Alaska Pacific University
Climate Action Plan
November 2, 2011
Created by
The Alaska Pacific University Community
September 23 & 24, 2011
Compiled by
Matthew Stevens, Director Food Services
Dr. Tracy Stewart, Academic Dean
Table of Contents
Introduction………………………………………………………………………………………..pg 1
Summary…………………………………………………………….……………..……………….pg 2
Building Renovation and Construction…………………….…………………………..pg 3
Energy…………………………………………………………………………………………………pg 4
Transportation……………………………………………………………………………..…….pg 6
Purchasing………………………………………………………………………………………….pg 9
Recycling and Waste Reduction………………………………………………………….pg 10
Water Conservation……………………………………………………………………………pg 11
Institutional Timeline and Priorities……………………………………………………pg 13
Implementation…………………………………………………………………….……………pg 15
Conclusion………………………………………………………………………………….………pg 15
Appendix A…………………………………………………………………………………………pg 16
INTRODUCTION
A
laska Pacific University’s (APU) approach to writing its climate action plan was a reflection
of its culture. Although originally signed on to the American College and University
Presidents Climate Commitment (ACUPCC) by our previous president, APU did not move in any
systematic way towards meeting the requirements of the commitment. The university has been
ambivalent about its approach to sustainability and uncertain about what steps, if any, to take. On Feb.
15th, 2011 President Don Bantz re-signed the ACUPCC.
Yet, much about APU reflects a mindset
that should intuitively be compatible with the
“…we agreed on an
concepts behind the ACUPCC. Located in the “Last
Frontier” we see what should be, and, observing
aggressive target of carbon
the impacts of climate change, we see the risk of
neutrality by 2023.”
what could be. Our focus on using the natural
environment as a learning laboratory for active
learning, our membership in the Eco League, our
courses that examine sustainability as part of our curriculum, would all point to an easy acceptance of
sustainable practices. Still, we live in a state where the economy is heavily dependent on extractive
industries. And we have been blessed by the financial support of companies doing business in Alaska.
Balancing that dichotomy may have contributed to our slow approach to developing our Climate Action
Plan (CAP).
When APU finally decided to craft it’s CAP we tapped our philosophy about learning. We made
it an open, campus wide event utilizing the best of active, project based learning. What better project
than to write our CAP as a community? To accomplish this we held a two day institute that was open
to students, faculty and staff. Professors were encouraged to include the institute as part of their class
expectations. Staff was giving time off from their duties and strongly encouraged to attend.
After a kick-off and keynote presentation by a local expert on energy savings we started with
the Association for the Advancement of Sustainability in Higher Education’s Sustainability Tracking
Assessment and Rating System (STARS), in which we evaluated ourselves as a community. After lunch a
group of freshman presented a sustainability outreach plan they developed in their first four weeks on
campus (in a Block course) for our Kellogg Farm. We then returned to learn of our STARS score of 26,
set timelines, and prioritize goals. With that in hand we agreed on an aggressive target of carbon
neutrality by 2030. We took that into the next day where we collaboratively wrote the first draft of
our CAP.
A Climate Action Plan is an organic document that should rightly morph over time. Our Climate
Action Plan is a framework for our future. It will guide, goad us, and support us in change.
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SUMMARY
As a signatory of the ACUPCC, Alaska Pacific University’s climate action plan
demonstrates our commitment to expanding sustainability through processes that develop a
healthy living, learning, and working experience. Our goal is to transform the way we live and
work, enabling an environmentally and socially responsible, healthy, and prosperous
environment that improves the quality of life. In order to accomplish these goals, our institution
must reduce the amount of greenhouse gases we emit.
By identifying our major contributors we can build strategies that will lead us in the
direction of our ultimate goal of becoming climate neutral by the year 2023. Greenhouse gas
emissions (GHG) fall into three categories, Scope 1, Scope 2, and Scope 3 emissions.
Scope 1: Emissions are those that are directly produced by the things we own. This includes
combustion from our boilers, the emissions from our campus van fleet, our maintenance
vehicles, home heating for our residential apartments, etc.
Scope 2: Emissions are the indirect emissions generated from utilities purchased by our
institution to provide power to our campus. For our campus this only concerns electricity since
we do not purchase steam or other generated products.
Scope 3: Emissions are the indirect emissions that are generated by our campus users including
employees and students that travel for university business. This scope includes all study abroad,
commuting, and travel for business.
