Wesleyan University
STARS Report
Version 1.2
First Edition
February 2014
Wesleyan University STARS Report
February 2014
Table of Contents
Acknowledgements ................................................................................................................................................................ 3
Executive Summary ................................................................................................................................................................ 4
Introduction ........................................................................................................................................................................... 8
Summary of Results ............................................................................................................................................................... 9
How Wesleyan Compares .................................................................................................................................................... 10
How to Read this Report ...................................................................................................................................................... 11
Education & Research .......................................................................................................................................................... 11
Co-Curricular Education ................................................................................................................................................ 12
Curriculum
................................................................................................................................................................... 16
Research ....................................................................................................................................................................... 19
Operations ........................................................................................................................................................................... 21
Buildings ....................................................................................................................................................................... 21
Climate
....................................................................................................................................................................... 23
Dining Services .............................................................................................................................................................. 24
Energy ........................................................................................................................................................................... 27
Grounds
....................................................................................................................................................................... 29
Purchasing
................................................................................................................................................................... 31
Transportation .............................................................................................................................................................. 33
Waste ........................................................................................................................................................................... 36
Water ........................................................................................................................................................................... 39
Planning, Administration & Engagement ............................................................................................................................. 41
Coordination and Planning ........................................................................................................................................... 41
Diversity and Affordability ............................................................................................................................................ 43
Human Resources ......................................................................................................................................................... 46
Investment ................................................................................................................................................................... 49
Public Engagement ........................................................................................................................................................ 51
Summary and Next Steps ..................................................................................................................................................... 54
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Wesleyan University STARS Report
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Acknowledgements
First, a thank you to the Association for the Advancement of Sustainability in Higher Education (AASHE) for creating
Sustainability Tracking, Assessment, and Rating System (STARS). STARS has been invaluable in helping Wesleyan to
evaluate its sustainability progress and will be of immense help in transforming our Climate Action Plan into a
Sustainability Action Plan. Without the help of the Wesleyan community, our first STARS evaluation would not have
been possible. Haley Greenberg ’14 and Miriam Kwietniewska ’13 were instrumental in helping the Sustainability Office
collect data.
The following individuals deserve recognition and thanks for taking time out of their busy schedules to provide data and
clarifications for Wesleyan University’s first STARS Report:
Karen Anderson, Associate Provost
Scott Backer, Associate Dean of Students
Stacy Baldwin, Project Coordinator, Facilities
Olga Bookas, Director, Purchasing
Aletta Brady, Class of 2015
Louise Brown, Dean for the Class of 2017
Adam Brudnick, Class of 2013
Zach Burns, Class of 2014
Barry Chernoff, Director, College of the Environment
Sherri Condon, Accounting Specialist IV
DeNeile Cooper, Class of 2015
Sharonda Dailey, Senior Assistant Dean of Admission
Christine Daniels, Administrative Assistant, Finance and
Administration
Nate Dolton-Thornton, Class of 2015
Jake Eichengreen, Class of 2013
Antonio Farias, Chief Diversity Officer
Steve Formica, Construction Project Coordinator
Nina Gerona, Class of 2015
Kate Gibbel, Class of 2015
Zia Grossman-Vendrillo, Class of 2015
Rommel Guadalupe, Assistant Director, Institutional Research
Corey Guilmette, Class of 2013
Dave Hall, Manager, Grounds and Events (Retired)
James Hall, Class of 2015
Katy Hardt, Class of 2015
Charlotte Heyrman, Class of 2013
Julia Hicks, Director, Human Resources
Erik Islo, Class of 2015
Renee Johnson-Thornton, Dean for Diversity and Student
Engagement
Mary Kelly, Associate Director for Finance and Administrative
Services, Continuing Studies and GLSP
Fran Koerting, Director, Residential Life
Josh Krugman, Class of 2014
Daniel LaBonte, Area Coordinator, Residential Life
Cathy Lechowicz, Director, Center for Community Partnerships
Rachel Lindy, Class of 2015
Miranda Linsky, Class of 2014
Jon Lubeck, Class of 2014
Sonia Mañjon, Chief Diversity Officer (Former)
Valerie Marinelli, Administrative Assistant, College of the
Environment
Catherine Marquez, Class of 2016
Sean Martin, Senior Associate Director, Financial Aid
Diana Martinez, Coordinator, Center for Community Partnerships
Joe Martocci, Supervisor, Transportation
Marina Melendez, Dean for the Class of 2014
Pat Melley, Director, Human Resources
John Meerts, Vice President for Finance and Administration
Michelle Michaud, Sun Services
Amy Miller, Housing Assignments Coordinator, Residential Life
(former)
Bill Nelligan, Director, Environmental Services
Luis Pelaez, Manager, Sun Services
Nate Peters, Associate Vice President for Finance
Andrew Pezzullo, Class of 2013
Dan Pflederer, HRMS Functional Specialist, ITS
Luis Rodriguez Vodak, Manager, Cardinal Technology Store
Erinn Roos-Brown, Program Manager, Center for the Arts
Ella Ross, Class of 2015
Alan Rubacha, Director, Physical Plant
Brett Salafia, Head of Operations and Investment Associate
Barbara Schukoske, Administrative Assistant, Psychology
Roseann Sillasen, Associate Director/Project Manager, Facilities
Denise Skura, Assistant, Payroll/Human Resources
Fred Smyth, Dainty Rubbish
Winston Soh, Class of 2014
Delphine Starr, Class of 2014
Peter Staye, Director, Utilities Management
Trisha Stephenson Gordon, Administrative Manager/ Affirmative
Action Specialist
Michael Strumpf, Resident District Manager, Bon Appétit
Joyce Topshe, Associate Vice President for Facilities
Paul Turenne, Associate Registrar
Adin Vaewsorn, Class of 2015
Anna van der Burg, University Registrar
Karen Warren, Director, User and Technical Services, ITS
Mike Whaley, Vice President for Student Affairs
Becca Wilton, Class of 2015
Krishna Winston, Professor, German Studies and Environmental
Studies
Scott Zimmer, Class of 2014
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Wesleyan University STARS Report
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Executive Summary
Wesleyan’s commitment to sustainability began in the 1980s with the creation of a recycling program. This commitment
expanded over the years to include not only waste diversion, but also energy reduction, water conservation, integrating
sustainability into the curriculum, promoting sustainability in co-curricular activities, and changing purchasing, building
construction, and grounds practices. Many of these efforts have been made to combat climate change and resource
depletion. Wesleyan has also taken great strides to promote social and financial sustainability, through the creation of a
Diversity Office, programs to support students of color and those from low-income backgrounds, a sustainable
compensation policy, employee wellness programs, a Committee on Investor Responsibility, and community
sustainability partnerships. In 2012, Wesleyan established a Sustainability Office and hired its first Sustainability
Coordinator to promote these efforts.
Wesleyan began tracking its carbon footprint in 2007, but had difficulty evaluating the success of qualitative
sustainability measures, including academics and social sustainability. The Sustainability Tracking, Assessment, and
Rating System (STARS) goes beyond carbon footprint metrics to measure multiple dimensions of social, financial, and
environmental sustainability. Wesleyan’s first STARS report revealed that the campus is making significant progress
toward a more sustainable future. The chart on page 9 shows scores in each credit category and subcategory,
represented as both a raw score and percentage of total possible points. The overview below indicates Wesleyan’s
performance within each subcategory.
Education and Research
p. 11-20
The Education and Research category evaluates sustainability education efforts, both in and out of the classroom.
Wesleyan performed strongly in the areas of co-curricular education and research, with scores of 70 percent and 75
percent, respectively. In the curriculum subcategory, Wesleyan received an average score of 38 percent.
Co-Curricular Education
p. 12-15
In the Co-Curricular Education subcategory, which examines on-campus engagement, outreach, events, and student
involvement, Wesleyan received full points for nearly every credit, excepting ER-T2-3, Model Room in a Residence Hall,
which we do not plan to pursue, and ER-1, Student Sustainability Educators Program. The Sustainability Office is
currently developing a student sustainability educators program, Eco Facilitators, which will launch in Fall 2014.
Curriculum
p. 16-18
The Curriculum subcategory evaluates Wesleyan’s availability of sustainability courses, learning outcomes, sustainability
degree programs, and campus sustainability literacy. Wesleyan received full points for credits on undergraduate and
graduate degree programs, as well as ER-12, Sustainability Immersive Experience. Wesleyan earned partial points for
credits on sustainability course identification, sustainability-focused and -related courses, courses offered by
department, and sustainability learning outcomes. For each of these credits, Wesleyan offers some courses and
sustainability-related learning outcomes to all students, but does not offer enough to meet the full credit requirements.
Wesleyan earned no points for ER-13, Sustainability Literacy Assessment, because we do not currently assess students’
sustainability knowledge, and ER-14, Incentives for Developing Sustainability Courses, because we do not currently offer
incentives for developing sustainability courses. The SAGES Education Subcommittee is evaluating opportunities to
more fully integrate sustainability into the curriculum.
Research
p. 19-20
The Research subcategory examines engagement in sustainability research, as well as institutional research incentives.
Wesleyan received full points for credits on research incentives, because of the College of the Environment’s Think Tank,
and incentives for developing sustainability courses because Wesleyan informally acknowledges and values
interdisciplinary, transdisciplinary, and multidisciplinary research. Wesleyan received partial points for credits on faculty
and departmental sustainability research engagement because many of Wesleyan’s faculty members and departments
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Wesleyan University STARS Report
February 2014
perform sustainability-related research. Wesleyan received no points for ER-15, Sustainability Research Identification,
because it has not developed and adopted a formal definition of sustainability research. The SAGES Education
Subcommittee is investigating future opportunities to increase and promote sustainability research.
Operations
p. 21-40
The Operations category evaluates university operations and maintenance, much of which falls under the auspices of
the Facilities Department. Wesleyan performed well above average in the water (98 percent) and purchasing (68
percent) subcategories, average in the waste (59 percent), dining services (58 percent), transportation (52 percent),
buildings (42 percent), and climate (41 percent) subcategories, and below average in the grounds (31 percent) and
energy (26 percent) subcategories.
Buildings
p. 21-22
The Buildings subcategory examines the sustainability of new and existing buildings, as well as air quality. Wesleyan
received full points for the indoor air quality credit because building air is monitored constantly. Wesleyan earned
nearly full points for the new building and major renovations credit because it has a campus policy to build to Leadership
in Energy and Environmental Design (LEED) Silver standard or above, with the most recent two buildings receiving LEED
Gold and Platinum ratings. Wesleyan did not receive any points for the building operations and maintenance credit
because it does not use LEED for Existing Buildings (LEED-EB) or a similar system to maintain campus buildings.
Wesleyan’s SAGES Green Building subcommittee is looking into the feasibility of a pilot LEED-EB campus building.
Climate
p. 23
The Climate subcategory evaluates greenhouse gas emissions measurement and reduction. Wesleyan received full
points for its annual greenhouse gas emissions inventory, which began in 2008. Wesleyan received partial points for
emissions reduction, as it has reduced emissions 14 percent from its 2008 baseline. Wesleyan did not receive any points
for the air travel emissions and local offsets credits because it does not have policies or programs to discourage air travel
or offset campus emissions through local projects, respectively. Through the Presidents’ Climate Commitment
(ACUPCC), Wesleyan continually seeks ways to reduce its carbon footprint, with a goal of climate neutrality by 2050.
Dining Services
p. 24-26
The Dining Services subcategory examines sustainable food purchasing and meal options, dishware, and food waste.
Wesleyan received full points for credits on trayless dining, vegan dining, trans-fats in food, pre- and post-consumer
food waste composting programs, food donation, recycled content napkins, reusable containers discounts, and reusable
to-go containers. Wesleyan earned partial points for the food and beverage purchasing credit, as approximately 21
percent of food served in dining halls is from local or sustainable sources. Bon Appétit, Wesleyan’s dining service, has
made sustainability a priority, and works with the Sustainability Office to make campus dining as sustainable as possible.
Energy
p. 27-28
The Energy subcategory evaluates building energy consumption, efficiency measures, and campus usage of renewable
energy. Wesleyan received full points for having timers for having temperature controls, lighting sensors, vending
machine sensors, LED lighting, vending machine sensors, and energy metering on most buildings, as well as a campus
energy management system. Wesleyan earned partial points for the building energy consumption credit, as it reduced
its per square foot energy consumption by 18 percent from 2005 to 2012. Wesleyan received no points for the
renewable energy credit, as less than one percent of campus energy comes from renewable sources, and nearly all of
that energy’s renewable energy credits are sold, leaving Wesleyan unable to count this energy toward a renewable
energy total. Utilities Management continually searches for and implements energy conservation and efficiency
initiatives and investigates opportunities for increasing the use of renewable energy on campus.
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Grounds
p. 29-30
The Grounds subcategory examines sustainable land-use practices. Wesleyan received full points for its prioritization of
native species, wildlife habitat off Long Lane, landscape waste composting, and use of Magic Salt instead of sand for
snow and ice removal. No points were earned for OP-T2-21, Tree Campus USA, as Wesleyan is not a member campus,
and OP-9, Integrated Pest Management, because Wesleyan has not adopted a formal integrated pest management plan.
The SAGES Green Building Subcommittee is investigating the feasibility of participating in Tree Campus USA.
Purchasing
p. 31-32
In the Purchasing subcategory, which evaluates purchases of paper, computers, and cleaning products, as well as
policies to promote sustainable purchasing, Wesleyan earned full credit for purchasing only EPEAT Gold certified
computers and prioritizing local businesses. Partial points were earned for credits on cleaning product and office paper
purchases. Wesleyan received no points for a vendor code of conduct, as Wesleyan’s Purchasing and Procurement Code
of Ethics does not include criteria on standards of social or environmental responsibility, and for OP-T2-24, because
Wesleyan does not have formalized policies to support historically underutilized, minority-owned, or women-owned
businesses. These elements are currently under consideration in the SAGES Purchasing Subcommittee.
Transportation
p. 33-35
The Transportation subcategory evaluates the campus fleet, student and employee commuting, transportation options,
local housing incentives, and policies on telecommuting and condensed work weeks. Wesleyan earned full points for
credits on bicycle sharing programs, a bicycle and pedestrian plan, mass transit, offering a condensed work week option
to employees, carpool and vanpool matching, a local housing incentive program, an anti-idling policy, and car sharing
program through Zipcar. Wesleyan earned partial points for its campus fleet, which includes 17 hybrid-electric and
electric vehicles, and student and employee commuting. While most students walk or bike to class, most employees
drive alone in personal cars. Wesleyan did not receive any points for bicycle facilities, because there is no indoor bicycle
storage for employees, telecommuting, as Wesleyan does not have a telecommuting policy, and credits on parking
charges and carpool discounts, because Wesleyan does not charge employees for parking. The SAGES Transportation
Subcommittee continually looks to expand sustainable transportation options on campus.
Waste
p. 36-38
In the Waste subcategory, which evaluates waste reduction, reuse, and diversion, Wesleyan received full points for
credits on electronic waste recycling, hazardous waste management, student printing limits, online material availability,
a chemical reuse inventory, and programs to reduce waste at student move-in and move-out. Additionally, Wesleyan
earned full credit for its Recycle Room, which stores and offers used office furniture for free to employees, and the
Freecycle listserv, which promotes reuse of office and personal items. Partial points were earned in the areas of waste
reduction and diversion. Wesleyan is continually looking for opportunities to decrease waste and improve diversion.
