitzer students become more
ethical, global, socially responsible citizens. This wealth of knowledge and experience can also be
considered an "offset" because it prepares Pitzer students to make a difference in the world.
Athletic Travel
Pitzer College and Pomona College have a combined sports program. Pomona College manages the
program, and Pitzer College pays for associated costs on a pro-rated basis. Pitzer students account for
32% of the Pomona-Pitzer athletes. Varsity sports accounted for 45,960 miles of air travel in the
2007/2008 fiscal year. Of this, 32%, or 14,707 miles was Pitzer College’s accountability.6 For this update
the 2007-8 data has been updated to reflect current sports participation and is estimated to be 15,000
miles. Again, air travel offsets will be considered for this element.
Faculty and Staff Travel
Directly Financed Travel for faculty and staff has increased somewhat since 2007-8. The increase is
consistent with the increase on overall staff. This plan recommends that the College begin to invest in
travel offsets over the next five years. While the ACUPCC objective to offset all directly financed travel is
a desired goal, the College’s significant investment in LEED buildings has necessitated a prudent
approach to travel offset initiatives.
This plan recommends that an annual review of travel reduction opportunities be tied to the budgeting
process.
Commuting
Pitzer College conducts extensive week long commuting surveys to determine commuting habits of the
campus. The following table summarizes commuting mode distribution. This survey data is for Pitzer
employees and does not distinguish between faculty and staff. It is assumed that non-residential
students follow the same commuting patterns.
The results of the 2011 survey were as follows:
Commuting Survey7
Mode
Drive Alone
Motorcycle
2 persons in vehicle
3 persons in vehicle
4 persons in vehicle
Bus
Walk
Bicycle
Weekly
Trips
606
4
160
42
20
18
93
70
6
Pitzer GHG Inventory 2007-8 http://rs.acupcc.org/ghg/711/
7
Source: AQMD Rule 2202 Registration Form 2011
16
%
53.9%
0.4%
14.2%
3.7%
1.8%
1.6%
8.3%
6.2%
Telecommute
Noncommuting
20
92
1125
1.8%
8.2%
100.0%
Pitzer has several opportunities to further improve the carbon footprint of current commuting practices.
These will include increasing the incentives for ride-sharing, bicycling, and walking, limiting parking for
undergraduates, providing additional charging stations for electric vehicles and expanding the use of
hybrid campus vans and Zipcars.8 These measures are expected to further reduce emissions related to
commuting by an additional 20% by 2020.
The following are examples of the programs that may be considered:9







Evaluate requiring individual carbon offset purchases for vehicle.
Implement an on-line rideshare program such as iCarpool for facilitating carpool and van
connections.
Daily Rideshare Incentive: Pitzer College will pay $3/per day for each day an employee
rideshares to work.
Public Transportation Incentive: Pitzer College will reimburse up to $250 towards the
purchase of monthly Metro and/or Bus pass that is used as their primary mode of
transportation to work.
Bike Incentive: Pitzer College will reimburse up to $200 towards the purchase of a
bicycle that will be used as their primary mode of transportation to work.
Carpool/Hybrid Parking: Pitzer College will provide a minimum of five Carpool/Hybrid
spaces in each parking lot. Employee must request a permit from the Human Resources
office to be able to use the designated spaces.
10,000 Steps Program: Employees may participate in the 10,000 Step Program when
their primary form of commute is walking. Pitzer will provide interested employees a
pedometer to track their steps on a daily basis. Employees who accomplish the daily
goal will receive a $2/per day incentive.
Campus Vehicles
Pitzer College has 5 mini-vans which seat 7 people each, including the driver. The vans may be used in
support of the College’s academic program, for administrative purposes, and for approved student
activities. For the 2010-11 year, van mileage increased to 42,194, however the gallons of gas used were
reduced to 2,359 by the addition of improved mileage vehicles. As vehicles are retired, electric and
hybrid technologies will be included in the purchase specifications. In addition, Pitzer will evaluate
existing on-line programs developed to facilitate connections between carpooling and van users. An
example may be found at http://www.icarpool.com/?page_id=37.
Table 1: Pitzer College vehicle fleet mileage
Year
8
9
Vehicle
Plate #
Miles/
Pitzer College currently has one charging station outside of Holden Hall.
Drafted in collaboration with Maricela Rios in Human Resources
17
Avg
Gallons
year
2001
1998
2005
2003
2009
2010
Total
Honda Accord
Ford Windstar*
Ford Freestar
Ford Windstar
Honda Odyssey
Honda Odyssey
4PBY269
4BWC116
5PYX923
4XMV412
6HCP993
6JXV818
5284
2601
9254
8893
14176
1986
42194
MPG
22
17
17
17
18
18
gas/ yr
240
153
544
523
788
110
2359
* OUT OF SERVICE 2-11
Other Emissions Sources
Solid Waste
Student leadership is integral to the reduction of solid waste at Pitzer. The yearly energy challenge led
by the Ecocenter club focuses on reducing energy usage during the month of February, but also
encourages saving water and waste. The Composting Club is a student-run initiative to reduce Pitzer’s
solid waste by composting food wastes from the dining hall and dorms. Currently, the dining hall staff
composts all food scraps accumulated during food prep. However, the system of compost collection for
students is unsuccessful, both at the dorms and by the dish conveyor belt in the dining hall. To improve
this process, the club requires some faculty oversight. When a sustainability coordinator is appointed
and Climate Action Committee is established, this body of leadership will be responsible for overseeing
student sustainability initiatives. They will insure that the student group each year is informed and
confident. This will not diminish the responsibility or freedom of student-run initiatives, but rather
assure that these projects do not cease when student leaders graduate. The composting program can
further be improved through the following changes:



A new design of compost receptacles in the dining halls and around campus so that they are
more visible and clearly marked.
Work study opportunities for students participating in the composting program - specific
positions for those who transport the collection bins to the compost site.
Education and community outreach to increase knowledge about composting procedures
(as part of the Sustainable Living Orientation).