Our climate action plan has outlined strategies that will reduce our GHG emissions for scope
1, 2, & 3 emissions. For the purpose of this plan we have separated our emission sources into
six categories:
1.
2.
3.
4.
5.
6.
Building Renovation and Construction
Energy Efficiency
Transportation
Purchasing
Recycling and Waste Reduction
Water Conservation
For each category we have outlined overall goals and strategies that represent institutional
priorities and realistic benchmarks that were developed during the Sustainability Institute held
on September 23rd & 24th of 2011. These strategies will provide a frame work that outlines the
institutions stated preference and operating structure.
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Building Renovation and Construction
Since a majority of energy
consumption for universities across the
world comes from the buildings on
campus, it is APU’s priority to make all
buildings, existing or new, as eco-friendly
as possible. When considering the
economical, social, and environmental
impact that renovation projects and new
construction has, APU needs to develop a
strong campus master plan that dictates
the standards that these projects will meet.
APU’s northern climate makes building renovation and design even more important to
the sustained future of our institution. Buildings that are constructed or renovated at this level
will reduce the needed capital to maintain these buildings while increasing the satisfaction of
the campus users.
Goals: To reach maximum level of sustainability in all campus buildings through new
construction and renovation projects.
Strategies:
A. Develop a campus master plan that includes a strong green building policy. These
policies will be directly correlated with ACUPCC standards.
B. Develop a vendor code of conduct for all contractors hired by the university in order to
guarantee their level of commitment to environmental standards.
C. For existing buildings we will incorporate into our master plan a schedule for renovation
needs in order to prioritize building renovations.
D. Explore funding options for upgrades to our residential units targeting the “lowest
hanging fruit” first.
E. Include the development of our endowment properties into our sustainability efforts.
3
.
Energy
Energy from renewable resources, on-campus generation, and conservation measures
will decrease APU’s dependence on fossil fuels and help us realize our goals as set forth in the
ACUPCC.
APU’s main source of electricity comes from Chugach Electric with no on site electricity
generation. Our main source of heating on campus is from natural gas provided by Enstar.
Currently Anchorage does not have any commercial sources of renewable energy. Recently the
approval for a wind generating station on nearby Fire Island may provide APU with renewable
energy in the future. For fiscal year 2011, APU spent $289,597.74 on purchased electricity and
$334,106.07 on natural gas.
APU recently received a grant to conduct an
energy audit for our campus that will be completed by
“Our Climate Action Plan
November 30, 2011. Superior Mechanical will provide
is a framework for our
detailed information about energy usage for Grant Hall,
future.”
Carr Gottstein, Atwood Center, and Grace Hall. This
energy audit will allow us to better develop a plan for
energy improvements. The information from this report
will help us develop a whole systems approach to energy efficiency. This whole systems
approach will create an integrated design process that allows us to take the right steps in the
right order.
In 2010 the majority of campus trail lights were converted to LED technology with
prioritization to retrofit all outdoor lighting fixtures as replacements become necessary.
Lighting retrofits around campus are also currently being accomplished. The facilities
maintenance department has been switching over all incandescent lights with compact
fluorescent and changing all fluorescent ballasts to higher efficiency models.
The campus dining facility has instituted a policy to purchase energy efficient equipment
when equipment is scheduled for replacement. In 2008 APU purchased a high efficiency
dishwasher that uses heat boosting technology that reduces not only the energy demands but
also reduces water consumption and chemical usage by nearly half of the previous model.
4
Conservation measures that reduce the amount of electricity and gas used to heat and
operate the buildings should be prioritized based on what will generate the greatest return on
investment the soonest.
Goals: To increase energy efficiencies on campus as well as support renewable energy projects
as they become available.
Short Term Strategies:
A. Reduce energy consumption through behavior change: The Sustainability Committee
will continue to focus on peer education to reinforce behaviors that reduce the energy
usage of the university. Engaging ASAPU and student clubs will help disseminate
information about energy usage and promote behavioral change.
B. Incorporate sustainability into new employee and student orientation: We can reduce
our energy usage by making behavior expectations known during orientation. We will
develop a new employee orientation program that has a strong energy usage
component. This will also cover other sections of the Climate Action Plan.
C. Create a model residence on campus: We will have one student residence that is a
model of emerging technologies and energy efficiencies. This will create an educational
component to campus life and provide research opportunities for our students.
D. Identify passive load reduction measures: By evaluating shading, daylight harvesting,
etc. we can reduce the load on the energy system during times of insufficient capitol.