Water
p. 39-40
Wesleyan received the highest Operations category score in the Water subcategory, which examines campus water
usage and water conserving infrastructure. Wesleyan earned full credit in nearly all areas, including water consumption,
which has decreased 55 percent from 2005 levels, stormwater management, the existence of building water meters,
rain barrels at Long Lane Farm and West College courtyard, using drought-tolerant plantings in many locations, and the
use of a weather-informed irrigation system for Andrus Field. The only credit Wesleyan did not earn was for the use of
waterless urinals. Wesleyan does not plan to install waterless urinals in any locations, as they have created plumbing
problems at other colleges and universities.
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Planning, Administration, and Engagement
p. 41-53
The Planning, Administration, and Engagement category evaluates Wesleyan’s institutionalization of sustainability, as
well as social and financial sustainability. Wesleyan earned its only perfect score in the Diversity and Affordability
subcategory and average scores in the areas of Public Engagement (63 percent), Coordination and Planning (56 percent),
and Human Resources (44 percent), and a below average score in the Investment subcategory (13 percent).
Coordination and Planning
p. 41-42
The Coordination and Planning subcategory examines Wesleyan’s incorporation of sustainability into the institutional
fabric. Wesleyan earned full points for credits on sustainability coordination, because of both the Sustainability Office
and Sustainability Advisory Group for Environmental Stewardship (SAGES), and full points for climate and sustainability
plans because of the 2010 Climate Action Plan. Wesleyan received partial points for its strategic plan, because financial
sustainability is discussed at a high level, but social and environmental sustainability are not included. Wesleyan
received no credit for its physical campus plan, as Wesleyan's 2003 Master Plan includes information on promoting a
walkable campus, reducing parking, and changing lighting fixtures to those that reduce light pollution, but does not
discuss other aspects of sustainability within the plan. Wesleyan is currently in the process of creating a new
Sustainability Action Plan and discussing ways to incorporate sustainability into strategic and master plans in the future.
Diversity and Affordability
p. 43-45
Wesleyan earned a perfect score in the subcategory of Diversity and Affordability, a testament to the hard work of the
campus community to promote diversity, affordability, and inclusion on campus. Wesleyan earned full points in the
areas of diversity and equity coordination, measurement of campus diversity culture through the Making Excellence
Inclusive survey, support programs for underrepresented groups and students pursuing careers in academia,
affordability and access programs, gender neutral housing, and diversity training for employees and students.
Human Resources
p. 46-48
The Human Resources subcategory evaluates Wesleyan’s compensation policies, employee satisfaction, training
opportunities, and programs to promote employee health and financial sustainability. Wesleyan earned full points for
its sustainable compensation policy, which applies to all employees and contractors, employee wellness programs, the
offering of a socially responsible retirement plan, and its on-site childcare facilities, which offer income-based
scholarships to employees. Wesleyan earned no points for credits on an employee satisfaction evaluation, professional
development in sustainability, an employee sustainability educators program, or including sustainability in new
employee orientation. Because of limited resources, none these credits will likely be pursued in the near future.
Investment
p. 49-50
The Investment subcategory examines Wesleyan’s investments and policies or practices to promote sustainable
investing. Wesleyan earned full points for two credits: Committee on Investor Responsibility (CIR) and student-managed
Green Fund. Wesleyan did not earn any points for the other investment credits: shareholder advocacy, positive
sustainability investments, sustainable investment policy, or investment disclosure. The CIR may attempt shareholder
resolutions in the future; the Investments Office does not have plans to pursue any of the other credits at this time.
Public Engagement
p. 51-53
In the Public Engagement subcategory, Wesleyan is evaluated on community sustainability collaborations, community
service, and promotion of sustainability through policy and practice. Wesleyan earned full credit for its sustainability
partnerships with the community and other campuses, advocating sustainability policies at the local and state levels,
and operating a farmers’ market. Partial points were earned for community service participation and trademark
licensing for sustainably-produced clothing. Wesleyan does not have a graduation pledge or note community service on
transcripts, so received no points for these credits. The Center for Community Partnerships is working to accurately
capture student community service.
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Wesleyan University STARS Report
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Introduction
Wesleyan University has tracked its sustainability efforts through participation in external ranking systems, including the
Sustainable Endowments Institute’s Green Report Card from 2007 to 2011 and Sierra Club’s Cool Schools and the
Princeton Guide to Green Colleges since 2011. Each of these systems evaluates sustainability in a different way, but
presents an incomplete picture of Wesleyan’s work to promote a sustainable campus.
Since 2007, Wesleyan has been tracking its carbon footprint. In the areas of energy and transportation, greenhouse gas
emissions are a good way of monitoring progress. For areas like inclusion, academics, and well-being, finding concrete
ways to measure Wesleyan’s sustainability progress has been more elusive. When the Sustainability Office opened in
2012, Wesleyan sought a more holistic and accurate way of measuring the success of its sustainability efforts. The
Sustainable Tracking, Assessment, and Rating System (STARS) presented the perfect opportunity to measure both
qualitative and quantitative information on a number of sustainability metrics in a way that can easily be compared from
year to year and school to school.
STARS is a transparent, self-reporting framework developed by AASHE (Association for the Advancement of
Sustainability in Higher Education) for colleges and universities to measure their sustainability performance. STARS is
intended to engage and recognize the full spectrum of colleges and universities—from community colleges to research
universities, and from institutions just starting their sustainability programs to long-time campus sustainability leaders.
STARS encompasses long-term sustainability goals for already high-achieving institutions as well as entry points of
recognition for institutions that are taking first steps toward sustainability. STARS is designed to:
•
•
•
•
•
Provide a framework for understanding sustainability in all sectors of higher education.
Enable meaningful comparisons over time and across institutions using a common set of measurements
developed with broad participation from the campus sustainability community.
Create incentives for continual improvement toward sustainability.
Facilitate information sharing about higher education sustainability practices and performance.
Build a stronger, more diverse campus sustainability community.
STARS evaluates sustainability in three broad categories: Education and Research, Operations, and Planning,
Administration, and Engagement, with subcategory criteria given different weights based on sustainability impact.
Scores in each of the three categories are tallied and divided by the total possible points available in that category. Each
institution’s final score is an average of its scores in the three categories.
There are four STARS ratings available (Bronze, Silver, Gold and Platinum). The table below summarizes the scoring
thresholds corresponding with each rating.
Rating
Minimum Score
Required
Bronze
25
Silver
45
Gold
65
Platinum
85
Wesleyan completed its first STARS report to in October 2013 and earned a Silver rating with a score of 53.06.
Wesleyan’s STARS rating will be valid for 3 years. The Sustainability Office plans to conduct the STARS evaluation on a
regular basis track the success of Wesleyan’s sustainability efforts.
The following report gives an overview of each STARS credit, how well Wesleyan performed, and offers suggestions from
the Sustainability Office for improvement. For full credit submission information, visit Wesleyan’s official STARS report.
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Wesleyan University STARS Report
February 2014
Summary of Results
In the following chart, Wesleyan’s ratings summary is shown, both in raw scores and percentages. Scores below 33% are
highlighted in pale pink, scores between 33-66% are highlighted in pale yellow, and scores above 66% are highlighted in
pale green.
Overall STARS Score (Silver)
53.06
Category Scores
Score (%)
Score (raw)
54%
54.00/100.00
Co-Curricular Education
70
12.75/18.00
Curriculum
38
21.10/55.00
Research
75
20.15/27.00
51%
50.96/99.75
Buildings
42
5.50/13.00
Climate
41
6.74/16.50
Dining Services
58
4.77/8.25
Energy
26
4.33/16.50
Grounds
31
1.00/3.25
Purchasing
68
5.07/7.50
Transportation
52
6.14/12.00
Waste
59
7.41/12.50
Water
98
10.00/10.25
54%
54.03/93.00
Coordination and Planning
56
10.00/18.00
Diversity and Affordability
100
13.75/13.75
Human Resources
44
8.75/19.75
Investment
13
2.25/16.75
Public Engagement
63
15.50/24.75
Education and Research
Operations
Planning, Administration, and Engagement
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How Wesleyan Compares
As of February 11, 2014, 635 institutions were registered for STARS, and 302 colleges and universities had submitted a
STARS report. Of those schools, none received a Platinum rating, 19% received a Gold rating, 52% received a Silver
rating, 22% received a Bronze rating, and 7% submitted reports for Reporter status. The following peer schools have
completed STARS reports and/or have a STARS Report in progress. Rated institutions have scores noted in parentheses.
STARS Gold-Rated Institutions
Columbia University (74.18)
Cornell University (70.69)
Dickinson College (69.73)
Duke University (70.54)
Middlebury College (66.90)
Oberlin College (65.71)
Pomona College (65.14)
Stanford University (68.39)
Tufts University (62.73)
Vassar College (48.18)
Washington University in St. Louis
(53.15)
Wellesley College (59.33)
Wesleyan University (53.04)
Williams College (47.35)
Yale University (55.29)
STARS Silver-Rated Institutions
Bowdoin College (54.13)
Colby College (48.08)
Mount Holyoke College (47.19)
Princeton University (59.22)
STARS Bronze-Rated Institutions
Haverford College (37.45)
Washington and Lee University (38.11)
STARS Reporter Institutions
Rice University
Swarthmore College
Institutions with STARS reports in progress
Brown University
Carleton College
Claremont McKenna College
Colorado College
Dartmouth College
Davidson College
Georgetown University
Grinnell College
Harvard University
Johns Hopkins University
Kenyon College
Massachusetts Institute of
Technology
10
Northwestern University
Smith College
Trinity College
University of Chicago
University of Pennsylvania
University of Rochester
Wesleyan University STARS Report
February 2014
How to Read this Report
Wesleyan University’s STARS report is divided into three broad categories: Education and Research, Operations, and
Planning, Administration, and Engagement. Within each category are narrower subcategories and specific credits. The
sample credit below explains the different elements of each credit.
All recommendations are from the Sustainability Office and do not necessarily reflect existing or proposed campus
policies or practices.
Credit category and number
Credit title
ER 5: Sustainability Course Identification
Credit description
Reason why full,
partial, or no points
were awarded; how
to reach full credit
Sustainability Office
recommendation(s)
to relevant office or
group
Points awarded/Points Possible
Points: 1.00/3.00
This credit recognizes institutions that have identified their sustainability course and
program offerings and share that information with their campus communities.
Conducting an inventory of academic offerings provides an important foundation for
advancing sustainability curriculum. It provides a baseline for understanding current
offerings and can help institutions identify strengths and opportunities for growth. In
addition, a list of sustainability courses helps current and prospective students find and
understand sustainability course offerings, which can assist them in organizing their
academic studies.
Points: We received partial points for this credit, as we have only completed one of
the three requirements: identifying our sustainability-focused and sustainabilityrelated course offerings. We could get full credit by developing an institutional
definition of sustainability in the curriculum and making our sustainability course
inventory publicly available online.
Recommendation: Develop a formal definition of sustainability in the curriculum.
Make our sustainability course inventory publicly available online.
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Wesleyan University STARS Report
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Education & Research
The Education and Research category evaluates sustainability education efforts, both in and out of the classroom.
Co-Curricular Education
Points: 12.75/18.00
This subcategory seeks to recognize institutions that provide their students with sustainability learning experiences
outside the formal curriculum. Engaging in sustainability issues through co-curricular activities allows students to
deepen and apply their understandings of sustainability principles. Institution-sponsored co-curricular sustainability
offerings, often coordinated by student affairs offices, help integrate sustainability into the campus culture and set a
positive tone for the institution.
ER 1: Student Sustainability Educators Program
Points: 0.00/5.00
This credit recognizes institutions with programs that engage students to serve as educators in peer-to-peer
sustainability outreach. Such initiatives, sometimes known as "Eco-Reps" programs, help disseminate sustainability
concepts and a sustainability ethic throughout the campus community. In addition, serving as an educator is a valuable
learning experience for students that can deepen their understanding of sustainability while developing their outreach
and education skills.
Points: We received no credit, as we do not currently have a student sustainability educators program.
Recommendations: Continue developing the Eco Facilitators program and launch in Fall 2014.
ER 2: Student Sustainability Outreach Campaign
Points: 5.00/5.00
ER 3: Sustainability in New Student Orientation
Points: 2.00/2.00
This credit recognizes institutions that hold sustainability outreach campaigns that yield measurable, positive results in
advancing the institution’s sustainability performance (e.g. a reduction in energy or water consumption). Campaigns
engage the student body in sustainability issues and can help raise student awareness about sustainability. In addition,
campaigns encourage students to adopt or try sustainable practices and lifestyles.
Points: We received full credit, as we hold multiple outreach campaigns to conserve energy, reduce waste, and increase
the availability of local and organic food on campus. These campaigns include Do It in the Dark, the Wesleyan Eco-Map,
Waste Not, and Real Food Campus Commitment.
Recommendations: Find ways to involve more of the campus community in these campaigns.
This credit recognizes institutions that include sustainability in orientation activities and programming. Including
sustainability in student orientation demonstrates that sustainability is an institutional goal and encourages students to
adopt sustainable habits in their new school environments. Orientation sets the tone for the campus experience.
Points: We received full credit for extended orientation programming and First Year Matters’ bi-annual focus on
sustainability. In alternating years, the program focuses on diversity and inclusion.
Recommendations: Work with Elisa Cardona to develop a half-hour required session on sustainability during
Orientation.
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ER 4: Sustainability Outreach and Publications
Points: 4.00/4.00
This credit recognizes institutions that produce outreach materials and publications that enhance student learning about
sustainability outside of the formal classroom.
Points: We received full credit, as we have 8 different outreach and publication material types.
We have:
• A central sustainability website that consolidates information about the institution’s sustainability efforts
(sustainability website)
• A sustainability newsletter (Green Scene)
• Building signage that highlights green building features (signs in each LEED-certified building)
• Food service area signage and/or brochures that include information about sustainable food systems (Bon Appétit
signage, composting signage, COE stickers showing climate impact of take-out food choices)
• Signage on the grounds about sustainable groundskeeping strategies employed (West College/Butterfields signage)
• A guide for commuters about how to use alternative methods of transportation (transportation options page on
sustainability website)
• A guide for green living and incorporating sustainability into the residential experience (sustainability bookmark,
dorm room tips, recycling sheets, heating information sheets)
• Other (signage next to drinking fountains and bottle filling stations)
We do not have:
• A vehicle to publish and disseminate student research on sustainability
• A sustainability walking map or tour
• Regular coverage of sustainability in the main student newspaper, either through a regular column or a reporter
assigned to the sustainability beat
Recommendations: Develop a sustainability walking map. Discuss with the Argus the possibility of having a student
reporter assigned to cover sustainability stories. Work with the COE to promote student research dissemination.
Complete campus water map.
ER T2-1: Student Group
Institution has an active student organization focused on sustainability.
Points: 0.25/0.25
Points: We received full credit for the existence of many sustainability-focused student groups (EON, WILD Wes,
WesBikes, Middletown Urban Gardens, WesFRESH, WesCycle, WesCFPA, Food Rescue, Bread Salvage, Composting
Committee, Climate Ambassadors, Wesleyan Farmers' Market, Middletown Produce Co-op, Long Lane Farm, Food Not
Bombs, Local Co-op, Fruit and Veggie Co-op, Cheese Co-op, and Outing Club).
Recommendations: None.
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ER T2-2: Organic Garden
Points: 0.25/0.25
Institution has an on-campus garden where students are able to gain organic farming and/or gardening experience. The
garden does not have to be Certified Organic in order to earn this credit, but it should use organic gardening techniques.
