CLIMATE ACTION PLAN
August 18, 2010
FAU Sustainability Committee
1
TABLE OF CONTENTS
EXECUTIVE SUMMARY............................................................................................................ 3
INTRODUCTION ..................................................ERROR! BOOKMARK NOT DEFINED.
FAU CARBON FOOTPRINT ..................................................................................................... 5
MITIGATION STRATEGIES ...................................................................................................... 9
Strategies to Mitigate Building and Energy Consumption .......................................................................... 9
Transportation ............................................................................................................................................ 14
Other Sustainability Initiatives .................................................................................................................. 19
Purchasing ..............................................................................................................................................................19
Business Services ....................................................................................................................................................19
The FAU Sustainability Committee........................................................................................................................20
Fort Lauderdale Campus Solar Roof ........................................................................................................... 20
EDUCATION, RESEARCH, AND PUBLIC ENGAGEMENT ............................................ 21
Education & the Curriculum ..................................................................................................................................21
Research ..................................................................................................................................................................26
Public Engagement .................................................................................................................................................31
CONCLUSION ........................................................................................................................... 36
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EXECUTIVE SUMMARY
This report presents the most recent data on greenhouse gas emissions (GHG) at Florida
Atlantic University, and offers a summary of the actions currently being undertaken,
and those in the planning phase, to reduce its environmental footprint.
A third party review of the original emissions audit submitted in 2008 to the
American College and University President’s Climate Commitment (ACUPCC) led to
significant amendments to this inventory. The most significant of these, due to the fact
that the remaining campuses are under joint administration with other educational
institutions, was to include only the Boca Raton and MacArthur (Jupiter) campuses in
the present emissions audit. Until it becomes possible to disaggregate the emissions
data on the other campuses, the data included in the current report should therefore be
considered as the baseline data for purposes of future GHG trend analyses. Due to the
uniqueness of FAU currently being a commuter school and the difficulty using
assumptions pertaining to travel related specifically to the Boca Raton and Jupiter
campuses, data related to emissions from transportation was also removed. Although
options are being explored to collect data from these sources, the emissions related to
transportation are addressed in the climate action plan.
Since the signing of the American College and University Presidents’ Climate
Commitment in August, 2007, the Campus Sustainability Committee has formed
subcommittees in the areas of Facilities, Transportation, Housing, Business Services,
Academics and Research, Purchasing and Community Engagement and significant
progress has been made on the University’s sustainability practices in these areas.
Continued reduction strategies will be pursued in these areas along with ongoing
marketing efforts to promote behavioral changes. Funding for these efforts will be
available through various departmental budgets and possible grants.
Purchased electricity is the biggest contributor to FAU’s carbon emissions and
will be approached aggressively. Changes with operations, building construction, solid
waste and transportation are being explored to determine which strategies will have the
greatest reduction in carbon emissions.
The climate action plan will be a working document providing a roadmap to
climate neutrality and assist FAU in becoming a leader in sustainability.
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INTRODUCTION
Our Mission:
To create a culture of sustainability at Florida Atlantic University, in which the entire FAU
community is aware of, involved with, and committed to advancing sustainability through
education, operations, and community engagement.
Florida Atlantic University is a public university that currently serves over 28,000
undergraduate and graduate students on seven campuses in South Florida. Since
opening its doors in 1964, the university has awarded degrees to more than 95,000
alumni. Reflecting a five-county (Broward, Indian River, Martin, Palm Beach and St.
Lucie) region of more than five million people,
FAU is committed through its
distributed campus structure to promote academic and personal development,
discovery, and lifelong learning. FAU fulfills its mission through excellence and
innovation in teaching, outstanding research and creative activities, public engagement,
and distinctive scientific and cultural alliances, all within an environment that fosters
inclusiveness.
FAU offers more than 130 undergraduate, graduate and doctoral degree
programs through its nine colleges: the Dorothy F. Schmidt College of Arts and Letters,
the Charles E. Schmidt College of Science, the Christine E. Lynn College of Nursing, the
Harriet L. Wilkes Honors College, the Barry Kaye College of Business, the Charles E.