There is a strong need for improved education on sustainable living practices. Thus, a yearly Sustainable
Living Orientation should be worked into Welcome Week for every new student. This orientation will
include an overview of Pitzer’s Climate Action Plan, introduction to Pitzer’s existing “green” technology
(LEED certified dorms, alternative energy sources, etc), and forum on sustainability in daily life. This
forum will include information on proper composting and recycling procedures, how to reduce waste,
and how to maximize energy and water savings in the dorm. The orientation should also include an
open discussion about current local and global environmental issues.
As stated in the 2010 Sustainable City Plan report, Claremont officials are determined to divert 70% of
solid waste from landfills by 2015, and such progress will be monitored by Community Services with the
local government. Pitzer annual programs will include solid waste reduction targets. Current levels are:
18
Recycling – 105 tons annually
(7) 4 yard bins picked up 3 times each week
21 bins per week X 50 weeks = 1050 bins per year
1050 bins per year at 200 pounds per bin = 210,000 pounds per year or 105 tons per year.
Trash – 268 tons annually
3 picked up 4 times per week
12 bins per week X 50 weeks = 600 bins per year
600 bins per year at 300 pounds per bin =180,000 pounds per year or 90 tons per year
2 bins picked up 4 times per week
8 bins per week X 50 weeks per year = 400 bins per year
400 bins per year at 500 pounds per bin = 200,000 pounds or 100 tons per year
(1) 40 yard roll-off emptied 26 times per year at 3 tons =78 tons Current: Records of solid waste
removal, dump sites, amounts diverted to compost, etc.10
Water Use and Wastewater Treatment
Pitzer has incorporated water conservation into landscaping using low water plants and designing
campus grounds to capture rain water. Pitzer’s President has also endorsed the concept of a Claremont
College’s initiative to implement a campus based wastewater treatment facility. The proposed system
will provide the capability of converting campus waste water into non-potable water supplying
landscape irrigation needs.
This plan recognizes that water supplies and use will be affecting by scarcity, rate pressure,
environmental pressure, and aging infrastructures. According to U.S Global Change Research Program:





Water supplies will become increasingly scarce, calling for trade-offs among competing uses,
and potentially leading to conflict.
Increasing temperature, drought, wildfire, and invasive species will accelerate transformation of
the landscape.
Increased frequency and altered timing of flooding will increase risks to people, ecosystems, and
infrastructure.
Unique tourism and recreation opportunities are likely to suffer.
Cities and agriculture face increasing risks from a changing climate.11
Water rates have been projected to increase at a rate of 9% annually. These increases will be driven by
scarcity, environmental pressure and the aging infrastructure. Although conservation must continue to
be addressed, reuse of water is reflected in Pitzer’s use of grey water in the new dorms and the
contemplated installation of on campus wastewater treatment facilities.
10
Simone Fine working with City of Claremont
http://www.globalchange.gov/publications/reports/scientific-assessments/us-impacts/regional-climate-changeimpacts/southwest#issue1
11
19
Grey Water Initiative
Phase ll of the Campus Master Plan includes a grey water component. The new dormitories opening in
the fall of 2012 will be serviced by a grey water system. The system will accumulate shower and sink
waste water and provide treatment to filter and treat the water for use in irrigation. This tactic will be
replicated in future new construction. The total water savings has not yet been determined.
Wastewater Treatment Initiative
Pitzer’s wastewater treatment related greenhouse gas emissions for the 2007/2008 fiscal year are 4.3
mTCO2e. The spring 2007 ENVS 94 campus sustainability audit determined that approximately 42% of the
total water use went toward toilets, sinks and showers. These flows eventually enter into the sewer system
and must be treated. Estimated wastewater flows are 8,947,584 gallons. The Clean Air-Cool Planet
Carbon Calculator has built-in emission coefficients for wastewater. Total wastewater treatmentrelated greenhouse gas emissions are 4.3 mTCO2e
Water conservation is especially a concern at the Claremont Colleges which have worked hard to
develop beautiful and lush campuses. While Pomona, Pitzer, and Harvey Mudd are working hard to
install draught tolerant landscaping, the last three years have seen a roughly twenty percent increase in
water prices in Claremont and the next decade doesn’t entail a new water-source or aqueduct to
increase supply to offset demand.
In Claremont, water conservation and reclamation could save water waste and costs. Dustin Zubke HMC
’13 spent this summer researching Claremont’s water usage and found that the colleges use an average
of 780,000 gallons per day. Of that, 55 percent is used for irrigation and the rest is for domestic use.
Zubke found that a water reclamation system on the 5C campus could save anywhere from $2 million to
$24.9 million depending on the water prices over the next 20 years. Since starting his work, Dustin has
worked with Professor Haskell at HMC to develop a comprehensive plan that includes two water
reclamation and filtration plants as well as storage tanks.
Dustin and Professor Haskell’s vision has resulted in a professional engineering study to investigate the
feasibility. Dustin and Professor Haskell have worked with local municipalities to create a plan where the
colleges can collect run off from surrounding communities to allow the system to make up for the lack of
water supply in the summer. The plan would require the cooperation of all the Claremont Colleges as
well as CUC. However, the 5C water reclamation project would be the most radically sustainable project
undertaken by either the colleges or the consortium and deserves attention and acclaim.
Paper
In 2007-8, Pitzer College consumed approximately 2,554,000 sheets of paper per year, which has a
weight of approximately 51 tons. The Clean Air-Cool Planet Carbon Calculator calculated the resulting
greenhouse gas emissions of 119 mTCO2e (assuming an average of 25% recycled paper content).
For purposes of this Plan the paper usage has been estimated to have been reduced by 20% since 2007-8.
The Admissions Department has initiated a significant reduction in paper usage by converting to CD’s for
information distribution and striving towards a paperless office. The campus is currently expanding the
use of on-line forms to reduce paper usage and filing. This process needs to be expanded to all
appropriate departments.