Points: We received full credit. Long Lane Organic Farm is a cooperatively run small farm that uses ecological farming
practices to produce food for the Wesleyan University Campus as well as the broader Middletown community. In
addition to serving an important nutritional role in the local area, Long Lane is committed to providing the community
with opportunities for festive gatherings and open exchanges, farm and food education, and hopes to contribute
collaboratively to thought and practice at the nexus of culture and agriculture in general. Long Lane is in its first year of
operating a 30'x48' unheated greenhouse, where greens can be grown in the winter months, and tomatoes, peppers,
squashes and eggplants can flourish in the summer. The fall planting was highly successful, and yielded some good
lessons. Long Lane follows a full consensus structure for its decisions and welcomes all members. Long Lane holds a
yearly pumpkin festival each fall in conjunction with the College of the Environment.
Recommendations: None.
ER T2-3: Model Room in a Residence Hall
Points: 0.00/0.25
Institution has an occupied, formally designated model room in a residence hall that is open to students during regular
visitation hours and demonstrates sustainable living principles.
Points: We received no credit, as we do not have a model room in a residence hall.
Recommendations: None.
ER T2-4: Themed Housing
Points: 0.25/0.25
Institution has sustainability-themed housing (residential hall or floor or theme house) where residents learn about
sustainability together and to which residents must apply. The focus of this credit is creating a residential sustainability
learning community.
Points: We received full credit, as there are three sustainability-themed residences on campus: Farm House, Earth
House, and Green Hall.
Recommendations: None.
ER T2-5: Sustainable Enterprise
Points: 0.25/0.25
Institution has a student-run sustainable enterprise, such as a café, through which students gain sustainable business
skills. The enterprise includes sustainability as part of its mission statement or stated purpose.
Points: We received full credit for Espwesso (description follows). Espwesso is a student run cafe with sustainability
embedded in its mission: inspiring a shift in coffee consumption towards more sustainable and tastier coffees. Espwesso
serves direct-source coffees and teas, which allows coffee roasters to work with growers to ensure that best practices
are used in terms of both sustainability and taste. All Espwesso labor is work-study. Espwesso is entirely financially
sustainable, operating exclusively on student "donations" to cover costs. Any surplus revenue is invested in expanded
offerings or lowering costs. While revenue is not sufficient to cover the cost of recycled napkins, cups, or other ecofriendly paper products, Espwesso encourages all customers to bring their own mugs by implementing a 25 cent
requested donation on paper cups for drip coffee. Espwesso is currently investigating selling ceramic mugs to students
to further reduce the use of paper products.
Recommendations: Ensure that as many single-use products as possible are recyclable or compostable. Provide
recycling and compost bins with instructions for café visitors. Develop a website or other publicity materials to share
the good deeds of Espwesso with campus and alumni. Contact the Communications Office (Olivia Drake) about the
possibility of having an Espwesso story in an issue of the Wesleyan Connection.
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ER T2-6: Sustainability Events
Points: 0.25/0.25
Institution holds major events related to sustainability, such as conferences, speaker series, or symposia, which have
students as the intended audience.
Points: We received full credit for the annual “Where are We Going” symposium, Pumpkin Fest, Earth Month, Schumann
Lecture Series, and Feet to the Fire program.
Recommendations: Expand the reach of these events to more of the campus and greater community.
ER T2-7: Outdoors Program
Points: 0.25/0.25
Institution has a wilderness or outdoors program that organizes hiking, backpacking, kayaking, or other outings for
students and follows Leave No Trace principles.
Points: We received full credit, as the Wesleyan Outing Club offers frequent outdoor trips and supplies gear to students.
Recommendations: Ensure that the outdoors program employs Leave No Trace principles.
ER T2-8: Themed Semester or Year
Points: 0.25/0.25
Institution has chosen a sustainability-related theme for its themed semester, year, or first-year experience during the
past three years. This could take the form of choosing a sustainability-related book for the common reading.
Points: We received full credit for both the COE Think Tank and the First Year Matters biannual focus on sustainability
(description follows). Each year, Feet to the Fire adopts an environmental theme for its programming, which has
included water, global climate change, and hunger. During orientation in alternating years, first-year students engage in
multidisciplinary discussions about the Feet to the Fire theme and participate in a Common Moment in which the arts
are used to catalyze and embody our understanding.
Each year, the College of the Environment gathers a group of Wesleyan faculty, scholars of prominence from outside
Wesleyan, and undergraduate students into a year-long academic think tank on a critical environmental issue. The aim
of the think tank is not only to generate a deeper understanding of the thematic issue, but also to produce scholarly
works that will influence national and international thinking and action on the issue. The think tank serves as a focal
point for the global intellectual community concerned with the environment. Scholars and students in the think tank are
expected to produce scholarly works by the end of the academic year.
Recommendations: Investigate the feasibility of merging the themes of diversity, inclusion, and sustainability, since
diversity and inclusion are a component of sustainability. Define the newly envisioned Feet to the Fire program.
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Curriculum
Points: 21.10/55.00
This subcategory seeks to recognize institutions that have formal education programs and courses that address
sustainability. One of the primary functions of colleges and universities is to educate students. By training and educating
future leaders, scholars, workers, and professionals, higher education institutions are uniquely positioned to prepare
students to understand and address sustainability challenges. Institutions that offer courses covering sustainability
issues help equip their students to lead society to a sustainable future.
ER 5: Sustainability Course Identification
Points: 1.00/3.00
This credit recognizes institutions that have identified their sustainability course and program offerings and share that
information with their campus communities. Conducting an inventory of academic offerings provides an important
foundation for advancing sustainability curriculum. It provides a baseline for understanding current offerings and can
help institutions identify strengths and opportunities for growth. In addition, a list of sustainability courses helps current
and prospective students find and understand sustainability course offerings, which can assist them in organizing their
academic studies.
Points: We received partial points for this credit, as we have only completed one of the three requirements: identifying
our sustainability-focused and sustainability-related course offerings. We could get full credit by developing an
institutional definition of sustainability in the curriculum and making our sustainability course inventory publicly
available online.
Recommendation: Develop a formal definition of sustainability in the curriculum. Make our sustainability course
inventory publicly available online.
ER 6: Sustainability-Focused Courses
Points: 3.25/10.00
This credit recognizes institutions that offer academic courses focused on sustainability. Sustainability-focused courses
provide valuable grounding in the concepts and principles of sustainability. These courses educate students about how
different dimensions of sustainability relate to and support each other in theory and practice. In addition, these courses
help equip students with the skills to weave together disparate components of sustainability in addressing complex
issues.
Points: We received partial points for this credit, as sustainability-focused courses make up only 3.25% of total courses
offered at Wesleyan. We can earn full credit if 10% of courses are sustainability-focused (1 point earned per 1% of
sustainability-focused courses available).
Recommendation: Establish a strategy to increase the number of sustainability-focused courses available at Wesleyan.
ER 7: Sustainability-Related Courses
Points: 3.07/10.00
This credit recognizes institutions that offer courses related to sustainability. Sustainability-related courses help build
knowledge about a component of sustainability or introduce students to sustainability concepts during part of the
course. They may complement sustainability-focused courses by providing students with in-depth knowledge of a
particular aspect or dimension of sustainability (such as the natural environment) or by providing a focus area (such as
renewable energy) for a student’s sustainability studies, or they may broaden students’ understanding of sustainability
from within different disciplines.
Points: We received partial points for this credit, as 9% of Wesleyan’s courses are sustainability related. We can earn
full credit if 30% or more of courses are sustainability-related (1 point earned per 3% of sustainability-related courses).
Recommendation: Establish a strategy to increase the number of sustainability-related courses available at Wesleyan.
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ER 8: Sustainability Courses By Department
Points: 2.75/7.00
This credit recognizes institutions whose academic departments offer sustainability courses. Most, if not all, academic
departments have a critical role to play in building a sustainable society. Having sustainability courses offered by
numerous departments helps ensure that the institution’s approach to sustainability education is comprehensive and
includes diverse topics. This will help students develop a broad understanding of the field. Likewise, offering sustainability
courses in numerous departments can increase student exposure to sustainability topics and themes.
Points: We received partial points for this credit, as 35% of Wesleyan’s departments offer sustainability courses. We can
earn maximum points if 90% or more of departments (or their equivalent) offer at least one sustainability-related or focused course.
Recommendation: Develop a workshop (or host a guest educator) to educate faculty on ways to integrate sustainability
into their curricula. Establish a goal for how many departments each year Wesleyan would like to see teaching
sustainability courses.
ER 9: Sustainability Learning Outcomes
Points: 1.03/10.00
This credit recognizes institutions with sustainability learning outcomes that are associated with program degrees and/or
courses of study. Learning outcomes help students develop specific sustainability knowledge and skills and provide
institutions with goals against which to assess learning.
Points: Although none of Wesleyan’s academic departments formally set learning outcomes for any courses, we
received partial points for this credit, as approximately 10% of Wesleyan graduates in 2012 graduated from a
department or program with sustainability-focused or -related program goals. These departments include the College of
the Environment and Earth and Environmental Sciences. We can earn full credit if all students graduate from programs
with at least one sustainability program goal.
Recommendation: Develop a long-term target and plan to increase the prevalence of sustainability goals in
departments, programs, and colleges that do not currently include sustainability.
ER 10: Undergraduate Program in Sustainability
Points: 4.00/4.00
This credit recognizes institutions that have formal, undergraduate-level degree programs focused on sustainability.
Developing such programs signals an institution’s commitment to sustainability. Such programs also provide a path for
students to study sustainability topics in depth, which better prepares them to address sustainability challenges. Formal
academic programs also provide a home for sustainability scholars within the institution.
Points: We received full points for this credit, as the College of the Environment and Earth and Environmental Sciences
Program are focused on sustainability.
Recommendation: None.
ER 11: Graduate Program in Sustainability
Points: 4.00/4.00
This credit recognizes institutions that have formal, graduate academic degree programs focused on sustainability.
Developing such programs signals an institution’s commitment to sustainability. Formal academic programs focused on
sustainability provide a path for students to study sustainability topics in depth, thus better preparing them to address
sustainability challenges. Formal academic programs also provide a home for sustainability scholars within the
institution.
Points: We received full points for this credit, as we offer a Master of Arts in Earth and Environmental Sciences.
Recommendation: None.
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ER 12: Sustainability Immersive Experience
Points: 2.00/2.00
This credit recognizes institutions that offer sustainability-focused immersive experience programs. Such programs give
students the opportunity to witness and learn in-depth about sustainability challenges and solutions. These programs
provide a memorable way for students to deepen and expand their knowledge of sustainability.
Points: We received full points for this credit, as we have offered courses on mountaintop removal, tropical ecology, the
Gulf Coast and oil, and mining methane from the local landfill, all of which have field or trip components.
Recommendation: Develop strategies to encourage faculty to offer more sustainability immersive experiences through
classes.
ER 13: Sustainability Literacy Assessment
Points: 0.00/2.00
This credit recognizes institutions that are assessing the sustainability literacy of their students. Such an assessment helps
institutions evaluate the success of their sustainability education initiatives and develop insight into how these initiatives
could be improved.
Points: We received no points for this credit, as we do not assess student sustainability literacy. We earn full credit by
conducting a sustainability literacy assessment and conducting a follow-up assessment of the same cohort group using
the same instrument (2 points).
Recommendation: Collaborate with the Sustainability Office to develop a sustainability literacy assessment (should
assess knowledge, not beliefs or values). This could also be an excellent senior capstone project opportunity.
ER 14: Incentives for Developing Sustainability Courses
Points: 0.00/3.00
This credit recognizes institutions that offer incentives to help faculty expand sustainability course offerings. Providing
release time, funding for professional development, trainings, and other incentives can help faculty broaden and deepen
sustainability curriculum. Faculty often need these incentives to determine how best to include sustainability in their
courses. Providing such incentives lends institutional support to increased sustainability course offerings.
Points: We received no points for this credit, as we do not currently offer incentives for developing sustainability
courses. We can earn full credit by developing an ongoing program that offers incentives for faculty to develop new
sustainability courses or integrate sustainability into existing courses or departments (3 points). Incentives can include
release time, professional development funding, and trainings.
Recommendation: Discuss the feasibility of incentives with Academic Affairs.
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Research
Points: 20.15/27.00
This subcategory seeks to recognize institutions that are conducting research related to or focused on sustainability.
Conducting research is a major function of many colleges and universities. By researching sustainability issues and
refining theories and concepts, higher education institutions can continue to help the world understand sustainability
challenges and develop new technologies, strategies, and approaches to address those challenges.
ER 15: Sustainability Research Identification
Points: 0.00/3.00
This credit recognizes institutions that have identified their sustainability research and associated faculty scholarship and
creative inquiry (referred to henceforth as “research”). Adopting a definition of sustainability research provides a
foundation for measurement and goal setting. Conducting an inventory of an institution’s sustainability research can
serve as a valuable first step in identifying strengths and areas for development. Likewise, since sustainability requires
collaboration that transcends traditional disciplines, conducting an inventory can help connect individuals, laboratories,
research centers, and other campus community members with a shared interest in sustainability. Conducting an
inventory of research also establishes a baseline for measuring future progress.
Points: We received no points for this credit, as we do not have a definition of sustainability research, have not
identified sustainability research activities and initiatives. We can earn full credit by establishing a definition of
sustainability research (1 point), identifying research activities and initiatives (1 point), and making this inventory
publicly available online (1 point).
Recommendation: Develop a formal definition of sustainability research. Identify sustainability research activities and
initiatives for all research centers, labs, departments, and faculty members whose research focuses on or is related to
sustainability. Make this list publicly available online.
ER 16: Faculty Engaged in Sustainability Research
Points: 7.55/10.00
This credit recognizes institutions where faculty members are conducting research on sustainability topics. The
percentage of faculty members engaged in sustainability research is a measure of the spread of sustainability research.
Points: We received partial points for this credit, as 19% of faculty members are engaged in sustainability research. We
earn full credit if 25% or more of faculty are engaged in sustainability research (1 point per 2.5% of faculty engaged in
sustainability research).
Recommendation: None.
ER 17: Departments Engaged in Sustainability Research
Points: 4.60/6.00
This credit recognizes institutions where sustainability research is being conducted in many departments. Most, if not all,
academic departments can make significant contributions to deepening society’s understanding of sustainability issues
and developing solutions to sustainability challenges. Since sustainability transcends traditional academic divisions,
having multiple departments involved in research indicates that the institution has a broad perspective on sustainability
and can help ensure that multiple perspectives are considered.
Points: We received partial points for this credit, as 58% of Wesleyan’s departments (23 of 40) engage in sustainability
research. We can earn full credit if 75% or more of departments are engaged in sustainability research (1 point per
12.5% of departments engaged in sustainability research).
Recommendation: None.
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ER 18: Sustainability Research Incentives
Points: 6.00/6.00
This credit recognizes institutions that have programs in place to encourage students and faculty members to research
sustainability. Providing incentives demonstrates that sustainability is an institutional priority and can help deepen
students’ understanding of sustainability issues and attract new researchers to the field. In addition, it helps faculty
members explore new areas and encourages broader research on the topic. Having faculty broadly engaged in
sustainability research can help increase student exposure to and participation in sustainability research as well.
Points: We received full points for this credit, as we have programs to encourage student and faculty sustainability
research. The College of the Environment offers internships for student sustainability research each summer and fall.
The COE also hosts the annual Think Tank, in which faculty, students, and scholars from outside Wesleyan gather to
generate a deeper understanding on a thematic issue and produce scholarly works that will influence national and
international thinking and action on the issue.
Recommendation: Discuss the feasibility of additional faculty research incentives with Academic Affairs.
ER 19: Interdisciplinary Research in Tenure and Promotion
Points: 2.00/2.00
This credit recognizes institutions that acknowledge interdisciplinary, transdisciplinary, and multidisciplinary research
during faculty promotion and tenure decisions. Addressing sustainability challenges requires solutions and
understandings that often cover multiple academic disciplines. Giving interdisciplinary research equal weight as research
from a single academic discipline provides an important foundation that allows faculty to pursue sustainability related
research.