Passive load reductions should be implemented before active load reduction in order to
determine where energy efficiencies are needed the most.
E. Maximize benefits from integrated systems: By achieving efficiency between systems
that interact with each other we can reduce energy usage without energy redesigns or
retro fits, for example, lighting needs and occupancy. This approach should be applied
to current buildings as well as the design of future projects.
F. Provide energy metering for every building on campus: Right now only some buildings
have energy metering. We have recently installed several gas meters around campus
but in order to gauge the usage for each individual building so we can prioritize
renovation money, we will need to measure energy for every building including campus
residence. This will also help APU educate campus users on energy and behavior.
G. Prioritize building energy efficiency projects: Once passive reductions have been
accomplished energy efficiency projects (window replacement, motion sensors, LED
5
technology, etc.) will be prioritized and incorporated into the facilities master plan.
Projects with top return on investment (five years or better) will be implemented first.
6
Long Term Strategies:
A. Develop a revolving energy fund: By capturing the savings from previous energy projects
we can pay for future, more long term solutions. These funds can be borrowed against
to achieve higher cost energy renovation projects.
B. Invest in renewable energy in Alaska: APU can leverage its purchasing power to promote
renewable energy projects not just in Alaska but around the globe by promoting
emerging technologies. Winds, solar, tidal and hydro-electric are all energy solutions
that could feasibly be available close to our campus.
C. Develop renewable energy solutions on campus: This will provide unique hands on
research opportunities for our students. Developing wind, solar, tidal, geothermal, rain
capture systems APU can reduce its dependency on outside resources for campus
energy needs while addressing northern climate difficulties.
D. LEED standard renovation and construction projects: APU will strive to have every
building on campus meet LEED Silver standards by 2023.
APU is proud of its active learning environment; where students are strongly encouraged to
participate in hands on educational opportunities. Since we are a tuition based university,
institutional funds dedicated to energy efficiencies should be closely tied to educational and
research opportunities. Other sources of capital should be sought for building energy retrofits,
i.e. grants or donations. By 2030 all campus energy needs will come from renewable resources.
Transportation
Our transportation inventory will be completed by 2012. Transportation is a part of the
implementation of our mission and the delivery of our education. This, coupled with our
location, presents unique challenges as APU examines ways to reduce its carbon footprint that
is a byproduct of transportation.
Goals: To reduce GHG emissions generated by university sponsored travel by 50%
Air Travel
Professional development and recruitment are important endeavors for any institution
of higher learning. We will develop strategies that reduce the total air miles traveled without
sacrificing our recruitment efforts or the quality of our professional development. By focusing
on “greener” destinations, travel efficiencies and emerging technologies APU can reduce the
carbon output associated with University sponsored travel.
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Goal: In order to develop the base line all budget managers will be required to submit total
GHG emissions produced by University sponsored air travel.
Strategies:
A.
B.
C.
D.
E.
Continue to evaluate more efficient travel paths.
Promote the use of direct flights when travel is necessary.
Utilize airlines that have strong sustainability practices.
Focus on closer destinations for conferences.
Utilize web based seminars when available.
Study Abroad
Experiencing and studying within different cultures is an important educational
component that APU strongly values. Reducing the study abroad travel opportunities to our
students creates an ethical conflict and must be handled carefully. Developing methods that
reduce GHG emissions without compromising the experience our students receive from these
courses is our primary objective. Evaluating the cultural advantage over the impact on the
environment will have to become part of the teaching culture at APU. By incorporating the total
carbon output of a travel course into the curriculum we can add a strong environmental
educational component to our study abroad offerings.
Strategies:
A.
B.
C.
D.
Increase awareness among faculty about “greener” solutions to travel courses.
Evaluate the cultural/educational experience over the environmental impact.
Identify closer options that have similar educational experiences.
Encourage direct/most efficient travel opportunities.
Commuting
Student, staff and faculty commuting adds to APU GHG emissions inventory. By
developing strategies that increase the efficiencies of our commuting practices we can reduce
our carbon output. APU is centrally located within the city of Anchorage near bike trails and bus
routes, which provides numerous solutions to our commuters. We have covered bike storage
and facilities to shower and change. We also provide free bus passes to all community members
affiliated with our institution. APU does not charge for parking
and therefore we do not have an easy solution to create
financial incentives to not drive to work.
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Goals: To complete a comprehensive commuter survey by the end of the academic school year
11-12. Reevaluate the free parking policy by the end of the academic school year 11-12.
Strategies:
A.
B.
C.
D.