20
Because the control of paper consumption is decentralized, sufficient data to monitor usage in more
detail is not readily available. It is recommended that an annual review of usage and reduction efforts by
prepared each year to continue reduction efforts. The support of suppliers is urged in providing Pitzer
with reporting on purchases for each fiscal year. Since reducing usage also has a direct expense
improvement, nudging our organization towards reductions will be beneficial both ways. An annual
campaign on paper reduction is recommended to raise awareness and provide regular updates or "case
studies" highlighting a specific department's improvement for inclusion in the campus sustainability web
page.
It is also the recommendation of this plan that Pitzer follow the guidelines of The Green Office Student
Group as part of The Counsel of the Claremont President’s Sustainability Initiative.12 This initiative calls
for a commitment to purchasing recycled materials when possible.
Food prep & waste
In 2007 food accounted for 5% of total GHG emissions. Since then, Dennis Lofland has come to manage
Pitzer’s food through Bon Appétit. Bon Appétit now serves 33% more meals to 5-C students with an
average of 11,000 meals each week. Currently food is 4% of the GHG summary.
Bon Appétit Standards for Social and Environmental Sustainability
“Farm to Fork is a Bon Appétit initiative that reflects our commitment to buying local produce and to
sustainable farming practices”
 Seasonal ingredients purchased directly from small local farmers within a 150 mile radius
 Food prepared within 48 hours of harvest. Menus based on seasonality and availability of
regional fresh produce.
 Support farmers who do not use pesticides, genetically modified organisms, hormones or
antibiotics: Chickens, turkeys, and cows are antibiotic and growth hormone free, all grass-fed
beef, seafood purchases follow the sustainability guidelines of the Monterey Bay Aquarium
Seafood Watch program, cage-free and certified humane shell eggs, milk and yogurt from cows
not treated with artificial Bovine Growth Hormone, and ethically aligned coffee 13
Past Improvements:
 Food prep waste is composted
 In 2008 McConnell became a “trayless” dining hall, reducing consumption of water, electricity
and natural gas related to washing trays. A recent study of 186,000 meals served at 25
institutions found eliminating trays reduced food waste per person 25 percent to 30%.
 Paper waste is reduced through the use of reusable to-go containers.
 Paper to-go containers are compostable and made from 100% recycled materials. If a student
wishes to use a paper container they must request one from the dining hall staff.
Current Data
A total of 11 weekly food shipments make a significant impact on emissions.
 3 from Sysco in LA (paper products, dry goods and condiments)
36 miles  90.5 lbs of CO2 emissions per shipment = 271.5 lbs CO2
 2 from Newport in Orange Country (meat)
 6 from LA specialty in LA (produce for Bon appétit, Grove House, and Shakedown)
Of the $35,000 weekly budget for food,
12
13
http://sustainability.edu/office/recommendations.html
Bon Appétit www.bonappétit.com/sustainability
21
1/3 Produce
 Average 50% local
1/3 Protein (meat)
 15% organic
1/3 Dry
 15% organic
*overall 22% of annual budget dedicated to locally produced foods
Food: Planned Next Steps
Current Plans In the Running

 Estimated GHG Reduction Impact
Replace kitchen appliances with more efficient
models (e.g. Energy Star).
 More Local Food initiatives:
- Monthly “Locals Only”
- Local breads, bagels, and tortillas.
- Certified humane, grass fed local ground beef by
March 2012
 Reusable to-go cups
Since refrigerated storage is a major use of energy in
the kitchen, this reduction would cut the food
preparation/ storage emissions by roughly 40%.
Cut food transportation emissions, support local
businesses, contribute to behavioral changes and
education
Reduce paper by an estimated 50%, though this would
increase water usage for washing.
Food: Future Improvements
Throughout current and future plans, our goal is to make the following standards a priority:
1. Support the local economy by purchasing from small-scale local food producers.
2. Food producers should meet the following standards: humane practices for meat, dairy and egg
production, fair employment, no chemical or synthetic inputs, water and soil conservation
practices, and minimal input of fossil fuels.
3. Continue a philosophy of pursuing new and innovative ideas to reduce waste and emissions.
According to a study at Carnegie Mellon University, the production of food accounts for more
greenhouse gas emissions than the transport:
“The GHG emissions associated with food are dominated by the production phase, contributing
83% of the average U.S. household’s 8.1 t CO2e/yr footprint for food consumption.
Transportation as a whole represents only 11% of life-cycle GHG emissions, and final delivery
from producer to retail contributes only 4%.” 14
Therefore, an increase the use of sustainably grown foods is essential. It is important to evaluate
suppliers on the basis of size, polyculture growing techniques, soil conservation practices, and lack of
synthetic and chemical applicants, reduced fossil fuel inputs, and water conservation practices. Though
many large corporate farms have organic certification, we aim to eliminate purchases from
industrialized food production systems because their mass production practices are not sustainable.
Purchasing from small organic producers is ideal.
Purchasing produce free of chemical pesticides and fertilizers is essential to improving the GHG
impact of our food and also assuring faculty and student long-term health. According to a study by
Elizabeth Guillette, exposure to pesticides and fertilizers has an affect on social behavior, physical
14
Christopher Weber and Scott Matthews, “Food Miles and the Relative Climate Impacts of Food Choices in the United States,”
22
capacity, and mental development in children15. Duff Wilson’s “The Magic Silo,” describes the dangers of
the fertilizer industry: “Toxic waste is being disposed of through fertilizer which is then applied to farm
ground allowing for uptake of heavy metals into food and eventually into people.” These harmful
substances “persist in surface soils for centuries to millennia in the absence of surface erosion.”16
Non-chemical food production offers many environmental benefits over conventional systems
including improved soil quality, greater yields in flood and drought situations, increased biodiversity,
and less erosion and water usage. Organic or non-chemical agriculture “requires 30 percent less fossil
fuel than chemical production.”17 Promoting sustainable food production is good for the economy, the
environment, and our health.