Points: We received full points for this credit, as Wesleyan informally acknowledges and values interdisciplinary,
transdisciplinary, and multidisciplinary research.
Recommendation: Discuss the feasibility of formal acknowledgement of interdisciplinary research in promotion and
tenure decisions with Academic Affairs.
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Operations
The Operations category evaluates university operations and maintenance, much of which falls under the auspices of
the Facilities Department.
Buildings
Points: 5.50/13.00
This subcategory seeks to recognize institutions that are taking steps to improve the sustainability performance of their
buildings. Buildings are generally the largest user of energy and the largest source of greenhouse gas emissions on
campuses. Buildings also use significant amounts of potable water. Institutions can design, build, and maintain buildings
in ways that provide a safe and healthy indoor environment for inhabitants while simultaneously mitigating the
building’s impact on the outdoor environment.
OP 1: Building Operations and Maintenance
Points: 0.00/7.00
This credit recognizes institutions that operate and maintain their buildings in ways that protect the health of building
occupants and the environment. By adopting and following a sustainable operations and maintenance framework,
institutions can conserve energy and water, minimize impacts on the surrounding site, reduce waste and water
consumption, promote indoor environmental quality, and support markets for environmentally preferable materials
while providing healthy and productive work, learning, and living spaces.
Points: We received no points for this credit, as we do not:
1. Certify buildings under LEED-EB
or
2. Operate and maintain buildings under operations and maintenance guidelines that cover
a. Impacts on the surrounding site
b. Energy consumption
c. Usage of environmentally preferable materials
d. Indoor environmental quality
e. Water consumption
We get full credit if all buildings are EB: O&M Platinum, and lower points for Gold, Silver, Certified, and not certified but
following guidelines or policies. Points are determined based on certified square footage as a percentage of all building
square footage.
Recommendation: Develop building operations and maintenance guidelines that include the above criteria and evaluate
x buildings per year based on these criteria. Revise and make public the green building policy.
OP 2: Building Design and Construction
Points: 3.50/4.00
This credit recognizes institutions that have incorporated environmental features into their design and construction
projects. Decisions made during the design phase, such as where to locate the building and how it is oriented, can yield
significant energy savings and reduce impacts on the site. By designing and building for enhanced indoor environmental
quality (IEQ), institutions can ensure their buildings provide safe, healthy, and productive spaces for the campus
community.
Points: We received 3.5/4 points for this credit: all new building space in the past 3 years was LEED certified, with
roughly half of the total new square footage (58,017 sf) was gold certified (Allbritton, 28,802 sf) and half was platinum
certified (41 Wyllys, 29,215 sf). Points are determined based on certified square footage at each level as a percentage of
all new building square footage. We get full credit if all new buildings are platinum certified in the future.
Recommendations: Continue to build new buildings to Gold or Platinum LEED Certification.
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OP 3: Indoor Air Quality
Points: 2.00/2.00
This credit recognizes institutions that are working to protect the human health of building occupants by monitoring and
protecting indoor air quality. Institutions can promote productivity in the workplace and classroom by improving
ventilation and managing exposure to indoor pollutants. This creates safe learning, living, and work environments and
reduces illnesses for students and staff alike.
Points: We received full credit, as all new buildings constructed since 2005 have IAQ systems and a member of the
Utilities Management team monitors building air flow and air quality constantly. Wesleyan conducts air quality audits
when there is a complaint through the work order system. Additionally, Wesleyan’s Environmental Services team
addresses IAQ issues. Wesleyan has an on-call consultant who advises on indoor air quality issues beyond the scope of
the Environmental Services team.
Recommendations: Develop a formal indoor air quality policy.
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Climate
Points: 6.74/16.50
This subcategory seeks to recognize institutions that are measuring and reducing their greenhouse gas emissions. Global
warming is expected to have myriad negative impacts throughout the world, including increased frequency and potency
of extreme weather events, sea level rise, species extinction, water shortages, declining agricultural production, and
spread of diseases. The impacts are expected to be particularly pronounced for poor communities and countries.
OP 4: Greenhouse Gas Emissions Inventory
This credit recognizes institutions that have inventoried their greenhouse gas emissions.
Points: 2.00/2.00
Points: We received full credit, as we have conducted greenhouse gas inventories covering Scope 1, 2, and 3 emissions.
This inventory is available online through both the ACUPCC website and Wesleyan’s sustainability website.
Recommendations: None.
OP 5: Greenhouse Gas Emissions Reduction
This credit recognizes institutions that have reduced their net greenhouse gas (GHG) emissions.
Points: 4.74/14.00
Points: We received partial credit, as we have reduced our emissions approximately 14% compared to a 2005 baseline.
We can earn maximum points when we reach carbon neutrality.
Recommendations: In next Climate Action Plan, develop short-, mid-, and long-term strategies for reducing carbon
emissions relative to Wesleyan’s official 2008 baseline (2005 baseline set by STARS).
OP T2-1: Air Travel Emissions
Points: 0.00/0.25
Institution has policies and/or programs in place that explicitly seek a reduction in emissions from air travel.
Points: We received no points for this credit, as we do not currently have any policies in place to reduce air travel or air
travel emissions.
Recommendation: Implement proposed air travel restriction policy. Investigate cost of purchasing offsets for all
university-sponsored air travel (including study abroad).
OP T2-2: Local Offsets Program
Points: 0.00/0.25
Institution has a local offsets program through which the institution offsets its greenhouse gas emissions by
implementing projects that reduce GHG emissions in the local community. For example, a local offsets program may
engage students in weatherizing homes in the surrounding community. As part of the arrangement with the homeowner,
the institution would “own” the emissions reductions that result from the program.
Points: We received no credit, as we do not operate such a program
Recommendations: Investigate the feasibility of using these types of programs as official carbon offsets through
ACUPCC.
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Dining Services
Points: 4.77/8.25
This subcategory seeks to recognize institutions that are supporting a sustainable food system. Modern industrial food
production often has deleterious environmental impacts. Pesticides and fertilizers used in agriculture can contaminate
ground and surface water, which has potentially dangerous impacts on wildlife and human health. Furthermore, the
often long-distance transportation of food to institutions produces greenhouse gas emissions and other pollution.
Additionally, farm workers are often paid substandard wages, subjected to harsh working conditions, and exposed to
dangerous pesticides. Institutions can use their food purchases to support their local economies; encourage safe,
environmentally-friendly farming methods; and help alleviate poverty for farmers.
Please note that while dining services can also play an important role in conserving energy and water, reducing waste,
and purchasing environmentally preferable materials other than food, STARS measures these impacts across the
institution instead of by department; therefore, the benefits of these actions are captured in the Energy, Water, Waste,
and Purchasing subcategories, respectively.
OP 6: Food and Beverage Purchasing
Points: 2.52/6.00
This credit recognizes institutions that are supporting sustainable food systems through their food and beverage
purchases. Institutions can do this by prioritizing the purchase of local, organic, Fair Trade, and sustainably harvested
food and beverage items. These actions help foster robust local economies, healthier soils and streams, and secure
livelihoods for farmers.
Points: We received partial points for this credit, as we purchase 21% of our food and beverage items from local,
organic, Fair Trade, and sustainably harvested items. We get full credit if we purchase 50% of items from these
sustainable sources.
Recommendation: Set goals for increased sustainable food and beverage purchases.
OP T2-3: Trayless Dining
Points: 0.25/0.25
This credit recognizes institutions with a trayless dining program in which trays are removed from or not available in
dining halls. The program may take the form of trays being eliminated permanently, being eliminated in some but not all
cafeterias, or being removed during certain time periods.
Points: We received full points for this credit, as we do not use trays in any dining halls.
Recommendation: None.
OP T2-4: Vegan Dining
Points: 0.25/0.25
This credit recognizes institutions that offer diverse, complete-protein vegan dining options during every meal.
Points: We received full points for this credit, as we serve vegan items at every meal and have a dedicated vegan chef on
campus.
Recommendation: None.
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OP T2-5: Trans-Fats
Points: 0.25/0.25
This credit recognizes institutions that use frying oil that does not include trans-fats and seeks to avoid foods that include
trans-fats in its dining operations.
Points: We received full points for this credit, as Bon Appétit has a corporate policy to use only non-hydrogenated
canola oil in fryers to minimize the presence of trans-fatty acids. Bon Appétit also avoids purchasing foods that include
trans-fats whenever possible.
Recommendation: None.
OP T2-6: Guidelines for Franchisees
Points: N/A
Institution has adopted sustainability policies or guidelines for food service franchisees operating on campus.
Sustainability guidelines or policies of the franchisees themselves do not count for this credit. The credit measures
institutional engagement in guiding franchisees operating on campus toward sustainability.
Points: We were excluded from this credit, as we do not operate any on-campus franchises.
OP T2-7: Pre-Consumer Food Waste Composting
Points: 0.25/0.25
Institution has a pre-consumer food waste composting program. This credit includes on-campus dining services operated
by the institution or the institution’s primary dining services contractor.
Points: We received full points for this credit, as we collect pre-consumer food waste from Usdan Dining Hall and
catering operations, which amounts to 85% of on-campus meals. In October 2013, we began collecting pre-consumer
food waste from Summerfields.
Recommendation: Expand pre-consumer composting to (1) Pi and Usdan Cafes, (2) WesWings and Red and Black, (3)
Espwesso and Greek houses, and (4) campus offices.
OP T2-8: Post-Consumer Food Waste Composting
Points: 0.25/0.25
Institution has a post-consumer food waste composting program. This credit includes on-campus dining services
operated by the institution or the institution’s primary dining services contractor.
Points: We received full points for this credit, as we collect post-consumer food waste from Usdan, which amounts to
85% of on-campus meals.
Recommendation: Expand to the same locations as pre-consumer suggestions above.
OP T2-9: Food Donation
This credit recognizes institutions that donate leftover or surplus food.
Points: 0.25/0.25
Points: We received full points for this credit, as student volunteers collect food that is normally wasted from Pi Cafe,
Summerfields and Usdan and take it to Eddy Shelter, an emergency shelter about 5 minutes from campus. Students also
organize, prepare and participate in community dinners at the shelter.
Recommendation: Expand food donation efforts to more meals and to back-of-the-house catering operations.
OP T2-10: Recycled Content Napkins
Points: 0.25/0.25
This credit recognizes institutions that use recycled content napkins in their dining service operations.
Points: We received full points for this credit, as napkins used in all Bon Appétit dining locations are made with 100%
recycled fiber (minimum 30% post-consumer content).
Recommendation: Use exclusively 100% recycled fiber napkins Usdan and Pi Cafés, as well as in Daniel Family Commons
and at catered events.
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OP T2-11: Reusable Container Discounts
Points: 0.25/0.25
This credit recognizes institutions that offer discounts to customers who use reusable mugs instead of disposable cups in
to-go food service operations.
Points: We received full points for this credit, as Bon Appétit operates a reusable mug program, which gives students
and employees a 10 cent discount on a cup of coffee at Pi Café and Usdan Café. Anyone who purchases a Wesleyan
reusable mug in the Cardinal Technology Store gets a 10% discount on the mug and on any cup of coffee they purchase
on campus using the mug. Long Lane Farm receives $1 of the proceeds from each mug sold.
Recommendation: Make discounts more visible to students through signage or other means. Purchase recyclable paper
or plastic cups instead of the current Greenware, which cannot be recycled or composted.
OP T2-12: Reusable To-Go Containers
Points: 0.25/0.25
This credit recognizes institutions that provide reusable containers for to-go food; these containers are returned to dining
operations for cleaning and reuse.
Points: We received full points for this credit, as Bon Appétit’s Eco-to-Go Program is available at Usdan and
Summerfields dining halls.
Recommendation: Advertise the To-Go program more widely to students. Develop strategies to make reusable
containers the default option by investigating the feasibility of including its additional fee for all first-year dining plans.
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Energy
Points: 4.33/16.50
This subcategory seeks to recognize institutions that are reducing their energy consumption through conservation and
efficiency, and switching to cleaner and renewable sources of energy such as solar, wind, geothermal, and low-impact
hydropower. For most institutions, energy consumption is the largest source of greenhouse gas emissions, which cause
global warming. Global warming is expected to have myriad negative impacts throughout the world, including increased
frequency and potency of extreme weather events, sea level rise, species extinction, water shortages, declining
agricultural production, and spread of diseases. The impacts are expected to be particularly pronounced for poor
communities and countries. In addition to causing global warming, energy generation from fossil fuels, especially coal,
produces air pollutants such as sulfur dioxide, nitrogen oxides, mercury, dioxins, arsenic, cadmium and lead. These
pollutants contribute to acid rain as well as health problems such as heart and respiratory diseases and cancer. Coal
mining and oil and gas drilling can also damage environmentally and/or culturally significant ecosystems. Nuclear power
creates highly toxic and long-lasting radioactive waste. Large-scale hydropower floods habitat and disrupts fish
migration.
Implementing conservation measures and switching to renewable sources of energy can help institutions save money
and protect them from utility rate volatility. Renewable energy may be generated locally and allow campuses to support
local economic development. Furthermore, institutions can help shape markets by creating demand for cleaner,
renewable sources of energy.
OP 7: Building Energy Consumption
Points: 2.83/8.00
This credit recognizes institutions that have reduced their energy usage per gross square foot of building space.
Points: We received partial points for this credit, as we reduced our energy consumption per square foot by about 18%
between 2005 (STARS-established baseline) and 2012. We can earn full credit if we reduce energy consumption by 50%
from 2005 levels.
Recommendation: Continue energy efficiency and conservation projects to reduce building energy consumption. Assess
lighting levels in hallways, workspaces, and outdoor spaces across campus to ensure that spaces are not being overly
illuminated (and consuming excessive energy). Ensure that building internal temperatures comply with University
Temperature Policy. Establish energy consumption reduction milestones to move us toward 50% consumption
reduction by target date.
OP 8: Clean and Renewable Energy
This credit recognizes institutions that are using energy from clean and renewable sources.
Points: 0.00/7.00
Points: We received no points for this credit. Our purchase of 700 MMBtu in RECs for 41 Wyllys Ave and generation of
27 MMBtu from the Fountain Ave PV array was insufficient to garner us any points. Because we sell RECs from the other
renewable (PV) and cogenerated electricity sources on campus, we cannot count this energy toward this credit. If we
did not sell RECs, we would earn 0.26 points for cogen and an additional 0.01 points for the PV installations on Freeman
and Admissions.
We could earn full credit by obtaining all energy from renewable sources, defined as solar thermal, geothermal (for
electricity generation, not reducing electricity demand), low-impact hydro, PV, wave and tidal power, and wind. Biofuels
from agricultural crops or waste, animal waste, landfill gas, untreated wood waste, and other organic waste also count
toward this credit.
Recommendation: Reevaluate the renewable energy targets set in the 2010 Climate Action Plan and consider more
aggressive renewable energy goals. Evaluate economic feasibility of larger-scale on-campus PV installations.
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OP T2-13: Timers for Temperature Control
Points: 0.25/0.25
Institution uses timers to regulate temperatures based on occupancy hours in at least one building. Any automated
system that regulates temperature based on occupancy hours in at least one building meets the criteria for this credit.
Points: We received full points for this credit, as we use an energy management system and have individual boiler
controls. Most buildings have established 60-65 degree nighttime and vacation setback temperatures.
Recommendation: Establish a timeline for installing temperature timers in all buildings.
OP T2-14: Lighting Sensors
Points: 0.25/0.25
Institution uses motion, infrared, and/or light sensors to reduce energy use for lighting in at least one building.