E.
F.
G.
H.
Develop incentives that promote car-pooling.
Develop a bike share program.
Increase secure bike storage on campus.
Research options for a bike for car program.
Reevaluate free parking pros and cons.
Develop an idling policy for personal vehicles.
Complete a feasibility study for on campus day care.
Reduce the frequency of commuter trips by increasing the services provided on campus.
Campus Vehicles
APU’s campus vehicle fleet has always been a hurdle in our efforts to reduce our carbon
emissions. Since our northern environmental exposure leaves us with icy road conditions for
most of the academic calendar, the need for four wheel drive vehicles and the safety of our
students has outweighed our desire to acquire more fuel efficient transportation sources.
Because of the financial burden APU has maintained a small vehicle fleet consisting of vehicles
made for the worst case weather and road scenarios. In the spring of 2011 APU purchased its
first fuel efficient van which continues to be underutilized compared to other campus vehicles.
Goals: Complete a campus fleet vehicle usage study in order to determine fuel usage, peak
usage times, and other feasible alternative transportation methods.
Strategies:
A. When vehicles are scheduled for replacement, purchase of fuel efficient vehicles will
take priority over cost.
B. Identify local field trips where appropriate.
C. Expand vehicle fleet to include more options when large four wheel drive vans are not
required.
D. Utilize electric or smaller vehicles for intra campus transportation including facility
maintenance vehicles.
E. Develop idling policy for University vehicles.
F. Develop vendor code of conduct for outsourced vehicle usage.
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Purchasing
What APU purchases and who APU purchases from both have sustainability
implications. There are many layers to consider. What do we truly need to operate? Of the
items we truly need, what do we know about how they are sourced? And how do we select our
suppliers with a priority to do business with those who maximize their sustainable practices.
Goals: To buy locally made/grown products when available. Based on our food and
manufacturing options we are targeting 25 percent local by 2020. When locally made/grown is
not a viable option out goal is to purchase 90% of our products designated as green from an
established list of providers.
Strategies:
Food
A. Develop and fund realistic budget to meet goals.
B. Research and create a list of “preferred vendors” with signed Sustainable Ethics
Agreements.
C. Work with local Preferred Vendors first at all times.
D. Expand storage for bulk foods and winter roots vegetables.
E. Grow more food for campus on the Kellogg Farm.
Paper
A. Make 100 percent of our paper stock at least 30% recycled paper.
B. Reduce departmental printing by 15% each year by incentives for
a. Use of “re-printed” pages for fliers.
b. More effective use of electronic documents and classroom management
tools (respecting copyrights in the process).
c. Utilize electronic book options.
Computers and Electronic Equipment
A. More cloud based computing.
B. Reallocation of unused machines.
General Purchasing
A. Centralized purchasing.
B. Source from preferred vendors.
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Recycling and Waste Reduction
Given that we will continue to purchase and use products that will become
unusable/deplete, we must establish procedures that maximize the end use stage through
recycling that repurposes products or product components. In doing this we will significantly
reduce our overall waste.
Goals: To reduce our waste by 30% by 2018 and increase our recycled materials by 25% by
2015.
Strategies:
A. Complete a waste audit by 2015 to include:
a. Garbage
b. Recycling
c. Compostable waste
i. Grass and other “yard” waste
ii. Food and kitchen waste
iii. Compostable paper and other products
d. Human waste
e. Hazardous materials
B. Based on data from A set 1, 5 and 10 year targets towards goals.
C. Improve current composting practices.
D. Reduce overall lawn area.
E. Education campaigns for waste reduction and recycling.
a. Involve students
b. Involve classes/faculty
c. Involve staff
F. Monitor and reduce usage of paper and other office products.
a. Publish results of floor and office use (i.e. weight of paper used)
b. Set 5 and 10 year targets for use reduction (50% in five years)
c. Incentivize paper reduction for both printing and copying
d. Remove paper towel dispensers on campus in five years replacing them with
much less expensive hot air dryers
G. Incentives for recycling including office to office, floor by floor and building to
building.
a. Replace trash cans with smaller units
b. More strategic placement of recycling bins
c. Desk side recycling bins
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H. Greater student involvement in general
a. Auditing Waste Management (student workers or class project)
b. Weighing waste production and understandings source
c. Collect reusable items (electronics, furniture, etc) at the end of the year for
new and continuing students (campus Freeshare and/or internal type of
“Craigslist”)
I. Reductions related to instructional mission.
a. Use electronic course management systems/platforms as alternatives to
printing
i. Post documents (within copyright/fair use policies)
ii. Post links to documents
b. Textbooks
i. Where possible use used books
ii. Electronic versions when available
iii. Paperback if available
iv. Develop instructor created books (using only the needed chapters)
c. Student papers – submitted and returned electronically
Water Conservation
Fresh water makes up less than two and a half to three percent of the Earth’s available water.
