SUNY ORANGE INTERIM PLAN FOR REDUCING GREENHOUSE GAS EMISSIONS
INTRODUCTION
In Fall 2007 SUNY Orange formed an ad hoc Sustainability Committee to begin focusing efforts
at reducing the College’s environmental impacts and positioning the College as a leader in the
region with regards to sustainability matters. In November 2009 the Committee completed the
drafting of a Sustainability Master Plan (SMP), which organized measures the College could
implement, or continue to implement, into three areas:
Planning, Administration and
Engagement; College Operations; and Education and Research. Much of the SMP includes
measures to reduce the College’s greenhouse gas emissions, both directly and indirectly, while
simultaneously fostering awareness and encouraging initiatives throughout the college and local
communities. The completion in March 2010 of the Greenhouse Gas Inventory, which
estimates annual emissions from 2004 to present, has provided SUNY Orange with the detailed
information necessary to formulate a comprehensive, detailed Climate Action Plan (CAP). The
Sustainability Committee, elevated to standing committee status in Sept 2010, is currently
taking the initial steps needed to develop a CAP. By the end of 2011 an energy audit of its
facilities will be conducted, which will provide the basis for generating a list of potential emission
reduction projects with associated cost-benefit analysis. The CAP will also include addressing
emission reduction in the curricular and co-curricular realms, as well as in public engagement.
Meanwhile, the document appearing here will serve as an interim CAP, until the final, detailed
CAP is completed. It outlines below the principal measures already implemented or being
planned for implementation by SUNY Orange in each of the three areas addressed by the
College’s SMP.
PLANNING, ADMINISTRATION AND ENGAGEMENT
The success of SUNY Orange’s climate action plan is dependent on many factors, but the
catalyst for the necessary operational changes that will truly reduce the College’s environmental
impact must be an administrative commitment to sound environmental stewardship and
implementation of sustainable practices.
At SUNY Orange, this administrative commitment begins with the Board of Trustees-- which
determined that sustainability would become a highlighted strategic priority in the College’s new
Strategic Plan 2009-2014-- and continues with the College president, his leadership team and
SUNY Orange’s shared governance structure.
Following are those strategic administrative initiatives that have been completed, or are in the
planning stages, that may have a direct or indirect impact on the College’s efforts to reduce its
greenhouse gas emissions.
Implemented/Ongoing

Utilize Sustainability Master Plan to guide the College’s sustainability efforts over the
next three to five years.

Established standing Sustainability Committee, as part of shared governance structure,
to assist Sustainability Coordinator and seek participation from all sectors of campus
community.

Hired a part-time Sustainability Coordinator to oversee the College’s efforts.

Adopted policy that requires all new construction (20,000 square feet or larger) be
designed to meet LEED Silver (or higher) specifications.

Comply with sustainability construction measures and policies adopted by Orange
County and State University of New York.

Use photovoltaics, green roof systems, daylight harvesting and other emerging
technologies at Newburgh campus (in newly constructed Kaplan Hall and soon-to-berenovated Tower Building).

Condensed work week during summer from five to four days, beginning in 2009.

Established programs to recycle toner cartridges (initiated by staff and students).

Initiated awareness campaign to reduce paper use across campus, including monitoring
printing volume in on-campus computer laboratories and moving some academic
department documents online for student access.

Continually explore those technologies that will reduce the College’s environmental
impact (e.g., switching from compact fluorescent to LED lighting).

Created portal (partnership with NuRide) for campus community to participate in ride
sharing to reduce commuting impacts.
Planned

Conduct an energy audit of the Middletown campus, in part with grant funds made
available by Orange County, to identify where changes can be implemented quickly.

Initiate policies, based upon assessment of energy audit results, and target long-range
goals and projects that will reduce the College’s energy usage.

Continue inventorying greenhouse gas emissions annually, and expand to include
emissions associated with solid waste.

Create a full-time position of sustainability coordinator to oversee the College’s efforts.

Continue to research and implement the use of photovoltaics, wind turbines, green roof
systems, geothermal heating and cooling, daylight harvesting and other emerging
technologies to the best extent possible, particularly during renovation and rehabilitation
projects undertaken at the College’s older Middletown campus.

Utilize external agencies and organizations to assist the College in employing sound
sustainability practices.
OPERATIONS
Implemented/Ongoing

Replaced all incandescent bulbs with compact fluorescent lights.

Began installing indoor motion sensors campus-wide to reduce lighting usage.

Power some outdoor emergency lights and directional signs from solar-powered
batteries.

Continue installing motion sensors in bathroom sinks and toilets to reduce water usage.

Installed campus-wide energy management system for lowering temperature settings in
buildings at appropriate times.

Continue using four fleet vehicles (of twelve total) that are 100%-electric.