Efforts should also focus on reducing foods with a large carbon footprint or “GHG-intensity” (e.g. red
meat and processed foods): “On average, red meat is around 150% more GHG-intensive than chicken or
fish. Thus, we suggest that dietary shift can be a more effective than “buying local”” in terms of reducing
our climate impact”18 (Weber and Matthews, Environmental Science and Technology).
All changes in Pitzer’s food service will require behavioral shifts in food choices. Thus, education about
the importance of health and food sustainability will play a critical role. This will be incorporated into
the Sustainable Living Orientation as well as continued Bon Appétit educational initiatives.
Area of Change
Food
Transportation
Food Production
Future Plans + Initiatives





Waste


15
Long-term goal of 80% locally sourced
foods
Provide more food storage space within the
kitchen so that food deliveries may be less
frequent.
Increase organic / sustainable foods
Reduce purchases of animal products,
especially beef. Possible plans: weekly day
of reduced meat, daily meal with no meat,
increase meatless meals over time.
Reduce purchases of processed foods:
Substitute processed cereals for more
sustainable brands: ex: Nature’s Path,
Three Sisters (which carries their own more
sustainable versions of cinnamon toast
crunch, lucky charms, and frosted mini
wheat). Use local sources of gluten free
products ex: Sugar Beets Gluten Free
Bakery in Chino - look into ingredient
sourcing comparative analysis
Purchase composting machines capable of
composting all food waste, including animal
products.
Further reduce the use of disposable
utensils and cups by establishing a charge
Impact of Improvement

Reduce overall food
emissions from 4% to ~ 1%
The average serving of meat accounts
for the equivalent 16 lbs of CO2
emissions. Reductions of meat
servings will result in proportional
reductions in emissions.

Currently, roughly the dining
hall creates 100 tons of
waste annually (check data).
This composting capability
would reduce this waste by
at least ~50%.
Elizabeth Guillette “An Anthropological Approach to Evaluation of Children,”
Duff Wilson, “The Magic Silo” 2001
Maria Rodale, “Organic Manifesto”
18 Weber and Matthews, “Food Miles and the Relative Climate Impacts of Food Choices in the United States,” Environmental Science and Technology.
16
17
23
Energy

Reduce amount of processed frozen foods
ex: foods used at the grill including French
fries, onion rings, chicken tenders etc.

Emissions reduction from
less refrigeration / freezers
Education

Increase education about the importance
of sustainably produced food. Include this
in the Sustainable Living Orientation. Also
increase education of kitchen staff on food
sustainability.
Improve labeling of foods including
ingredients, distance traveled, organic or
non-organic.
Perform a faculty and student survey on
their daily diet

Contribute to behavioral
changes favoring
environmentally conscious
diets


A group of students are currently beginning the process of making Pitzer a “Fair Trade University” in
conjunction with Pomona College and Fair Trade Claremont. Sourcing fair trade products is central to
environmental protection, empowering women, alleviating poverty, health, education, and economic
sustainability. See http://www.fairtradetownsusa.org/why/universities/ for info on Fair Trade
Certification
Resources:
www.bonappetit.com/sustainability
http://pubs.acs.org/doi/full/10.1021/es702969f?prevSearch=&searchHistoryKey=
Organic Manifesto by Maria Rodale
Student Cafes
The Shakedown is a student run café that strives to provide local, organic, sustainable, delicious
products for Claremont College students. Sustainability is one of the primary goals of the café who
serves food that is only bought locally within a 150 mile radius of campus from dozens of sustainable
mostly organic farms. The menu changes regularly to reflect the changing seasons and availability of
produce. The detergents and soaps used to sanitize the kitchen are all seventh generation, a company
dedicated to protecting human health and the environment. If students would like to take their meal
to-go, they are required to bring their own plate as the Shakedown does not provide disposable
containers. Additionally, the Grove House is a primarily student run restaurant that shares similar goals.
Food is produced fresh from local mostly organic sources, and efforts are made to support vendors
sharing similar food ethics. Like the Shakedown, to-go containers have been completely eliminated
since 2007, and students are required to bring their own containers. Also, cloth napkins are available to
students, washed, and reused as needed.
Some examples of vendors for student restaurants are:
 Amy’s Farm
 The Cheese Cave
 New Frontier Family Farm
 Old Town Baking Company
Current practices should be continued and sustained into the future to responsibly produce food and
promote education around these issues.
24
Fugitive Emissions
Pitzer College’s primary sources of fugitive emissions are refrigerant losses. Pitzer unintentionally
releases a limited amount of refrigerants into the atmosphere each year as a part of routine
maintenance and leakage. In 2007-8 that amount was 105 mTCO2e. For planning purposes, it is
estimated that release levels will be at or below 2007-8 levels. The College will continue to monitor this
area and for planning purposes will estimate future emissions as a constant while refrigeration systems
and controls continue to evolve.
Agriculture and Landscape Related Emissions
In 2007-8, the total scope 1 greenhouse gas generation from landscape and agriculture at Pitzer College
was 0.7 mTCO2e. Pitzer College’s synthetic fertilizer use for the 2007/2008 fiscal year was 280 lbs of
fertilizer with 46% Nitrogen, and 130 lbs of fertilizer with 21% Nitrogen, for a total of 410 lbs of
synthetic fertilizer with an average of 38% Nitrogen. It is recommended that the overall level of
synthetic fertilizer used on campus be reduced by an improvement in food waste composting. This will
require additional study to review available food waste composting equipment and investments required.
A model of this approach is available in the food service operations of Claremont McKenna College
Curriculum
Pitzer has always had a strong focus on environmental sustainability. In 2011, it was named one of the
top colleges in the US for environmental studies by the National Wildlife Federation. The College’s
Statement of Environmental Policy and Principles affirms that Pitzer “strives to incorporate socially and
environmentally sound practices into the operations of the college and the education of our students…A
Pitzer education should involve not just a mastery of ideas, but a life lived accordingly. We are thus
committed to principles of sustainability, and dedicated to promoting awareness and knowledge of the
impacts of our actions on humanity and the rest of nature.”