Points: We received full points for this credit, as we have passive infrared occupancy sensors in nearly every building.
Photo/occupancy sensors, which sense both movement and ambient light, have been installed in Foss Hill dorms 5, 6,
and 7. Additional photo/occupancy sensors will be installed in additional common areas and stairwells where light levels
and building traffic is appropriate.
Recommendation: Investigate photo/occupancy sensors for classrooms and other spaces with windows to reduce
lighting loads.
OP T2-15: LED Lighting
Points: 0.25/0.25
Institution uses Light Emitting Diode (LED) technology in at least one lighting application (LED applications in exit signs
and remote controls do not count for this credit).
Points: We received full points for this credit, as we use LEDs in about 50% of parking and outdoor lighting, as well as
lighting in many areas of Usdan, Freeman, and the CFA.
Recommendation: Continue to replace incandescent and fluorescent bulbs with LEDs, evaluating the necessary light
levels to avoid providing excessive light within a space.
OP T2-16: Vending Machine Sensors
Institution has installed vending machine motion sensors for at least one vending machine.
Points: 0.25/0.25
Points: We received full points for this credit, as we have installed passive infrared sensors on most vending machines.
Recommendation: Install sensors on any remaining vending machines.
OP T2-17: Energy Management System
Points: 0.25/0.25
Institution uses a centralized energy management system that allows it to track energy consumption and performance in
multiple buildings in a central location.
Points: We received full points for this credit, as we use Automated Logic web controls for multiple buildings.
Recommendation: Expand energy management systems to other buildings (if applicable). Educate the Sustainability
Office on what buildings are part of the system.
OP T2-18: Energy Metering
Points: 0.25/0.25
Institution meters all energy consumption (including electricity, natural gas, purchased steam) for at least one building.
Points: We received full points for this credit, as we have submeters for electricity, chilled water, and steam on major
buildings and record meter readings from metered buildings for oil, gas, and electricity.
Recommendation: Install sub-meters in any remaining locations (if applicable).
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Grounds
Points: 1.00/3.00
This subcategory seeks to recognize institutions that plan and maintain their grounds with sustainability in mind.
Beautiful and welcoming campus grounds can be planned, planted, and maintained in any region while minimizing the
use of toxic chemicals, protecting wildlife habitat, and conserving water and resources.
OP 9: Integrated Pest Management
Points: 0.00/2.00
This credit recognizes institutions that work to improve the sustainability of campus grounds through Integrated Pest
Management (IPM). This approach promotes the health of human and non-pest wildlife while enabling institutions to
maintain an attractive campus environment and minimize costs.
Points: We received no credit, as Wesleyan does not have an integrated pest management plan. IPMs:
1. Set action thresholds (Determine a point at which action needs to be taken to control pests; a single pest
sighting does not always mean control is needed.)
2. Monitor and identify pests (Identify innocuous and damaging insects, weeds, and other organisms. Determine
which pesticides to use to target only the damaging populations and promote biodiversity.)
3. Prevention (Manage grounds to prevent pests from becoming a threat through crop rotation, pest-resistant
plant varieties, and planting pest-free rootstocks.)
4. Control (Evaluate the proper pest control methods for effectiveness and risk and choose the least-damaging
controls first. Broadcast spraying of non-specific pesticides should be avoided.)
Points are based on the percentage of campus covered by an IPM.
Wesleyan does not have a written integrated pest management plan, though it follows many tenets of integrated pest
management in its grounds practices. Wesleyan has significantly cut back on chemical weed control on all campus
grounds. The landscaping contractors use both organic and synthetic weed treatments for crabgrass, invasive plants,
and grub control. 100% organic fertilizers are used for 4 of 6 yearly applications; the other 2 applications are 50%
organic. On Jackson Field, one of the main athletic fields, the grounds crew has experimented with an organic fertilizer
that worked well but is currently too expensive for regular use. The grounds crew has found it challenging to use organic
fertilizers, as they take multiple years to work, while synthetic chemicals work instantly. In the past, Wesleyan used to
spray infected elms to protect against disease, but now injects infected trees to protect against fungus and insects.
Wesleyan does not treat hemlocks or ash, as both species are in decline in the area.
Recommendations: Develop an IPM policy to ensure consistency and sustainable grounds management. This policy
should include what organic and synthetic fertilizers and pesticides are currently used on campus, amounts, application,
and timing. Evaluate effectiveness of switching between organic and synthetic pesticides and fertilizer. Develop a
timeline for moving toward an all-organic grounds policy.
OP T2-19: Native Plants
Institution prioritizes use of native plant species in landscaping
Points: 0.25/0.25
Points: We received full credit, as we prioritize use of native plants in in-ground plantings and avoid planting any
invasives. There are extensive native plantings at Allbritton, on the former McConaughy Hall site, and at Long Lane.
Recommendations: Increase the diversity and coverage of native plantings and decrease the use of annual plantings.
Seek flowering plants and trees to add color to the campus.
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OP T2-20: Wildlife Habitat
Points: 0.25/0.25
Institution has programs in place to protect and/or create wildlife habitat on institution-owned land.
Points: We received full credit, as we utilize land-use practices that protect wildlife habitat, including the Long Lane
native grass and wildflower plantings and our 89 acres of wooded areas and hayfields.
Recommendations: Develop a wildlife habitat policy to formalize land protection.
OP T2-21: Tree Campus USA
Institution is recognized by the Arbor Day Foundation’s Tree Campus USA program.
Points: 0.00/0.25
Points: We received no credit, as we do not participate in the Tree Campus USA program. We currently meet Tree Care
USA’s guidelines for expenditures of at least $3 per student.
Recommendations: Review the Tree Campus USA standards. Develop a campus tree care plan that meets ANSI A300
standards and provides clear guidance for planting, maintaining, and removing trees.
OP T2-22: Snow and Ice Removal
Points: 0.25/0.25
Institution has implemented technologies or strategies to reduce the environmental impacts of snow and ice removal.
Points: We received full credit, as we have moved away from using sand and instead use blue Magic Salt. Conventional
bagged salt is used on stairways and concrete.
Recommendations: Include an item in the Green Building policy that discourages overuse of Magic Salt and rock salt,
which can pollute waterways, kill plants, and damage buildings.
OP T2-23: Landscape Waste Composting
Institution composts or mulches waste from grounds keeping, including grass trimmings.
Points: 0.25/0.25
Points: We received full credit, as we compost or mulch most of our landscape waste either on-campus (80%) or at the
Middletown Transfer Station (20%). We do not use our own woodchips around trees because of insect and disease
concerns. All elms are sent to the landfill to prevent the spread of Dutch Elm Disease.
• Wesleyan operates a plant dump on the Long Lane property for discarded annuals, which are collected for
replanting or composted.
• Grounds crews' mowers leave grass clippings on the fields and lawn areas for moisture retention.
• Any campus-generated clippings, trimmings, and leaves are brought to the Middletown Transfer Station, where
they are ground and left for the community to use as mulch.
• Any trees removed on campus are chipped and used as compost amendments.
Recommendations: Incorporate current practices into the Green Building Policy. Test all compost and soil before
spreading on campus, segregate soil with low contaminants on the Long Lane property, and send contaminated soil to a
registered CT soil landfilling facility.
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Purchasing
Points: 5.07/7.50
This subcategory seeks to recognize institutions that are using their purchasing power to help build a sustainable
economy. Collectively, colleges and universities spend many billions of dollars on goods and services annually. Each
purchasing decision represents an opportunity for institutions to choose environmentally and socially preferable
products and services and support companies with strong commitments to sustainability.
OP 10: Computer Purchasing
Points: 2.00/2.00
This credit recognizes institutions that are working to build a market for environmentally preferable computers.
Points: We received full credit, as the Cardinal Technology Center has made it a priority to buy EPEAT Gold standard
computers and monitors. EPEAT (Electronic Products Environmental Assessment Tool) is a computer certification that
looks at energy efficiency, material use, design for end-of-life, product longevity, and packaging, among other criteria.
Recommendations: Incorporate current computer purchasing practices into the Purchasing Policy.
OP 11: Cleaning Products Purchasing
Points: 1.70/2.00
This credit recognizes institutions that purchase green cleaning products. By switching to non-toxic cleaning products,
institutions reduce exposure impacts for all building occupants and the environment, thereby promoting clean and
healthy work, living, and learning spaces.
Points: We received partial credit, as Wesleyan’s contract with Sun Services specifies that Sun Services shall not use any
petroleum-based cleaners, polishes, and dressings or cleaning materials that leave an oily residue. The contract also
specifies that Sun Services should only use products that are Green Seal certified unless an alternate product has been
approved. Sun Services has stated that they use products manufactured by Diversey, which are all Green Seal Certified
and may also carry EcoLogo or GREENGUARD certifications. In FY 2012, 80% of cleaning product purchases were for
Green Seal and/or EcoLogo certified products.
Recommendations: Evaluate the reasons why 20% of cleaning product purchases were not for Green Seal products.
Create a list of chemicals used in campus buildings, their purpose, and whether or not the chemicals have environmental
attributes. Make necessary product swaps to increase the use of non-toxic cleaning products. Investigate ionized water
“blue cleaning,” in use at Princeton and American University as a non-toxic alternative.
OP 12: Office Paper Purchasing
Points: 1.12/2.00
This credit recognizes institutions that purchase recycled-content office paper. By supporting markets for environmentally
preferable paper, institutions contribute to significant conservation of water, energy, and virgin forest.
Points: We received partial credit, as we have an institution-wide preference to purchase recycled content office paper.
About 70% of Wesleyan’s paper purchases are for recycled-content paper (69% is for 30%+ recycled content).
Recommendations: Target departments continuing to use <30% recycled content paper and encourage 30% recycled
content paper purchase unless a reasonable reason exists (i.e. CFA humidity). Evaluate technological improvements,
which may permit greater recycled content papers for use in standard copiers and printers. Target high-volume
departments to ensure that they are purchasing 30%+ recycled content paper for mailings and promotional materials.
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OP 13: Vendor Code of Conduct
Points: 0.00/1.00
This credit recognizes institutions that have taken proactive steps to ensure that their vendors meet minimum standards
of environmental and social responsibility.
Points: We received no credit, as Wesleyan’s Purchasing and Procurement Code of Ethics does not include criteria on
standards of social or environmental responsibility.
Recommendations: Incorporate social and environmental responsibility elements into Wesleyan’s Purchasing and
Procurement Code of Ethics.
OP T2-24: Historically Underutilized Businesses
Points: 0.00/0.25
Institution seeks to support historically underutilized businesses, minority-owned businesses, and women-owned
businesses. This could take the form of giving preference during RFP processes, conducting targeted outreach to these
businesses about opportunities to work with the institution, and/or other efforts to increase purchases made from such
businesses.
Points: We received no credit, as we do not make any formalized efforts to support historically underutilized, minorityowned, or women-owned businesses.
Recommendations: Develop formal strategies for giving preference to historically underutilized businesses.
OP T2-25: Local Businesses
Institution gives preference to local products and businesses in its purchasing decisions.
Points: 0.25/0.25
Points: We received full credit, as the Procurement Policy includes a section on buying locally-produced goods and
services to reduce emissions associated with transport.
Recommendations: Formally adopt the Procurement Policy.
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Transportation
Points: 6.14/12.00
This subcategory seeks to recognize institutions that are moving toward sustainable transportation systems.
Transportation is a major source of greenhouse gas emissions and other pollutants that contribute to health problems
such as heart and respiratory diseases and cancer. Due to disproportionate exposure, these health impacts are
frequently more pronounced in low-income communities next to major transportation corridors. In addition, the
extraction, production, and global distribution of fuels for transportation can damage environmentally and/or culturally
significant ecosystems and may financially benefit hostile and/or oppressive governments. At the same time, campuses
can reap benefits from modeling sustainable transportation systems. Bicycling and walking provide human health
benefits and mitigate the need for large areas of paved surface, which can help campuses to better manage storm
water. Institutions may realize cost savings and help support local economies by reducing their dependency on
petroleum-based fuels for transportation.
OP 14: Campus Fleet
Points: 0.31/2.00
This credit recognizes institutions that use cleaner fuels and fuel efficient vehicles. Institutions can help shape markets by
creating demand for and enhancing the visibility of more efficient vehicles and cleaner fuels that reduce greenhouse gas
emissions and improve local air quality.
Points: We received partial credit, as 17 of Wesleyan’s 110 fleet vehicles are hybrid (5) or electric (12). We can earn full
credit if all vehicles are alternatively fueled and/or powered (hybrid, electric, CNG, hydrogen, or B20/E85 for 6+ months
of the year.
Recommendations: Continue energy-efficient vehicle purchases, with an emphasis on electric vehicles when possible.
OP 15: Student Commute Modal Split
Points: 3.72/4.00
This credit recognizes institutions where students use preferable modes of transportation to travel to and from the
institution. Commute modal split is a common measure used to evaluate the sustainability performance of a
transportation system.
Points: We received partial credit, as approximately 93% of students walk, bike, or take The Ride to class (Sightlines
estimate). We earn full points if all students use alternative modes of transportation (walk, bike, carpool, public
transportation, motorcycles, scooters, and/or shuttle) to get to and from class.
Recommendations: Develop policies with Public Safety to discourage student driving on campus. Encourage the WSA
ban on first-year students’ cars on campus.
OP 16: Employee Commute Modal Split
Points: 0.11/3.00
This credit recognizes institutions where employees use preferable modes of transportation to travel to and from the
institution. Commute modal split is a common measure used to evaluate the sustainability performance of a
transportation system.
Points: We received partial credit, as less than 4% of Wesleyan employees use alternative transportation to get to and
from work (Sightlines estimate from ITS data). We earn full points if all employees use alternative modes of
transportation (walk, bike, carpool, public transportation, motorcycles, scooters, and/or shuttle) to get to and from
work.
Recommendations: Advertise CT Rides ride sharing incentives to encourage carpooling. Collaborate with CT Transit and
Middletown Area Transit (MAT) to better advertise schedules. Evaluate bus routes and suggest changes to MAT.
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OP T2-26: Bicycle Sharing
Institution has a bicycle-sharing program or participates in a local bicycle-sharing program.
Points: 0.25/0.25
Points: We received full credit, because of WesBikes.
Recommendations: Collaborate with WesBikes and Wesleyan Bike Co-op to develop an on-demand bike-sharing
program for students and employees to increase bike availability and use.
OP T2-27: Facilities for Bicyclists
Points: 0.00/0.25
Institution has indoor and secure bike storage, shower facilities, and lockers for bicycle commuters in at least one
building. Storing bicycles in office space does not count for this credit.
Points: We received no credit, as we have no indoor bike storage for employees, and bike storage for students is only
available in several dorms. Shower facilities are available in Freeman and Allbritton.
Recommendations: Develop at least one indoor (or covered) bike storage location on campus for commuters and
students.
OP T2-28: Bike and Pedestrian Plan
Points: 0.25/0.25
Institution has developed a plan(s) to make the campus more bicycle and pedestrian friendly. The plan(s) may be a part
of the institution’s master plan.
Points: We received full credit, as Wesleyan's 2003 Master Plan and 1991 Landscape Master Plan detail current
pathways on campus, as well as plans and suggestions for improvement. Wesleyan is currently working with the City of
Middletown to develop a multi-use trail for the Middletown community to get between downtown, campus, and the
Wesleyan Hills neighborhood.
Recommendations: Formally incorporate bike- and pedestrian-friendly priorities in next iteration of the Master Plan.