Expand course offerings and academic programs at Newburgh campus (reduces
commuting emissions).

Maintain portion of campus grounds in natural state (wildlife habitat) to reduce amount of
lawn space.

Incorporate native plant species in landscaping (reduces energy associated with
maintenance).

Use weather sensors to control amount of irrigation in Educational Garden section of
campus grounds (reduces energy usage).

Mulch lawn clippings and chip trees to use on campus plantings.

Fill reusable containers with ice-melting salt to reduce amount of solid waste.

Offer reduced price refills in dining services when a mug is supplied (reduces solid
waste).

Purchase only small quantities of hazardous chemicals as needed.

Use a calibrated pump to dispense chemicals used for custodial purposes (to ensure
that only the recommended amounts are used).

Purchase products (particularly for facility maintenance) locally whenever possible
(reduces emissions associated with products transport).

Purchase 30-49% recycled content paper.

Recycle cardboard, paper (all forms, including books), plastic bottles, and cans via a
carter.

Divert all possible construction and demolition waste material to a salvage yard.

Recycle electronic waste using CRT Recycling (Massachusetts).

Convert selected print publications to online versions (reduces paper usage and waste).

Print college publications on recycled paper certified by Forest Stewardship Council.
Planned

Continue assessing feasibility of consolidating summer classes into the most energyefficient buildings.

Explore purchasing electricity generated substantially from renewable sources.


Explore using LED technology for outdoor lighting.
Expand shuttle bus service between the two campuses (reduces commuting emissions).

Produce bio-diesel fuel from waste cooking oil generated from food services on campus
and local area.

Replace patio surfaces of several buildings with more pervious surfaces (reduces
polluted runoff, and, thus, energy needed to treat wastewater).

Install porous pavers in one particular parking lot as a pilot/demonstration project.

Replace annuals used in landscaping with native perennials (reduces energy associated
with maintenance).

Add indoor composter in dining services area.

Participate in Eco-to-Go Program (reusing takeout food containers) (reduces solid waste).
EDUCATION AND RESEARCH
I. CURRICULAR
Implemented/Ongoing

In AY09-10 developed a definition of sustainability in the curriculum and conducted a
Sustainability Baseline, an inventory of course content that is related to sustainability (in
preparation for STARS submission):
academic department chairs, operating with
departmental feedback, placed their course offerings into one of the following categories:
sustainability-focused, sustainability-related, some sustainability content. Results: Several
sustainability-related courses and one sustainability-focused course already offered, two
degree programs already with sustainability learning outcomes.

Offer several sustainability-focused immersive experiences within existing courses. Past
examples include students constructing a solar-powered car and boat, designing a solarpowered bus stop, and exploring the adoption of environmentally-safe cleaning products by
custodial staff.

Offer incentives for faculty in multiple disciplines or departments to develop new
sustainability courses or incorporate sustainability into existing courses or departments.
II. CO-CURRICULAR
Implemented/Ongoing

Maintain a College Sustainability website, linked to the college home page, that includes
links to regional organizations, ways to get involved, links to Ride Share options, Faculty
Resources, an informational “Did you know?,” and calendar of sustainability events.

Distribute sustainability updates regularly via the College e-newsletter.

Increase use of online delivery system (Angel) for encouraging students to access course
documents electronically.

Offer online training materials for reducing paper during printing.

Expand the role of student clubs in sustainability events and endeavors. The Biology
Club is heavily involved in sustainability endeavors, and consists of 20-25 students who
plan and participate in campus clean-up events, promote recycling and waste reduction,
and are involved in the planning of Earth Week each year. The Biology Club and the
Masters of the Elements Club sponsor hiking trips that follow Leave No Trace principles.

Held a campus wide, yearlong Global Initiative program in 2009 that examined issues of
environmental stewardship, explored measures to sustain a healthy environment for
years to come, and celebrated local and global solutions to environmental problems
through multiple events.

Host campus events and expert speakers covering sustainability topics to inform students
and the public at large, such as: (a) Earth Week (annual), which involves numerous
activities (such as personal carbon footprint estimation), presentations, and displays by
local environmental organizations, renewable energy suppliers, and vendors; (b) Our
Natural Heritage (month-long, Fall 2010), which focuses on the value and necessity of
indigenous plants and animals; (c) Alternative Power series of talks (Spring 2011); and
(d) conference on Greening Food Services.


Continue development of the Educational Garden, an outdoor area dedicated to
showcasing native plants of various habitats.
Published an informational pamphlet (continually updated) that explains native plantings
and the benefits of using native plants and connects to the Educational Garden.
Planned

Include sustainability issues in orientation program for new students.

Use the College’s sustainability website as a vehicle to publish and disseminate student
research.