The Environmental Analysis Major
 An interdisciplinary major focusing on the interaction between human and non-human
components of the biosphere.
 Applies approaches in the social sciences, arts and humanities, and natural sciences to
understanding and solving environmental problems.
 Holds external study as a valuable part of the curriculum, enabling students to secure deeper
appreciation of the global dimensions of environmental challenges.
 Prepares students for graduate work or careers in teaching, public policy and administration,
law, environmental sciences, international affairs, environmental design, and the non-profit
sector.
Learning outcomes/Legacy major leaves in graduates
 Understand and describe the complex social, scientific and humanistic aspects of
environmental issues.
 Students develop a set of tools to apply what they have learned to what they know in life.
 Understand and apply both disciplinary and interdisciplinary analysis to environmental issues.
 Critically analyze, evaluate, and interpret scholarly arguments and popular discourse and be
able to communicate this analysis to a variety of communities.
 Develop well-reasoned solutions to environmental predicaments, testing them against relevant
criteria and standards.
 Be able to craft well-researched, informative and effective scholarly presentations.
 Contribute knowledge and action regarding environmental issues to the public through service
learning, internships, community-based research, and other activities.
25
 Conservation courses train students in environmental restoration.
Tracks
There are four tracks of the major students may choose from to focus on specific topics of interest.
Though a core is required of each track, there are 6 additional specific courses tailored to the students’
area of interest. Students also have the option of designing their own track in consultation with an
advisor.
1. Environment and Society: Explores humankind’s relationship with the nonhuman world, human
origins, cultural ecology, and the impact of human populations on earth. Requires an additional
environmental internship, and capstone seminar.
2. Environmental Policy: Investigates the politics, economics, and ethical implications of ecology.
Requires an additional environmental internship, and capstone seminar.
3. Environmental Science: Encompasses the study of biological systems, ecology, natural
resources, and conservation. Strongly recommends an environmentally focused semester
abroad to the Firestone Center in Costa Rica.
4. Sustainability and the Built Environment: Pitzer College obtained a $150,000 grant in Spring
2011 to develop this new track of the Environmental Analysis major which brings an innovative
broad-based interdisciplinary liberal arts perspective to problems related to sustainable
architecture and infrastructure in rural, suburban, and urban environments. Simultaneously,
the College is developing a Conservancy for Southern California Sustainability with the aid,
which will allow students to be trained in the new track of the Environmental Analysis major.
This innovative approach allows students to have a direct impact on the world by using
classroom knowledge to analyze current ecological issues related to the rapid growth of
sprawling urban areas, and put these ideas into action at the Conservancy by teaching students
to design. A founding Director of the Conservancy has been hired who will add technical and
professional expertise in design to the new track. He will teach 2 to 3 courses per year from a
hands-on, interdisciplinary approach, and direct the institute’s programs.
According to Professor Paul Faulstich, “the education students receive from the Environmental Analysis
major and throughout their time at Pitzer College is more valuable than the new conservation measures
Pitzer College has taken to create a more sustainable campus.” Arguably, Pitzer College leaves this
legacy with most students who aren’t majoring in Environmental Analysis through various campus clubs;
emphasis on sustainable development through the implementation of LEED certified dorms, and
interdisciplinary courses which emphasize global environmental conditions from various perspectives.19
Research
Robert Redford Conservancy for Southern California Sustainability
Armed with a $13.5 million gift from a trustee, Pitzer is moving forward with the Conservancy
for Southern California Sustainability Initiative. The initiative will work to preserve the invaluable
Robert J. Bernard Field Station (BFS), as well as develop a center dedicated to the study of
environmental sustainability, with a focus on sustainable design and architecture. The college
aims to acquire a portion of the BFS, which will include acreage for preservation, as well as the
19
Resources: Pitzer College Course Catalog,
http://www.pitzer.edu/academics/field_groups/environmental_analysis/, Sustainability and the Built Environment
Proposal
26
existing structure of the “Infirmary.” This building will be converted into a working classroom
and research area. Through this initiative, Pitzer hopes to inspire the other Claremont Colleges
to follow in the spirit of preserving the BFS for ecological conservation and as a unique
educational resource.
“Pitzer is interested in acquiring the old infirmary at the Bernard Field Station and the
surrounding acreage, which we would then be committed to preserving and restoring,” said
Pitzer Environmental Analysis (EA) Professor Paul Faulstich. “We plan to repurpose and renovate
the infirmary using the latest green technology, and [make] it a really useful gathering space
where we could have classrooms, laboratory space, and meetings.”
In conjunction with the creation of this center, Pitzer has hired a new EA faculty member to serve as the
Conservancy’s Founding Director and created a new EA track entitled "Sustainability in the Built
Environment."
It is the intent of this plan that the Environmental Fellow or Sustainability Coordinator be located within
and reportable to the Conservancy.
Firestone Center
The Firestone Center for Restoration Ecology located in Costa Rica is home to programs in Pitzer’s
science, language, and international studies curricula, and provides opportunities for faculty research
and student engagement in an intercultural context. The program features local collaborative resource
management, especially of its own stand of harvestable timber bamboo, a focus on human and tropical
ecology, the study of reforestation and sustainable agriculture/permaculture practices, and communitybased education including intensive language and culture studies. 20
Arboretum
The John R. Rodman Arboretum began informally in 1984 as a movement to save surviving indigenous
vegetation from demolition by well-meaning academic developers. The movement was begun by Dr.
John R. Rodman, Professor of Environmental Studies, other faculty, staff, and students.
The roots of the Arboretum, however, reach back to the culture of environmental awareness and
concern that began in the 1960’s and flourished in the 1970’s when Pitzer’s Environmental Studies
program was established. The operating commonality among the sixteen Arboretum gardens, spread
over an area of about ten acres, is that drought-tolerant and native landscaping can produce not only a
beautiful and welcoming, but environmentally responsible setting for a college located in the San
Gabriel alluvial scrub country of Southern California.