OP T2-29: Mass Transit Programs
Points: 0.25/0.25
Institution offers free or reduced price transit passes and/or operates a free campus shuttle. The Transit passes may be
offered by the institution itself, through the larger university system of which the institution is a part, or through a
regional program provided by a government agency. The institution must be the entity making the passes available to its
community members.
Points: We received full credit, as we offer The Ride and shuttles to New Haven (every weekend), Bradley airport (on
student breaks), and the Weekday Commuter Lot (reservation-only basis).
Recommendations: Expand shuttle service to include times convenient for employee commuting to New Haven.
Conduct an audit of The Ride route and ridership. Expand The Ride loop to go to off-campus locations (grocery store,
mall, other desired locations) and shorten schedule (make on-call 7-9 PM and 2-4 AM).
OP T2-30: Condensed Work Week
Points: 0.25/0.25
Institution offers a condensed work week option for employees. The institution does not have to offer the option to all
employees in order to earn this credit.
Points: We received full credit, as employees can develop alternative schedules with their supervisors to condense the
workweek.
Recommendations: None
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OP T2-31: Telecommuting
Points: 0.00/0.25
Institution offers a telecommute program for employees.
Points: We received no credit, as Wesleyan allows employees to work from home only when working on project-based
work and with supervisor approval.
Recommendations: Collaborate with Human Resources to expand telecommuting opportunities to more employees.
OP T2-32: Carpool/Vanpool Matching
Institution participates in a carpool/vanpool matching program.
Points: 0.25/0.25
Points: We received full credit, as we operate the Rideboard.
Recommendations: Continue collaborations with ITS to improve the Rideboard and advertise to increase participation
for regular commuting and one-time trips. Advertise NuRide to employees and students to increase carpooling.
OP T2-33: Cash-out of Parking
Points: 0.00/0.25
Institution allows commuters to cash out of parking spaces (i.e. it provides financial compensation to employees who do
not drive to work).
Points: We received no credit, as we do not offer compensation to employees who don’t drive to work.
Recommendations: Develop incentives that encourage employee alternative transportation.
OP T2-34: Carpool Discount
Institution offers reduced parking fees for car and van poolers.
Points: 0.00/0.25
Points: We received no credit, as we do not offer compensation to employees who carpool to work.
Recommendations: Develop incentives that encourage employee carpooling.
OP T2-35: Local Housing
Institution has incentives or programs to encourage employees to live close to campus.
Points: 0.25/0.25
Points: We received full credit because of the Wesleyan Rental Housing Program, the Wesleyan Houses Advanced
Purchase Program, and the Wesleyan Mortgage Program.
Recommendations: Better advertise local housing programs to incoming employees through an improved website.
OP T2-36: Prohibiting Idling
Points: 0.25/0.25
Institution has adopted a policy prohibiting idling.
Points: We received full credit because of the Wesleyan Motor Vehicle Operations Policy, which prohibits idling for any
university-related activity and anyone operating a Wesleyan vehicle.
Recommendations: Install anti-idling devices in all fleet vehicles if available. Install devices in Public Safety vehicles that
allow needed systems to continue running without the need for the engine to run. Install anti-idling signs in common
idling locations (loading docks, Freeman Athletic Center, Wyllys Avenue). Enforce campus anti-idling policy.
OP T2-37: Car Sharing
Points: 0.25/0.25
Institution participates in a car sharing program, such as such as a commercial car sharing program, one administered by
the institution, or one administered by a regional organization.
Points: We received full credit, as we participate in Zipcar.
Recommendations: Better advertise Zipcar to students as an alternative to bringing a car to campus.
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Wesleyan University STARS Report
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Waste
Points: 7.41/12.50
This subcategory seeks to recognize institutions that are moving toward zero waste by reducing, reusing, recycling, and
composting. These actions mitigate the need to extract virgin materials, such as trees and metals. It generally takes less
energy and water to make a product with recycled material than with virgin resources. Reducing waste generation also
reduces the flow of waste to incinerators and landfills which produce greenhouse gas emissions, can contaminate air
and groundwater supplies, and tend to have disproportionate negative impacts on low-income communities. Waste
reduction and diversion also save institutions costly landfill and hauling service fees. In addition, waste reduction
campaigns can engage the entire campus community in contributing to a tangible sustainability goal.
OP 17: Waste Reduction
Points: 2.29/5.00
This credit recognizes institutions that have reduced waste generation over time. While other credits recognize the
benefits of recycling, this credit acknowledges the importance of preventative measures. Decreasing the total amount of
materials discarded offers significant environmental benefits.
Points: We received partial points for this credit, as we have reduced waste through recycling and composting) by less
than 25% from our 2005 baseline (2005 baseline established by STARS, not Wesleyan). We get full credit if we reduce
waste at least 50% from the 2005 baseline. Our 2005 baseline is 1192.4 tons total waste (recycling and trash), while 951
tons total waste (recycling, compost, and trash) was diverted in 2012.
Recommendation: Continue to expand waste reduction through increased composting and recycling. Consider
establishing a zero-waste institutional goal.
OP 18: Waste Diversion
Points: 0.99/3.00
This credit recognizes institutions that are reducing waste and conserving resources by recycling and composting.
Points: We received partial points for this credit, as we diverted about 33% of our total waste volume through recycling,
compost, reuse, and donation. We can get full credit by diverting all waste from the incinerator.
Recommendation: Increase move-out recycling and donation diversion, in addition to goals for waste reduction.
OP 19: Construction and Demolition Waste Diversion
Points: 0.68/1.00
This credit recognizes institutions that have diverted construction and demolition (C&D) wastes. Construction and
demolition is a significant source of waste that falls outside of an institution’s standard waste stream and may be
handled by a separate contractor or waste hauler.
Points: We received partial points for this credit, as we diverted about 68% of total C&D waste last year (285 T
recycled/donated/recovered, 133 T incinerated/landfilled).
Recommendation: Incorporate plans for 100% C&D waste diversion in the next Green Building Policy.
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OP 20: Electronic Waste Recycling Program
Points: 1.00/1.00
This credit recognizes institutions that have e-waste recycling and/or reuse programs. E-waste typically contains toxic
components, such as lead and mercury, that can contaminate soil and groundwater and have detrimental human health
impacts if handled improperly. At the same time, e-waste contains components that can be recycled. Likewise,
computers, cellular phones, and other electronic materials can be donated or re-sold at reduced cost to non-profit
organizations and community groups. Given the environmental and workplace health hazards that arise from electronic
waste recycling, this credit is reserved for programs that take steps to ensure that workers’ basic safety is protected and
environmental standards are met.
Points: We received full credit, as we have programs in place to recycle or reuse all electronic waste generated by both
Wesleyan and by students. ITS collects and stores e-waste and Department of Environmental Health, Safety, and
Sustainability recycles it through an E-Stewards certified vendor.
Recommendations: None.
OP 21: Hazardous Waste Management
Points: 1.00/1.00
This credit recognizes institutions that seek to minimize and safely dispose of all hazardous, universal, and non-regulated
chemical waste.
Points: We received full credit, as we have strategies to dispose of all hazardous, universal, and non-regulated chemical
wastes. Wesleyan’s Chemical Hygiene Plan gives resources to researchers for using and recycling solvents and suggests
green chemical substitutions.
Recommendations: Develop a website for hazardous materials management.
OP T2-38: Materials Exchange
Points: 0.25/0.25
Institution has a surplus department or formal office supplies exchange program that facilitates reuse of materials.
Points: We received full credit because we have both a campus Freecycle Center and a Freecycle listserv.
Recommendations: Advertise the Freecycle Center through an improved website. Advertise the Freecycle listserv to
more faculty, staff, and students to expand participation and divert waste.
OP T2-39: Limiting Printing
Institution limits free printing for students in all computer labs and libraries.
Points: 0.25/0.25
Points: We received full credit, as Wesleyan charges students for all printing. To reduce waste from unclaimed print
jobs, ITS is implementing a new card swipe system that will allow students to release jobs from printers.
Recommendations: Default all capable printers to print double sided, both in computer labs and offices.
OP T2-40: Materials Online
Points: 0.25/0.25
Institution’s default is to not print course catalogs, course schedules, and directories, but instead make these materials
available online.
Points: We received full credit, as we no longer print directories for distribution and have significantly reduced printing
of course catalogs. Printing of course schedules is at the discretion of professors, and Admission keeps copies of
schedules for students wishing to visit a class.
Recommendations: Collaborate with Admission to further reduce printing of course catalogs and schedules (they still
get 6000 printed per year). Perhaps there could be a computer kiosk in Admission, where students could read through
electronic schedules and course catalogs and print or read only if necessary. Additionally, parents could be given a sheet
of paper with a link to the online course catalog instead of getting a paper one. Encourage professors to send students
course schedules electronically.
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OP T2-41: Chemical Reuse Inventory
Points: 0.25/0.25
Institution has implemented a campus-wide inventory system to facilitate the reuse or redistribution of laboratory
chemicals.
Points: We received full credit, as we use a software program developed by UNH to inventory and identify all chemicals
in the research program. All researchers are trained to use the system to search for chemicals that may be borrowed
prior to purchasing new chemicals.
Recommendations: None.
OP T2-42: Move-In Waste Reduction
Institution has a program to reduce residence hall move-in waste.
Points: 0.25/0.25
Points: We received full credit because of Facilities’ collaboration with Sun Services to collect and recycle cardboard
from move-in. The Sustainability Office’s collaboration with Residential Life and Orientation organizers to increase
awareness of these programs and the new Intern/Waste Not diversion program contribute to this effort.
Recommendations: Refine and expand as needed. Better advertise program to Orientation Leaders and Residential Life
Staff. Put Waste Not garages on Orientation map. Schedule the Waste Not sale to be more conducive to first-year
attendance.
OP T2-43: Move-Out Waste Reduction
Institution has a program to reduce residence hall move-out waste.
Points: 0.25/0.25
Points: We received full credit because of the Waste Not Program, which collects items at move-out, for donation and
sale in the fall.
Recommendations: Continue to investigate and test out improved collection methods to increase student participation
and waste diversion.
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Water
Points: 10.00/10.25
This subcategory seeks to recognize institutions that are conserving water and making efforts to protect water quality.
Pumping, delivering, and treating water is a major energy user, so institutions can help reduce energy consumption and
the greenhouse gas emissions associated with energy generation by conserving water. Likewise, conservation and
effective stormwater management are important in maintaining and protecting finite groundwater supplies. Water
conservation and effective stormwater management also reduce the need for effluent discharge into local surface water
supplies, which helps improve the health of local water ecosystems.
OP 22: Water Consumption
Points: 7.00/7.00
This credit recognizes institutions that have reduced total water consumption. By reducing campus water consumption,
institutions can reduce pressures on local aquifers, streams, rivers, lakes, and aquatic wildlife.
Points: We received full points for this credit, as we have reduced our water consumption more than 30% below a 2005
baseline (established by STARS).
Recommendation: Continue to reduce water consumption through water efficiency measures and conservation.
OP T2-45: Stormwater Management
Points: 2.00/2.00
This credit recognizes institutions that implement policies and programs to reduce stormwater runoff and resultant water
pollution. By decreasing stormwater runoff and treating stormwater on site, institutions can help replenish natural
aquifers, reduce erosion impacts, and minimize local water contamination.
Points: We received full points for this credit, as we employ strategies to reduce runoff from both new development
projects and ongoing campus operations. These strategies include native plantings, permaculture gardens, vegetated
roofs, and stone swales.
Recommendation: Develop a stormwater management plan to reduce runoff across campus. Install rain gardens,
vegetated swales, and/or retention ponds in flood-prone areas of campus. Install porous pavement in at least one test
location and evaluate the feasibility of larger-scale installations.
OP T2-44: Waterless Urinals
Points: 0.00/0.25
Institution uses at least one waterless urinal.
Points: We received no points for this credit, as we have no waterless urinals.
Recommendation: As waterless urinals have had mixed reviews in terms of success, instead install low-flow urinals in
locations where they have not yet been installed.
OP T2-45: Building Water Metering
Institution meters building-level water consumption for at least one building.
Points: 0.25/0.25
Points: We received full points for this credit, as all campus buildings have water meters.
Recommendation: None.
OP T2-46: Non-Potable Water Usage
Points: 0.25/0.25
Institution uses non-potable water (e.g. harvested rainwater or graywater) for irrigation and/or other applications.
Points: We received full credit, as WILD Wes’s WestCo site has a rain barrel that is used for irrigation.
Recommendations: Develop additional rainwater collection sites if there are locations on campus where irrigation is
necessary. Collect rainwater from the Stonehedge building’s roof to use for on-campus irrigation.
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OP T2-47: Xeriscaping
Points: 0.25/0.25
Institution uses xeriscape landscaping techniques, including the selection of drought tolerant plants.
Points: We received full credit, as we have drought-tolerant plantings on the roofs of 41 Wyllys and Allbritton.
Recommendations: Increase drought-tolerant plantings across campus, especially in locations currently planted with
annuals or mown areas.
OP T2-48: Weather-Informed Irrigation
Institution uses weather data or weather sensors to automatically adjust irrigation practices.
Points: 0.25/0.25
Points: We received full credit, as Usdan’s irrigation system has rain sensors. We have investigated installing weather
sensors to adjust irrigation in other locations, but abandoned the project because of cost limitations.
Recommendations: Repeat the investigation of the cost feasibility of installing weather-informed irrigation systems. In
the meantime, develop an override plan for irrigation that is weather-sensitive: irrigate only during mornings or
evenings, not in the heat of the day, to prevent evaporation and ensure that all irrigation spouts are pointed on the
appropriate area, not on nearby pavement.
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Planning, Administration & Engagement
The Planning, Administration, and Engagement category evaluates Wesleyan’s institutionalization of sustainability, as
well as social and financial sustainability.
Coordination and Planning
Points: 10.00/18.00
This subcategory seeks to recognize colleges and universities that are institutionalizing sustainability by dedicating
resources to sustainability coordination, incorporating sustainability into their primary campus plans, and developing
plans to move towards sustainability. Staff and other resources help an institution organize, implement, and publicize
sustainability initiatives. These resources provide the infrastructure that fosters sustainability within an institution.
Strategic and physical campus plans guide an institution and its physical development. These important documents
establish an institution’s priorities and influence budgeting and decision making. Incorporating sustainability into these
plans is an important step in making sustainability a campus priority and may help advocates implement sustainable
changes. Sustainability plans and climate plans provide a road map for how to achieve sustainability goals.
PAE 1: Sustainability Coordination
Points: 3.00/3.00
This credit recognizes institutions with active committees, offices, or coordinators charged by the administration or board
of trustees to coordinate sustainability work on campus.
Points: We received full credit, as we have a committee, office, and coordinator that focus on sustainability in a broad
sense.
Recommendations: Expand the scope of all three coordination components to have greater ties to diversity and
inclusion.
PAE 2: Strategic Plan
Points: 2.00/6.00
This credit recognizes institutions that have made a formal, substantive commitment to sustainability by including it in
their strategic plan. The strategic plan is the premier guiding document for an institution; it shapes the institution’s
priorities and guides budgeting and policy making. Including sustainability at a high level in the plan signals an
institution’s commitment to sustainability and may help infuse an ethic of environmental and social responsibility
throughout the campus community.
Points: We received partial credit, as the Wesleyan 2020 plan does not include environmental or social dimensions of
sustainability at a high level but does make a single mention of economic sustainability in its third overarching goal: work
within a sustainable economic model while retaining core values.
Recommendations: During the next strategic plan, incorporate environmental and social sustainability at a high level
and relate these concretely to one another and to economic sustainability.