Much of the world’s fresh water is inaccessible (in glaciers). The remaining .07 % of the earth’s
water that is fresh and accessible comes from underground sources, rivers and lakes.
Unfortunately those sources are under significant impact from pollution and destructive land
use that impacts water sources. Clean water access is one of the greatest global challenges we
currently face which contributes significantly to death and disease. North America has
significantly higher per capita water consumption than the rest of the world. APU should
contribute to water conservation by using efficient appliances, behavioral change, and changes
in irrigations practices to reduce our water usage.
Goals: To reduce our water usage by one third by 2018.
Strategies:
A. Automatic shut-offs for faucets, especially a problem for summer camps and kids,
start with one building where there is significant public use by summer 2012.
B. Evaluate water usage in the residence halls and use the data to set 5 and 10 year
reduction goals and create action plans.
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C.
D.
E.
F.
G.
H.
I.
J.
K.
Meter/measure all building water usage by 2015.
Replace all fixtures and appliances to low flow/energy efficient models by 2018.
Fix and maintain external faucets to eliminate “drips.”
Ensure proper maintenance of fountain to minimize costs (including energy
efficiency)
Decrease lawn area by half in the next five years.
Use rain gardens to irrigate areas by using grey water for lawn irrigation and rain
collection barrels.
Develop an on campus water plan for conferences and catering for water
consumption.
Educate the campus and public on the merits of our saline pool compared to the
chlorine pool.
Improve pipe system/filters for tap water to reduce or eliminate campus bottled
water usage.
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Culture Change: Institutional Timeline and Priorities
2011
October 2011 – Definition of sustainability for students and faculty research
October 2011 – Sustainability Studies changed
October 2011 – Identify space on Row for model residence
November 2011 – Identify CE offerings at Farm
November 2011 – Discussion of Year of Living Sustainably
End of 2011 – Baseline on air travel and vehicle usage (current)
End of 2011 – Data collection on utilities electric and gas and water
End of 2011 – Data on paper consumption
End of 2011 – Data on e-Waste
End of 2011 – Rideshare in place – posted, and People Mover data about on campus usage
End of 2011 – Research recycled paper purchasing – goal 100 percent and related equipment changes
(later targets may evolve)
End of 2011 – Utilize Sustainability Committee to create check list for new employee sustainability
training
End of 2011 – Determine if campus master plan counts for AASHE credit
End of 2011 – Identify under represented populations and current programs that support those
populations
2012
January 2012 – Task force created to create employee satisfaction survey
January 2012 – BA course modified to include sustainability
February 2012 – Course outcomes in syllabi to include sustainability, esp. GURs
February 2012 – Introduce sustainability to BoT with an emphasis on sustainable investment
March 15, 2012 – Vendor code of conduct and stated policy of local vendor preference
March 15, 2012 – Integrated pest management
March 2012 – Centralized Purchasing for office supplies
March 2012 – Obtain a more efficient Sprinter van
March 2012 – Identify all courses with sustainability content
March 2012 – Student sign up for move into model sustainable units in fall
March 2012 – MSES MSOEE and Masters of Sustainability Studies
April 2012 – Student/staff development of materials for web/print on sustainable paper
April 2012 – New BA course proposed
April 2012 – Some decision on vending machines – sensors or no light
April 2012 – Some sort of report or plan on alternative transportation for students
April 2012 – Graduation pledge
May 2012 – 10 percent of campus will have virtual computers
May 2012 – Formalized cultural competency training
Spring 2012 – Evaluate costs of ebooks etc
Summer 2012 –Finalize plans for Gould Hall
August 2012 – Students move into model sustainable units
August 2012 – New BA course launched
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August 2012 – Sustainability Studies in place
August 2012 – GS 135 sustainable communities offered again
Oct 2012 – Implement Employee Satisfaction Survey
Fall 2012 – Outlined sustainability plan, data for wages and benefits equity, peer to peer sustainability
training
End of 2012 – Campus bike plan
End of 2012 – GHG inventory done
2013
June 30 2013 –More sustainable parking policy
Fall 2013 – Year of Living Sustainably in place
End of 2013 – Composting all of our organic waste
End of 2013 –Finalize plan for scheduling building retrofits – schedule and funding plan
2014-2015 Academic Year
Fall 2014 – Masters Degree in Sustainable Studies
Fall 2014 – Community service on transcripts
End 2014 – Future faculty to support programs in place
End 2014 – Renewable energy demonstration project on campus/farm