Since 1988 the Arboretum has been an official part of the college, while retaining much of its
participatory character and relying heavily on volunteer contributions from within and outside the
college to fund its work projects, notably students and faculty in Environmental Studies courses and,
since 2001, by the Arboretum Manager, Joe Clements.
Dr. Rodman wrote in 1998: “It’s difficult to sum up the Arboretum in a phrase ... Perhaps the core is a
search for a third way between the two traditional American paths: the exploitation of nature and the
worship of a sacred, untouchable nature ... a search for patterns of interaction that are beneficial to
20
http://www.pitzer.edu/sustainability/firestone.asp
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both nature and people, patterns of stewardship and restoration that take us beyond ‘social
responsibility’ to ‘ecological responsibility.’”21
Bernard Field Station
The Robert J. Bernard Biological Field Station is an invaluable resource to the Claremont Colleges. This
86 acre field station serves as both an educational resource and habitat preservation. Seventy-five acres
of the station are provided to the Claremont Colleges by the Claremont University Consortium for the
purpose of scientific study in biology, environmental analysis, and other sciences. The other eleven acres
are leased to Harvey Mudd College. The Joint Science Department regularly uses the BFS as a site for lab
classes and research. In the LEEP Program for environmental education, Pitzer students design and teach
environmental science curricula to elementary school students from Claremont at the BFS every spring.
The native coastal sage scrub ecosystem is a great educational tool, as well as a valuable conservation of
Southern California biodiversity. The BFS is home to many species of endangered and native organisms.
The students of Pitzer College are dedicated to protecting and preserving this ecosystem. The Students
for the Bernard Field Station is a Pitzer club that works to protect the land from development. The
Robert Redford Conservancy is a pioneer initiative to maintain the BFS as an educational and ecological
treasure, that we hope will influence the other Claremont Colleges to help protect the Bernard Field
Station.
Community Engagement
Community engagement at Pitzer College is primarily focused on social change and involvement with
issues and cultures in the surrounding area. Each Pitzer student is required to fulfill a graduation
requirement in social responsibility for which there are both credit and non-credit options. Many
choose to do this through service learning courses and many students immerse themselves repeatedly
in community based learning because of their interest in this field. The Community Engagement Center,
which coordinates much of this work through its network of community partners, reports that over
100,000 hours of community engagement hours accrue during most academic years. With Pitzer’s
strong ethos of community engagement, many Pitzer courses require an internship, which 80% of
students have indicated enhanced their classroom learning. In addition, 83% of students have reported
growth in their ability to apply theories to real-life community issued and ability to put social
responsibility into action—further showing the effect community engagement has on a student’s ability
to contribute meaningful change.
In many cases, the environmental aspects of this learning are inevitable through internships and
discussion of environmental issues. Students often work in community compromised by environmental
justice issues, and also work collaboratively toward solutions discovered through implementing
sustainable projects.
The Environmental Analysis program at Pitzer College also recently adopted an internship requirement
(in addition to Pitzer’s social responsibility requirement) for all Pitzer majors. A network of regional
opportunities allows students to apply theory to practice. Students may complete the required 70-hour
internship through both credit and non-credit options, provided their work is integrated with the
21
http://www.pitzer.edu/offices/arboretum/index.asp
28
academic curriculum. This program has allowed students to contribute to efforts in environmental
justice, conservation, green architecture, planning, and business, agroecology, policy, or education.
The Ontario program is another option for students interested in enacting social change related to
environmental themes, and this program can also count for students who wish to fulfill the EA
requirement. The semester-long program features three core courses that facilitate discussions of social
change models, provide tools to conduct research, and give a theoretical background for analyzing local
social issues. Program learning is focused around local internships and community-based research, and
the program emphasizes themes of sustainability in its broadest sense.
With CEC, the Environmental Analysis internship network, and the Ontario Program, many internship
opportunities at the college involve environmental issues. Below is a sample list of projects:
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Prototypes Women Center in Pomona: Students have worked with women recovering from
substance abuse and their children to create and tend to a community garden (CEC)
Amy’s Farm: Students provide assistance with organic vegetable gardens, animal ranch,
memorial and educational gardens, CSA, and farmer’s markets harvest and distribution. (CEC)
The Bernard Field Station in Claremont/Leadership in Environmental Education Program:
Students work to provide education and restoration to a local academic resource consisting of
75 acres of native plants. The Bernard Field Station is used by neighboring schools and the
Claremont College Keck Science Center to teach environmental and biological sciences. (EA)
California Wilderness Coalition: Students work to help protect natural landscapes and
biodiversity on a statewide level by raising awareness and conducting projects. (EA)
Energy Service Corps: As a joint project with CalPIRG and AmeriCorps, students work with the
Claremont College chapter to focus on education and outreach into the local community
through energy efficiency projects and programs. (EA)
Harvest and Deliver: Students work with other volunteers to pick fruit and fresh produce to
deliver to local food banks and kitchens that feed the homeless. (Ontario)
Uncommon Good: Students work with the local organization to empower underserved families
through education, medicine, and the environment. Currently students are also working to help
construct the first-ever super adobe office building in the United States for the
organization. (EA)
CCAEJ: The Center for Community Action and Environmental Justice is a progressive, basebuilding, non-profit that brings people together to find opportunities for improving their social
and natural environment. Using the lens of environmental health to achieve social change,
CCAEJ develops indigenous leadership, community organizing through strategic campaigns and
building a base of community power in order to create safer, healthier, toxic free places to live,
work, learn and play. (EA)
Linda Vista Community Garden: Linda Vista is located on the site of a former elementary school,
adjacent to a children’s health clinic and a faith-based community services center. Initiated by
Pitzer students in 2010, this community garden allows students to participate in gardening,
community outreach, and forging coalitions between local stakeholders. (Ontario)
The Wheelhouse Bike Co-Op: The Wheelhouse is a volunteer and student run bike cooperative
based out of Pitzer’s Ontario House, approximately six miles from campus. The Wheelhouse
promotes biking locally by offering free maintenance, coordinating community rides, and
encouraging riders to learn about servicing and maintaining their bikes. (Ontario)
The Green Bike Program facilitates community involvement with Pitzer College sustainability
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initiatives by inviting students and local community members to learn how to repair their bikes
on campus. (Student-run)
The Garden Club engages the community in similar ways by inviting the community to work in
the garden and learn sustainable agriculture techniques. (Student-run)
To ensure all Pitzer students acquire fluency in environmental issues, a coalition of students and faculty
has begun to draft and review an environmental engagement graduation requirement. The principle of
this requirement stresses sustainability as one of Pitzer’s core values. Our premise is that each future
student should local and global environmental issues and ways to be responsible citizens of the world.