PAE 3: Physical Campus Plan
Points: 0.00/4.00
This credit recognizes institutions that have made a formal commitment to developing and maintaining their physical
campuses with sustainability in mind by including the principle at a high level in their campus master plan. An
institution’s master plan shapes the development and maintenance of its physical campus. Incorporating sustainability
into the campus master plan may help an institution realize sustainability objectives when making decisions about its
facilities.
Points: We received no credit, as Wesleyan’s current Master Plan does not include sustainability in a significant way.
The only mentions of sustainability relate to a walkable campus, reducing parking, and reducing light pollution.
Recommendations: During the next master plan, incorporate sustainability at a high level.
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PAE 4: Sustainability Plan
Points: 3.00/3.00
This credit recognizes institutions that have developed a comprehensive plan to move towards sustainability. Developing
a sustainability plan provides an exceptional learning opportunity for an institution’s stakeholders to use the campus as a
laboratory and learn what it takes to become sustainable. A sustainability plan provides a road map for achieving
sustainability and may help guide decision making. Having measurable goals with corresponding timeframes may help
motivate institutions to maintain their commitments to sustainability and implement sustainable practices.
Points: We received full credit, as our Climate Action Plan includes not only goals for greenhouse gas emissions
reduction but also for academics, sustainable land use, purchasing, and consumption.
Recommendations: Continue plans to develop SMART goals for next Sustainability Action Plan that incorporate
environmental, social, and/or economic sustainability.
PAE 5: Climate Action Plan
Points: 2.00/2.00
This credit recognizes institutions that have developed a formal strategy to reduce their greenhouse gas emissions.
Adopting a formal plan indicates the institution’s commitment to reducing its global warming impact. Since multiple
facets of an institution’s operations can help reduce emissions, developing a climate action strategy can help an
institution realize its sustainability goals as well as climate targets.
Points: We received full credit, as our climate action plan has been formally adopted by the Wesleyan administration
and has numerical targets.
Recommendations: Continue plans to develop SMART goals for next Sustainability Action Plan.
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Diversity and Affordability
Points: 13.75/13.75
This subcategory seeks to recognize institutions that are working to advance diversity and affordability on campus. In
order to build a sustainable society, diverse groups will need to be able to come together and work collaboratively to
address sustainability challenges. People of color and low-income communities tend to suffer disproportionate exposure
to environmental problems. This environmental injustice happens as a result of unequal and segregated communities.
To achieve environmental and social justice, society must work to address discrimination and promote equality. The
historical legacy and persistence of discrimination based on racial, gender, religious, and other differences makes a
proactive approach to promoting a culture of inclusiveness an important component of creating an equitable society.
Higher education opens doors to opportunities that can help create a more equitable world, and those doors must be
open through affordable programs accessible to all regardless of race, gender, religion, socio-economic status and other
differences. In addition, a diverse student body, faculty, and staff provide rich resources for learning and collaboration.
PAE 6: Diversity and Equity Coordination
Points: 2.00/2.00
This credit recognizes institutions with active committees, offices, or officers charged by the administration or board of
trustees to coordinate diversity and equity work on campus. Diversity and equity coordination increases the ability of an
institution to more effectively address these issues. This also allows interested groups and stakeholders to access point
people engaged with these topics.
Points: We received full credit, as Wesleyan has two diversity and equity committees (Making Excellence Inclusive
Presidential Task Force and Campus Climate Log Committee), an Office of Diversity and Institutional Partnerships, which
focuses on applying diversity and social justice in curricular and co-curricular activities, and a Chief Diversity Officer.
Recommendations: None.
PAE 7: Measuring Campus Diversity Culture
Points: 2.00/2.00
This credit recognizes institutions that systemically assess the diversity and equity culture on campus. Fostering an
inclusive and welcoming campus culture is important to ensuring the academic and social success of all campus
community members. In order to foster such a culture, it is helpful to gather information about campus stakeholders’
personal experiences on campus to highlight strengths as well as areas for development.
Points: We received full credit for our 2013 student and faculty/staff surveys on diversity, equity, and inclusion on
campus.
Recommendations: None, as there are plans to have focus groups and other techniques to measure campus diversity
culture in future years. The Diversity Office plans to hold a think tank to shepherd climate and culture, using the 2013
survey as a baseline.
PAE 8: Support Programs for Underrepresented Groups
Points: 2.00/2.00
This credit recognizes institutions that have programs in place to support underrepresented groups on campus. Certain
challenges accompany being a minority on campus. Schools can help create and maintain a diverse student body and
help build diversity within academic disciplines by offering support programs to help individuals in underrepresented
groups thrive academically and socially.
Points: We received full credit, as we offer programs to support underrepresented groups within the student body
(Mellon Mays Fellowship Program, McNair Program, and Administrators and Faculty of Color Alliance) and faculty/staff
(Administrators and Faculty of Color Alliance).
Recommendations: Publicize successes of these programs at supporting underrepresented groups. Evaluate and pursue
other channels for supporting underrepresented groups of students looking for careers outside of academia.
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PAE 9: Support Programs for Future Faculty
Points: 4.00/4.00
This credit recognizes institutions that are taking steps to help build a more diverse faculty by supporting future faculty
members from underrepresented groups. Having a diverse faculty helps provide a rich learning experience for all
students. Mentoring and other support programs encourage the participation of underrepresented groups in higher
education.
Points: We received full credit, as the Mellon Mays and McNair programs prepare and encourage undergraduate
students to pursue further education and careers as faculty members. We also received credit for having PhD
candidates serve as teaching assistants. In recruiting Wesleyan faculty, the Office of Diversity and Institutional
Partnerships works very closely with Academic Affairs on all faculty search processes and assists in developing outreach
and interviewing strategies to attract diverse faculty.
Recommendations: None.
PAE 10: Affordability and Access Programs
Points: 3.00/3.00
This credit recognizes institutions that are implementing strategies to improve their accessibility and affordability.
Achieving a college degree is a valuable tool in addressing inequity, but in order for higher education to help society
move toward greater equity, schools must be accessible to low-income populations.
Points: We received full credit, as we:
• Participate in federal TRIO programs (Upward Bound and McNair Program)
• Have policies and programs in place to minimize the cost of attendance for low-income students and/or offers
scholarships (Wesleyan offers only need-based aid and meets 100% of demonstrated need; highest need
students receive aid without loans.)
• Have programs to equip faculty and staff to better serve students from low-income backgrounds (MEI)
• Have programs to better prepare students from low-income backgrounds for higher education (Upward Bound)
• Have programs to guide parents of low-income students through the higher education experience (Admissions
deans travel across the country, frequently working with community based organizations, CBOs, to set up
presentations to students and families.)
• Have targeted recruiting for students from low-income backgrounds (In addition to work with CBOs, the Travel
Assistance Program brings low-income students to campus for fall open houses. Wesleyan also offers travel
grants, which cover transportation, housing, and meals for admitted students during WesFest. Wesleyan’s
annual CBO conference brings 25-30 CBO directors to campus annually to help them to better assist the lowincome students they work with.)
• Participate in other admissions policies and programs, including QuestBridge (matches high achieving, lowincome students with top colleges), Venture Scholars (high-achieving underrepresented and/or first-generation
college students in high school are matched with partner schools like Wesleyan to help them through the
college admissions process), and A Better Chance and Prep for Prep (both CBOs place low-income,
underrepresented, and first-generation students into some of the best college prep schools in the country,
where they receive a quality education for free, and get significant help with the college search and application
process).
Recommendations: Increase participation of faculty and staff in programs to equip them to better serve students from
low-income backgrounds. No additional recommendations, as students are already creating a grassroots group for lowincome students to gauge what immediate needs there are. Recommendations from that student group will be passed
on to the Diversity Office, which will in turn influence what programming the Diversity Office does to support lowincome students. The Career Center now provides funding for low-income students to purchase suits for interviews.
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PAE T2-1: Gender Neutral Housing
Points: 0.25/0.25
Institution offers housing options to accommodate the special needs of transgender and transitioning students (either as
a matter of policy or as standard practice).
Points: We received full credit, as Wesleyan permits students to select their own housing and roommates (of any sex or
gender) after their first year. First year students select one of three options: to be assigned a roommate according to
the university practice of same legal sex, to request an exception to the policy of assigning their roommate based on
legal sex, or to be available as a potential roommate for someone who has requested an exception to the policy of
assigning roommate on the basis of legal sex. When a student indicates that he or she would prefer one of the latter
two options, a Residential Life staff member contacts the student directly to discuss whether he or she would prefer a
single room or roommate pairing without regard to sex or gender (if all roommates consent). The policy has been in
place for about six years, and Residential Life/Student Affairs staff meet with students every few years for feedback
regarding the wording.
Recommendations: None.
PAE T2-2: Employee Training Opportunities
Institution makes cultural competence trainings and activities available to all employees.
Points: 0.25/0.25
Points: We received full credit, as the Office of Student Affairs does training formally (SJLC) and informally (regular staff
meetings within the entire staff structure and within individual offices) on diversity issues.
Since 2006, Wesleyan's Martin Luther King Planning Committee has organized a series of events that celebrate the life of
Dr. King and address systemic issues facing people of color at Wesleyan and beyond through a diversity training and
keynote speaker. The training is open to all staff, faculty, and students. Last year's theme was "Diversity University:
Moving from Theory to Practice;" this year's theme will be ACCESS. The President's Office encourages all faculty and
staff to attend. The Social Justice Leadership Conference (SJLC) is a part of Black History Month and is a collaborative
effort that provides a space for students, student groups, community members, alumni, faculty, and staff to discuss
social justice and to learn and refine leadership skills. SJLC seeks to empower its participants to create change by
applying the skills and knowledge acquired during the conference. Participants facilitate sessions in their area of interest
or expertise. Sessions focus on leadership skills that may be applied to any social movement and on the many
manifestations of injustice and how participants can be involved in creating change. SJLC provides participants with
resources and opportunities for engagement on campus, in Middletown, in Connecticut and across the globe.
Recommendations: None.
PAE T2-3: Student Training Opportunities
Institution makes cultural competence trainings and activities available to all students.
Points: 0.25/0.25
Points: We received full credit for the existence of WesDEFs, the Student Academic Resources Network, and Black
History Month events.
Recommendations: None.
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Human Resources
Points: 8.75/19.75
This subcategory seeks to recognize institutions that have incorporated sustainability into their human resources
programs and policies. This includes recognition for treating and remunerating their workers responsibly and fairly. An
institution’s people define its character and capacity to perform; and so, an institution’s achievements can only be as
strong as its community. An institution can bolster the strength of its community by making fair and responsible
investments in its human capital. Such investments include offering benefits, wages, and other assistance that serve to
respectfully and ethically compensate workers. Investment in human resources is integral to the achievement of a
healthy and sustainable balance between human capital, natural capital, and financial capital.
In addition, this subcategory recognizes faculty and staff training and development programs in sustainability. Faculty
and staff members’ daily decisions impact an institution’s sustainability performance. Equipping faculty and staff with
the tools, knowledge, and motivation to adopt behavior changes that promote sustainability is an essential activity of a
sustainable campus.
PAE 11: Sustainable Compensation
Points: 8.00/8.00
This credit recognizes institutions that take proactive steps to ensure that their lowest paid workers earn a sustainable
compensation. Poverty, or the inability of current generations to meet their needs, is a sustainability challenge even in
developed countries such as the United States and Canada. By providing employees sustainable wages, a university or
college can enfranchise its entire workforce so that each individual can contribute positively and productively to the
community.
Points: We received full credit, as salaries are reviewed periodically and compared to market data to ensure that
Wesleyan is compensating its employees equitably. Wesleyan ensures that all of its employees receive wages in excess
of the national minimum living wage threshold. All employees making under $52,000 annually receive a health
insurance subsidy.
Contractors must comply with Wesleyan's “Employment Code for Service Contractors.” This code, updated in December
2012, "requires that service contractors provide competitive total compensation (wages and benefits). The current
hourly wage standard is $11.36 per hour, which is in excess of the weighted average poverty threshold for a family of
four established by the U.S. Census Bureau, and the current total compensation standard is $14.13 per hour. The
University will change the minima each fall by the percentage that the weighted average poverty threshold changes."
Both of these policies are advertised on the Finance and Facilities websites.
Recommendations: Continue to evaluate employee workloads, especially for custodians, to ensure safe working
conditions.
PAE 12: Employee Satisfaction Evaluation
Points: 0.00/2.00
This credit recognizes institutions that take an active interest in the satisfaction of their employees by conducting a
regular survey of employee satisfaction. Surveying employees about job satisfaction helps institutions gauge their
performance as an employer and can identify strengths as well as areas for development. Employee satisfaction relates
to sustainability in that a sustainable institution will have high levels of satisfaction, contributing to low turnover.
Points: We received no credit, as Wesleyan’s last employee satisfaction evaluation took place in 2002-3 and was driven
by benefit changes.
Recommendations: Conduct future employee satisfaction evaluations as appropriate.
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PAE 13: Staff Professional Development in Sustainability
Points: 0.00/2.00
This credit recognizes institutions that offer training and/or other professional development opportunities in
sustainability for their staff. Staff members in each department make important contributions to an institution’s
sustainability performance. By offering training and professional development opportunities in sustainability to all staff
members, an institution helps equip its staff to implement sustainable practices and systems and to model sustainable
behavior for students and the rest of the campus community.
Points: We received no credit, as we do not currently offer trainings or professional development for staff in
professional development at least once a year. It is not necessary that all staff attend these trainings, but they must be
made available to all employees. Specialized trainings for a small group of staff (e.g. administrative assistants) and the
existence of institutional sustainability committees (e.g. SAGES) do not count for this credit.
Recommendations: Collaborate with the Sustainability Office to develop and offer at least one all-staff sustainability
training each year.
PAE 14: Sustainability in New Employee Orientation
Points: 0.00/2.00
This credit recognizes institutions that address sustainability issues during new employee orientation. Including
sustainability in new employee orientation helps establish sustainability as an institutional priority and part of the
campus culture. Providing information and tools about the institution’s sustainability programs and options at the time
when an employee is getting acquainted with his or her new employer and developing new work routines and habits can
help encourage the adoption of environmentally and socially preferable habits, routines, and choices.
Points: We received no credit, as sustainability is not discussed during new employee orientation.
Recommendations: Human Resources staff has expressed interest in having sustainable reminders and prompts, but is
also interested in exploring the creation of additional information for orientation packets. The Sustainability Office will
collaborate to develop these materials.
PAE 15: Employee Sustainability Educators Program
Points: 0.00/5.00
This credit recognizes institutions that coordinate programs in which faculty and staff members educate and mobilize
their peers around sustainability initiatives and programs. Engaging faculty and staff in peer educator roles can help
disseminate sustainability messages more widely and encourage broader participation in sustainability initiatives.
Points: We received no credit, as we do not offer a faculty/staff peer-to-peer sustainability outreach and education
program. To qualify for this credit, Wesleyan also needs to provide financial or other support to the program. We earn
full points if a peer-to-peer program includes all employees, with partial points available.
Recommendations: The Sustainability Office is considering such a program but does not have the staffing and resources
at this time. If and when these resources are available, collaborate to develop and launch a new program.
PAE T2-4: Childcare
Points: 0.25/0.25
Institution has an on-site child care facility, partners with a local facility, and/or provides subsidies or financial support to
help meet the child care needs of students, faculty, and staff.
Points: We received full credit, as we have two on-site child care facilities and offer scholarships to children of
employees based on income.
Recommendations: None.
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PAE T2-5: Employee Wellness Program
Points: 0.25/0.25
Institution has an employee assistance or wellness program that provides counseling, referral, and well-being services to
employees.
Points: We received full credit, as our wellness program includes biometric screenings, adult fitness classes, a points
program, fitness challenges, and lunchtime wellness series.