End of 2014 – 50 percent reduction in paper usage campus wide
End of 2014 – Want electric infrastructure for block heaters around campus
Spring 2015 – Break ground on Living Building
Fall 2015 – Fall 2020
End of 2015 – 90 percent virtual computers
End of 2015 –Contractors to meter our waste to determine our output
Fall 2017 – Occupy Living Building
Fall 2017 – Childcare available on campus
Fall 2020-2025
End of 2023 – All buildings on campus retrofitted to be sustainable
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Implementation and follow up
The Sustainability Committee will be tasked with evaluating APU’s progress towards
completing the Climate Action Plan. A yearly written report will be provided to the President’s
Council in May of every year as we move forward. This report will detail timeline achievements
as well as deficiencies. Recognizing that this CAP is an organic document, the CAP will need to
be revised on a regular basis. Part of the report will be to make recommendations to amend the
CAP as necessary. To accomplish some of the long term goals, a campus sustainability office will
need to be identified. Long term and time intensive projects often fail without an individual or
individuals responsible for the oversight and implementation of these projects.
Conclusion:
It is important to realize that this is the first step in achieving our stated goal of
becoming climate neutral by 2023. We must regard every activity as an opportunity for learning
and infuse sustainability into every aspect of our time spent here. It is the responsibility of
every community member to be engaged in this process, recognizing the efforts of everyone as
we move forward. Our location in Alaska only stresses the urgency with which changes must be
addressed and the scale of the challenges that we face. Opportunities exist for us to
systematically move forward with our climate action plan. This is an open process where
everyone must be involved. We will continue to identify key challenges, acknowledge initiatives
that are currently underway, describe opportunities to build on, extend, and develop further
strategies, and to present recommendations to the community for strategies that will meet
those challenges. Ultimately, we are an institution of higher learning and every step of this
process will help our students develop the skills necessary to be the change they wish to see in
our world.
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Appendix A
Institutional Timeline and Priorities Revision
The Climate Action Plan (CAP) is an organic document and the vision of the Sustainability
Institute was to continue to revise the CAP as we move towards a more sustainable University.
This appendix revises the Institutional Time Line and Priorities.
The following projects have been completed on time or before:
October 2011 – Sustainability Studies changed
October 2011 – Identify space on Row for model residence – incorporate Rain Garden
End of 2011 – Data collection on utilities electric and gas and water
End of 2011 – Data on paper consumption
End of 2011 – Data on e-Waste
End of 2011 – Research recycled paper purchasing – goal 100 percent and related equipment
changes (later targets may evolve)
End of 2011 – Determine if campus master plan counts for AASHE credit
End of 2011 – Identify under represented populations and current programs that support those
populations
March 2012 – Obtain a more efficient Sprinter van
March 2012 – Student sign up for move into model sustainable units in fall
April 2012 – New BA course proposed
April 2012 – Graduation pledge
August 2012 – Students move into model sustainable units
End of 2012 – Campus bike plan
The Sustainability Institute provided us with the frame work necessary to complete many
projects. However, some will require more time to complete. The following priorities have been
postponed till 2013.
Academics
Definition of sustainability for students and faculty research
Identify CE offerings at Farm
Discussion of Year of Living Sustainably
BA course modified to include Sustainability
Course outcomes in syllabi to include sustainability, esp. GURs
Identify all courses with Sustainability content
MSES MSOEE and Masters of Sustainability Studies
17
New BA course launched
Sustainability Studies in place
Information Technology
10 percent of campus will have virtual computers
Evaluate costs of ebooks etc
CFO
Baseline on air travel and vehicle usage (current)
Vendor code of conduct and stated policy of local vendor preference
Integrated pest management
Centralized Purchasing for office supplies
Outlined sustainability plan, data for wages and benefits equity, peer to peer sustainability
training
Human Resources
Student/staff development of materials for web/print on sustainable
Formalized cultural competency training
Implement Employee Satisfaction survey
Student Government
Rideshare in place – posted, and People Mover data about on campus usage
Some decision on vending machines – sensors or no light or something
Some sort of report or plan on alternative transportation for students
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