Since it’s founding in 1963, Pitzer College has been committed to teaching students to be responsible
citizens of both local and global communities by applying the study of liberal arts to concrete actions
that benefit others. With the generous support of two major contributors, the W.M. Keck and James
Irvine Foundations, Pitzer established the Community Engagement Center (formerly the Center for
California Cultural and Social Issues or CCCSI) in 1999 to further this commitment through a variety of
programs integrating work in the field with work in the classroom.
Student Activities
Student organizations are central to the culture at Pitzer College. Pitzer has more environmentally
related clubs than any other member of the Claremont Colleges:
Eco Center:
Promotes environmental awareness on campus, runs a yearly Energy Challenge, brings keynote
speakers to Pitzer, hosts a variety of events including clothing swaps and movie screenings.
Garden Club:
Manages the Pitzer garden and chickens, holds the annual “Zest Fest” citrus festival
Pitzer Outdoor Adventure (POA):
Encourages outdoor adventure by sponsoring student trips to go hiking, climbing, skiing, etc.
Food Not Bombs:
Raises awareness about food justice issues, collects and serves food to local areas of need.
Students for the Bernard Field Station:
Supports the protection and maintenance of the Robert J. Bernard Field Station so that it can
continue to be an educational resource and ecological preserve of California sage scrub species.
Slow Food Campus Chapter:
A new club that will focus on food justice issues and the importance of sustainability in food
production. This club hopes to work with the dining service and student cafes to increase
sustainability and awareness about current food debates.
Composting Club:
The Composting Club is a student-run initiative to reduce Pitzer’s solid waste by composting
food wastes from the dining hall and dorms. Currently, the dining hall staff composts all food scraps
accumulated during food prep. However, the system of compost collection for students is unsuccessful,
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both at the dorms and by the dish conveyor belt in the dining hall. To improve this process, the club
requires some oversight. When a sustainability coordinator is appointed or a Climate Action Committee
is established, this body of leadership will be responsible for overseeing student sustainability initiatives.
They will insure that the student group each year is informed and confident. This will not diminish the
responsibility or freedom of student-run initiatives, but rather assure that these projects do not cease
when student leaders graduate. The composting program can further be improved through the
following changes:
 A new design of compost receptacles in the dining halls and around campus so that they are
more visible and clearly marked.
 Work study opportunities for students participating in the composting program - specific
positions for those who transport the collection bins to the compost site.
 Education and community outreach to increase knowledge about composting procedures
(as part of the Sustainable Living Orientation).
Estimated GHG reductions from these improvements:
2 bins in McConnell generating 312 tons of waste annually in 2007/08 with little improvement
from 2007 to 2011.
Compost improvement  minimum of 50% reduction in McConnell reduction of ~156 tons
annually
Education: The Sustainability Orientation Program
There is a strong need for improved campus-wide education on sustainable living practices. Thus, a
yearly Sustainable Living Orientation will be included in Welcome Week for every new student. This
orientation will include an overview of Pitzer’s Climate Action Plan, tour of Pitzer’s existing “green”
technology (LEED certified dorms, alternative energy sources, etc), info session about the food service
and Pitzer Garden, and forum on sustainability in daily life. This forum will include information on
proper composting and recycling procedures, how to reduce waste, and how to maximize energy and
water savings in the dorm. A “green clubs fair” will inform students of the opportunities to get involved
on campus. The orientation should also include an open discussion about current local and global
environmental issues. In addition, all residential life staff will receive sustainability training, so that they
can appropriately monitor students in the dorms. Environmental consciousness should be a considered
factor in electing RA’s and mentors.
It is not possible to calculate exact GHG emissions reductions that would occur from the implementation
of this program; however it can be expected that the program will make significant changes in behavior
patterns. We hope to see an increase in student involvement, a decrease in electricity and water usage
in the dorms, as well as an increase in recycling and composting with a reduction in solid waste overall.
Funding the Plan
Funding for the Plan will be multi-faceted, potentially involving adequate repair and maintenance
operating budgets, a review of capital investments return on investment requirements, pursuit of grants
from other agencies and loans from endowments. Most critical will be a philosophical bent to address
climate related investments on an equal footing with other investments.
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Organizational investments
It is anticipated that the College will require a coordinator of sustainability efforts until such time that
these efforts become institutionalized. This will be accomplished by retaining an Environmental Fellow
and funding specific student functions for retaining consistency in annual programs and initiatives.
Facilities related investments
Facilities projects related to achieving a reduction in utility usage, and related expense, will receive a
favorable consideration as to return on investment. Significant investment in solar will likely continue to
have a longer than comfortable return given the rate received form CUC. The potential of a wastewater
treatment system will also present an additional investment opportunity.
Transportation related investments
The College will continue to provide incentives to reduce commuting emissions. This expense will
increase as incentives are increased to promote alternative means of commuting. Campus vehicles will
be replaced over time with hybrid or electric vehicles. Although initial replacement value is expected to
increase, operating expense for the vehicles will be reduced.
Operating expenses potential issues
Travel offsets are currently the most significant source of reported emissions reduction. Offsetting air
travel either directly financed through budgeted departments or Study Abroad could amount to an
annual expense commitment of approximately $75-80K.
Offsets
Offsets to campus emissions may be an option, but offsets outside of the control of the institution are
not necessarily recommended. Internally controlled offsets have been identified in current properties,
such as the Firestone Center for Restoration Ecology reserved for research. Other offsets may be
developed as a result of the results of research and community engagement efforts.