Recommendations: Consider expanding the program to encourage on-campus volunteering (Long Lane Farm, WILD
Wes) and healthy eating by offering on-campus pickup of CSA (Community Supported Agriculture) shares for faculty and
staff.
PAE T2-6: Socially Responsible Retirement Plan
Institution offers a socially responsible investment option for retirement plans.
Points: 0.25/0.25
Points: We received full credit, as the Wesleyan retirement benefit offers investments in TIAA-CREF and Fidelity. TIAACREF offers CREF Social Choice Account. Fidelity brokerage link offers many social choice funds within and outside of
Fidelity funds.
Recommendations: Make TIAA-CREF socially responsible investment options more widely known to employees. Work
with Fidelity to offer a more easily accessible socially responsible investment option.
OP T2-30: Condensed Work Week
Points: 0.25/0.25
Institution offers a condensed work week option for employees. The institution does not have to offer the option to all
employees in order to earn this credit.
Points: We received full credit, as employees can develop alternative schedules with their supervisors to condense the
workweek.
Recommendations: None.
OP T2-31: Telecommuting
Points: 0.00/0.25
Institution offers a telecommute program for employees.
Points: We received no credit, as Wesleyan allows employees to work from home only when working on project-based
work and with supervisor approval.
Recommendations: Collaborate with the Cabinet to expand telecommuting opportunities to more employees.
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Investment
Points: 2.25/16.75
This subcategory seeks to recognize institutions that make investment decisions that promote sustainability. Most
institutions invest some of their assets in order to generate income. Together, colleges and universities invest hundreds
of billions of dollars. Schools with transparent and democratic investment processes promote accountability and
engagement by the campus and community. Furthermore, institutions can support sustainability by investing in
companies and funds that, in addition to providing a strong rate of return, are committed to social and environmental
responsibility. Investing in these industries also supports the development of sustainable products and services. Finally,
campuses can engage with the businesses in which they are invested in order to promote sustainable practices.
Throughout this subcategory, the term “sustainable investment” is inclusive of socially responsible, environmentally
responsible, ethical, impact, and mission-related investment.
PAE 16: Committee on Investor Responsibility
Points: 2.00/2.00
This credit recognizes institutions with an established and active committee on investor responsibility (CIR) with multistakeholder representation. Establishing a CIR provides a structure for fostering dialogue on investment decisions, and
can help campuses make responsible investment decisions that promote sustainability. Drawing CIR membership from
multiple sectors of the campus community provides educational experiences for involved students, faculty, alumni, and
staff. In addition, a multi-stakeholder CIR is consistent with the sustainability principle of shared governance.
Points: We received full credit, as Wesleyan has a formally established and that makes recommendations to the
Trustees on socially and environmentally responsible investment opportunities. Members include students, faculty,
staff, and alumni.
Recommendations: Re-submit failed shareholder resolution this year, increase activity level of the CIR, and focus on
proxy voting and shareholder resolutions that promote sustainability.
PAE 17: Shareholder Advocacy
Points: 0.00/5.00
This credit recognizes institutions that use their investment power to promote corporate sustainability. This could take
the form of withholding investments from companies or industries that are particularly unsustainable or engaging with
companies in which they hold investments. Divestment can be an important tool in safeguarding human rights,
protecting the environment, and promoting social responsibility. Similarly, screening companies for sustainability enables
institutions to align their investments with their values. In addition, screening may protect institutions from the financial
consequences of fines, lawsuits, customer boycotts and damages to a company's reputation that may result from
unsustainable corporate behavior. Filing and co-filing shareholder resolutions and directly communicating with the
companies in which the school is invested can be important tools in improving the sustainability performance of those
businesses.
Points: We received no credit, as we have not (successfully) filed any shareholder resolutions that address sustainability,
have not submitted letters about social or environmental responsibility to companies in which we hold investments, nor
have we conducted a negative screening of our investment pool.
Recommendations: Re-submit failed shareholder resolution this year, and consider filing additional shareholder
resolutions and/or submitting letters encouraging sustainability. Conduct a negative screening of Wesleyan’s
investment pool.
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PAE 18: Positive Sustainability Investments
Points: 0.00/9.00
This credit recognizes institutions that seek positive investments that promote sustainability. Positive investing supports
socially and environmentally responsible practices and the development of sustainable products and services.
Investing in Community development financial institutions (CDFIs) promotes sustainability by helping provide credit to
individuals and communities who are underserved by conventional lending institutions. In addition, CDFIs provide an
opportunity for institutions to invest in their local communities. This credit uses percentage of total investment pool to
provide a metric that is comparable between campuses without penalizing smaller investors. In addition, using a
percentage allows institutions to track their progress over time.
Points: We received no credit, as we do not currently have any investments in sustainable industries (renewable energy
or sustainable forestry), businesses selected for exemplary sustainability performance, sustainability investment funds,
community development financial institutions (CDFIs), and/or socially responsible mutual funds with positive screens.
Recommendations: Going forward, pursue opportunities to invest in companies that promote social and/or
environmental sustainability. Set targets for levels of sustainable investments.
PAE T2-7: Student-Managed Sustainable Investment Fund
Points: 0.25/0.25
Institution has a student-managed sustainable investment fund through which students can develop socially and/or
environmentally responsible investment skills and experience with governance.
Points: We received full credit because of the Green Fund. The Wesleyan Green Fund is a student organized, studentendowed, and student-run fund created for the purpose of providing capital to long-term environmental projects that
would not otherwise receive support, either from the administration or from the larger student activities fund
administered by the Wesleyan Student Assembly. Each semester, each student's tuition bill includes a $15 opt-out fee
for the purposes of capitalizing the fund. The Green Fund accepts student, faculty, and staff proposals each semester.
Projects are chosen for funding based on their ability to increase the University’s use of renewable energy sources,
decrease the University’s carbon footprint, and decrease waste. The Fund’s five members work with project applicants
to tailor projects and provide financial and managerial support. The Fund exists to spur creativity, innovation, and
collaboration within the Wesleyan student body, faculty, and staff, to empower green initiatives on campus.
Recommendations: Continue to evaluate Green Fund proposals to promote environmental, social, and/or economic
sustainability while avoiding providing long-term operating funds to any one group.
PAE T2-8: Sustainable Investment Policy
Points: 0.00/0.25
Institution has a policy, practice, or directive to consider the social and/or environmental impacts of investment
decisions, in addition to financial considerations.
Points: We received no credit, as we do not have a sustainable investment policy.
Recommendations: Develop and implement a sustainable investment policy that examines social and environmental
impacts of investments, as well as financial considerations.
PAE T2-9: Investment Disclosure
Points: 0.00/0.25
Institution makes a snapshot of its investment holdings, including the amount invested in each fund and/or company and
proxy voting records, available to the public.
Points: We received no credit, as we do not make investment holdings available to the public.
Recommendations: None, as current disclosure issues make investment disclosure difficult. If possible, consider making
a snapshot of holdings available to the campus community, perhaps through Portfolio.
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Public Engagement
Points: 15.50/24.75
This subcategory seeks to recognize institutions that give back to their communities through community service,
engagement, and partnerships. Volunteerism and the sense of compassion that community service helps develop are
fundamental to achieving sustainability. From tutoring children to removing invasive species to volunteering at a food
bank, students, faculty, and staff can make tangible contributions that address sustainability challenges through
community service. Community engagement can help students develop leadership skills while deepening their
understandings of practical, real-world problems. Institutions can contribute to their communities by harnessing their
financial and academic resources to address community needs. For example, faculty research and courses can focus on
how to address community problems. In addition, colleges and universities can offer incentives for their graduates to
pursue careers that fill community needs, and schools can use their prominence to advocate for sustainability outside of
their institutions.
PAE 19: Community Sustainability Partnerships
Points: 2.00/2.00
This credit recognizes institutions that have developed partnerships with their local communities to advance
sustainability. As leaders within their local communities, colleges and universities can be powerful allies and partners in
building sustainability education and engagement in these communities and beyond.
Points: We received full credit, as Wesleyan has formal partnerships with the Connecticut Forest and Parks Association
and United Way. Additionally, Wesleyan’s Housing and Homelessness Program works with End Hunger CT, North End
Action Team, the Middletown Child Hunger Task Force, St. Vincent de Paul and Amazing Grace, and Middlesex County
Habitat for Humanity. The Middletown Food Project pilot program focuses on strengthening Wesleyan’s ties to
Middletown, the community, and the land through involvement at the university-owned and student-run Long Lane
Farm. Middletown Urban Gardens works with the North End Action Team to establish new community gardens and
promote healthy eating in low-income areas of Middletown.
The Center for Community Partnerships also offers programs at the Middletown Community Health Center. In
collaboration with District 13 (Durham, Middlefield, and Rockfall) and Cromwell, Wesleyan University, through the
Offices of Human Resources and Community Relations, supports the Middlesex Transition Academy, which places eight
high school students with disabilities in a job-training program on campus. They have worked with athletics, food
services, landscaping, and bookstore since Spring 2003.
Each year, Wesleyan is a sponsor at the annual Freedom Fund Dinner of the local NAACP chapter. It also supports the
efforts of the Dr. Martin Luther King, Jr. Scholarship Committee every year.
Recommendations: None.
PAE 20: Inter-Campus Collaboration on Sustainability
Points: 2.00/2.00
This credit recognizes institutions that collaborate with other colleges or universities to help build campus sustainability
broadly. Institutions can make significant contributions to sustainability by sharing their experiences and expertise with
other colleges and universities. Sharing best practices and lessons learned can help other institutions realize efficiencies
that accelerate the movement to sustainability.
Points: We received full credit for our participation with the CCIC sustainability group, AASHE membership, and informal
collaborations with Middlesex Community College, Connecticut College, and Trinity College.
Recommendations: None.
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Wesleyan University STARS Report
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PAE 21: Sustainability in Continuing Education
Points: N/A
This credit recognizes institutions that provide continuing education courses and programs in sustainability to the
community. Such courses train community members in sustainability topics and help build knowledge about the subject.
They can also provide the training people need to obtain and perform green jobs. Certificate programs offer professional
recognition for sustainability training and are important tools in helping students obtain, perform, and advance their
position in green jobs.
Points: We were excluded from this credit, as we do not offer continuing education courses. We did make note of the
Summer 2013 online, non-credit, pre-college pilot program for high school students, in which one of the four courses
offered was Principles of Environmental Science.
PAE 22: Community Service Participation
Points: 2.55/6.00
This credit recognizes institutions that engage their student bodies in community service, as measured by how
widespread participation is at the institution. Volunteerism and the sense of compassion that community services help
develop are fundamental to achieving sustainability. From tutoring children to removing invasive species to volunteering
at a food bank, students can make tangible contributions that address sustainability challenges through community
service. In addition, community engagement can help students develop leadership skills while deepening their
understandings of practical, real-world problems.
Points: We received partial credit, as 1,295 Wesleyan students participated in community service last year, a 42%
participation rate. We earn full credit if 100% of students are engaged in community service.
Recommendations: Strive to accurately capture numbers of student volunteers; OrgSync could be a possible
mechanism. After metrics are established, reevaluate participation and establish volunteerism goals.
PAE 23: Community Service Hours
Points: 2.70/6.00
This credit recognizes institutions where many students devote time to community service. Volunteerism and the sense of
compassion that community service helps develop are fundamental to achieving sustainability. From tutoring children to
removing invasive species to volunteering at a food bank, students can make tangible contributions that address
sustainability challenges through community service. In addition, community engagement can help students develop
leadership skills while deepening their understandings of practical, real-world problems.
Points: We received partial credit, as Wesleyan students spent an average of 9 hours each doing community service last
year. We earn full credit if students are engaged in community service 20 hours annually.
Recommendations: Strive to accurately capture student hours spent volunteering, as current numbers are estimated.
OrgSync may be a mechanism for this.
PAE 24: Sustainability Policy Advocacy
Points: 4.00/4.00
This credit recognizes institutions that have promoted sustainability through public policy advocacy. There are myriad
public policies for which institutions can advocate that address sustainability, including policies specific to higher
education. Given the prominence and importance of colleges and universities in their communities, institutions can be
powerful voices in advancing sustainability through legislation and policy.
Points: We received full credit, as Wesleyan has advocated for policies on the local and state levels. This has included
letter writing and attendance at public hearing on the state level. Some examples of policy advocacy are for extended
biking and walking accessibility and energy grants.
Recommendations: Advocate for additional policies where relevant and important.
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PAE 25: Trademark Licensing
Points: 2.00/4.00
This credit recognizes institutions that join a monitoring and verification organization to help ensure that apparel bearing
the institution’s name is produced under fair conditions. By ensuring that apparel bearing the institution’s logo is made
under fair working conditions, institutions promote health, safety, and secure livelihoods for domestic and global
workers.
Points: We received partial credit, as we are members of the Worker Rights Consortium but have not signed on to
participate in the Designated Suppliers Program.
Recommendations: Discuss the Designated Supplier Program with the Finance and Administration Office, Campus
Bookstore, and Cardinal Technology store and consider participation.
PAE T2-10: Graduation Pledge
Points: 0.25/0.25
Institution administers a graduation pledge through which students pledge to consider social and environmental
responsibility in future job and other decisions.
Points: We received no credit, as we do not have a graduation pledge.
Recommendations: Work with students to implement a graduation pledge for May 2014.
PAE T2-11: Community Service on Transcripts
Institution includes community service achievements on student transcripts.
Points: 0.00/0.25
Points: We received no credit, as community service does not appear on transcripts. Students receive credit for service
learning courses. The Civic Engagement Certificate appears on student transcripts, but not actual hours spent
volunteering.
Recommendations: Investigate creating a co-curricular service transcript through OrgSync or other means.
PAE T2-12: Farmers’ Market
Points: 0.25/0.25
Institution hosts a farmers’ market for the community.
Points: We received full credit, as we operate farmers’ markets on special occasions, including Reunion and
Commencement, Middletown Day, and Earth Week.
Recommendations: Advertise the farmers’ markets more widely to increase participation.
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Summary and Next Steps
STARS has revealed many aspects of campus sustainability that had been difficult to measure and track in the past.
Wesleyan learned that its most crowning sustainability efforts were in the subcategories of Diversity and Affordability
and Water. On the other end of the spectrum, Wesleyan has devoted millions of dollars to promote energy
conservation and efficiency, yet Energy was one of the lowest-performing subcategories. This serves as a reminder of
the challenges of energy conservation and investment in renewables. Aside from these extremes, Wesleyan received
average scores in most categories, a testament to the hard work of the campus community in making sustainability
integral to Wesleyan University’s policies and practices.
Data from Wesleyan’s first STARS evaluation is already informing campus practice. All departments that provided
information for this evaluation have been briefed on results and recommendations, and asked for their feedback.
Because of STARS results, Wesleyan is reviewing and updating campus policies on energy, building and grounds, and
transportation. Additionally, much more information is now visible to the campus community and public on the
Wesleyan sustainability website.
The Sustainability Office and Sustainability Advisory Group for Environmental Stewardship (SAGES) are collaborating
with the campus community to release Wesleyan’s first Sustainability Action Plan (SAP) by Fall 2014. This plan will
replace the 2010 Climate Action Plan (CAP) and will include greater emphasis on education, as well as the inclusion of
sections on engagement, health and well-being, diversity and inclusion, and campus planning. STARS structure, credits,
and data will strongly influence the Sustainability Action Plan’s goals and strategies, providing a measurable framework.
Looking into the future, Wesleyan plans to complete its next STARS evaluation in 2016. Over the next three years, the
Sustainability Office will work with SAGES and the campus to expand and improve sustainability efforts to create a
healthy, ecologically sensitive, and inclusive campus community.
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