Appendices
A. Draft Purchasing Guidelines
Statement of Environmental Policy and Principles
“Pitzer College strives to incorporate socially and environmentally sound practices into the operations of the
College and the education of our students. Pitzer exists within inter-reliant communities that are affected by
personal and institutional choices and the College is mindful of the consequences of our practices. A Pitzer
education should involve not just a mastery of ideas, but a life lived accordingly. We are thus committed to
principles of sustainability, and dedicated to promoting awareness and knowledge of the impacts of our actions on
humanity and the rest of nature.”22
The College recognizes that the greenhouse gas emissions associated with procurement can be significant, and
represent a great opportunity to reduce emissions associated with activities beyond the campus in a way that is
competitive and financially attractive. The actions Pitzer will take to reduce emissions associated with purchasing
include:
22
http://www.pitzer.edu/rlp/07_res_hall_tour_brochure.pdf
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buying locally produced goods and services to reduce emissions associated with transportation
buying lower impact products, such as those made from recycled materials, thereby reducing the lifecycle
emission associated with extraction and processing of materials
supporting “cradle-to-cradle” sustainable product design by purchasing goods deliberately designed to be
recycled and/or composted
promoting education around the concepts and practices of climate neutrality and sustainability by
engaging suppliers throughout the supply chain
encourage suppliers to use alternative fuels in transportation of goods23
B. Draft: Sustainability Coordinator/Environmental Fellow
Sustainability Coordinator/Environmental Fellow
Conservancy for Southern California Sustainability
PRIMARY PURPOSE/GENERAL DESCRIPTION:
The Sustainability Coordinator will work by with faculty, student, staff and senior administration to provide the
knowledge, skills and motivation to integrate sustainability values and practices into the everyday life of the
College and to maintain Pitzer as a leader in sustainability in higher education. The sustainability coordinator will
develop and implement energy conservation actions to meet the President’s Climate Commitment.
DESCRIPTION OF DUTIES AND RESPONSIBILITIES:
ESSENTIAL FUNCTIONS:
1.
2.
3.
4.
5.
6.
7.
8.
Coordinate the development and implementation of programs which reflect Pitzer’s Climate Action Plan
and promote campus sustainability initiatives
Monitor and track campus energy and resource use and savings resulting from program initiative and
activities. Collect, format and present information in areas including, recycling, composting, energy
conservation, transportation, CO2 emissions, waste reduction, disposables, and emerging environmental
technologies.
Generate awareness and appreciation for campus sustainability progress and research “best practices”
and programs.
Establish and maintain communication with administration, faculty, students and staff through a variety
of methods (e.g. website, e-mail, audits articles, etc.); encourage participation in sustainability programs.
Educate and influence behavior change with staff at all levels of the organization in terms of energy and
resource conservation practices. Prepare and present materials related to Pitzer initiatives at
conferences, classroom and meetings, on and off-campus.
Provides leadership to maintaining an active sustainability Pitzer web site.
Respond to phones, letters and e-mails.
Perform other essential duties and tasks specific to the position.
REQUIRED KNOWLEDGE, SKILLS and ABILITIES:
1. Knowledge of computers, Windows NT, Office Suite and ability to learn specialized software programs.
2. Must be organized, detail oriented and very systematic in coordinating work
3. Familiar with Campus Sustainability Initiatives
4. Ability to initiate programs as a staff advisor
QUALIFICATION STANDARDS:
23
The section is drawn from the ACUPCC guidelines on procurement
http://www.presidentsclimatecommitment.org/node/7430
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l.
2.
EDUCATION: Bachelor’s Degree in related fields
EXPERIENCE: Familiarity with campus sustainability programs, experience in organizing and coordinating
work.
HOURS: to be determined CLASSIFICATION: This is a part-time position reporting to the Director of the
Conservancy for Southern California Sustainability.
C. Draft Climate Action Committee
Climate Action Committee
Purpose: The Climate Action Committee will exist to advise the President, the Faculty Executive Committee and
the Student Senate on issues related the integration of sustainability into campus operations. It is recommended
that this Committee be closely associated with the Conservancy for Southern California Sustainability to assure
that campus sustainability efforts are consistent with Conservancy objectives.
Membership: The Climate Action Committee will be organized with representatives from the Faculty Executive
Committee, Staff Council Representatives and the Student Senate’s Executive Board.
Functions: The Climate Action Committee will oversee and provide guidance to annual sustainability efforts at
Pitzer. This will include supporting the Environmental Fellow, providing for an annual assessment of progress on
the Climate Action Plan and overseeing the preparation of bi-annual progress reports to the American College and
University Presidents Climate Commitment. The Committee considers the costs and benefits of various carbon
reducing expenditures as well as policy activities that support carbon neutrality and sustainability.
Acknowledgments
For their contribution and support:
Jim Marchant, Vice President of Student Affairs
Chris Brunelle, Assistant Dean of Students
Micky Lee, Assistant to the Vice President for Student Affairs
Rob Fossum, Director, Special Programs & Campus Operations
Dennis Lofland, Executive Chef
Larry Burik, Assistant Vice President of Campus Facilities
Nicole Rocha, Facilities Administration Supervisor
Yuet K. Lee, Vice President for Administration/Treasurer
Lori Yoshino, Associate Vice President for Administration/Associate Treasurer
Marni Bobich, Director of Human Resources
Maricela Rios, Human Resources Generalist
Dan Segal, Jean M. Pitzer Professor of Anthropology and Professor of Historical Studies
Paul Faulstich, Professor of Environmental Analysis
Melinda Herrold-Menzies, Professor of Environmental Analysis
Susan Phillips, Assistant Professor of Environmental Analysis
Lucy Block, Post-Baccalaureate Urban Fellow
Jamie Francis, Director of Study Abroad & International Programs Services
For providing inspiration:
Drew Hubert, Student Involvement Coordinator, Zenia Gutierrez, Grove House, Lindon Pronto, PZ 2012
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