Schmidt College of Medicine and the Colleges of Education, Engineering & Computer
Science, and Architecture, Urban & Public Affairs.
Growth at FAU during this decade has been significant. As indicated in Figure 1,
the change in square footage on the Boca Raton and Jupiter campuses has gone from
under a little under two and a half million to almost four and a half million square feet.
4
4500000
4000000
3500000
3000000
2500000
Year
2000000
Square foot
1500000
1000000
500000
0
2000
2001
2002
2003
2004
2005
2006
2007
2008
Fig. 1: Increase in square footage on the Boca Raton and Jupiter campuses (2000 –
08)
Currently, FAU operates and maintains approximately 4,510,036 square feet on
the Boca Raton and Jupiter campuses within 165 buildings. The construction, operations
and maintenance of these buildings all fall under the control of the Division of Facilities.
The Division is striving to make the necessary change in all areas to increase the
efficiency of the buildings as well as operations and providing the healthiest
environments for our staff, students and visitors. Additionally, FAU will develop
programs with our partners in our joint use buildings to further our sustainability goals.
FAU fully understands the impact climate change is having on our environment
and its devastating results if no action is taken. The challenge for Florida Atlantic
University is clear. If we wish to continue to provide an education of excellence and
ensure a healthy and sustainable future for generations to come, we must lead the field
in identifying, researching, developing and implementing viable alternatives to satisfy
our energy needs through the efforts of every university department, center, institute,
and college.
FAU CARBON FOOTPRINT
In 2008, the university conducted and submitted to the ACUPCC its first
greenhouse gases emissions audit, using the Clean-Air Cool-Planet Calculator. Further
through an external audit by a specialized consulting firm, this climate action plan
incorporates a corrected and more precise update of that initial study. Consequently,
the present action plan presents revised information that will constitute our baseline
data to ensure a more accurate trend analysis of the university’s emissions and
mitigation strategies. The following clarifications have been noted:
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The Harbor Branch Oceanographic Institution was not included in the inventory
because it officially became a part of FAU in January of 2008. The Pine Jog
Environmental Education Center is operated under a separate budget and the Gumbo
Limbo Environmental Complex is owned and operated by the City of Boca Raton.
The review questioned the inclusion of data in the overall inventory of 911 joint-use
built square footage as belonging to the university. Removing the joint use space
requires using only a percentage of the total energy usage for these areas. However, the
buildings are often not metered separately and assumptions would need to be made.
These buildings are located on our sister campuses and the maintenance and utilities for
these campuses fall under the responsibilities of our partners, Indian River State College
(IRSC) and Broward College (BC). Removing the space entirely also presents an issue
with the assumptions made for measuring emissions for commuting since these
numbers include all campuses.
In order to provide the most accurate inventory of what is truly under the
University’s control (utilities, infrastructure and maintenance), it was recommended
that the initial emissions inventory only include the main campus located in Boca Raton
and the John D. MacArthur campus located in Jupiter.
Limiting the inventory to the Boca Raton and Jupiter campuses presents a much
more manageable plan of action. However, the footprints of the campuses not included
in the initial inventory will be included in subsequent inventories and the Climate
Action Plan will address all areas across the University.
After further review and substantial consideration, the decision was made to
remove the commuter traffic altogether which is based only on assumptions. FAU
recognizes the need to include the emissions from commuter traffic and will ensure the
challenges of collecting accurate data are addressed in future updates to the Climate
Action Plan. An updated emissions inventory has been posted and an addendum to the
initial report has been added along with the final report from the third party review (see
Table 1).
Table 1: Baseline Emissions Adjusted (2007)
Gross emissions (Scopes 1 + 2 + 3) Metric Tonnes CO2e
Fiscal
Year
2007
6
Total
60,918
Enrollment
21,152
Per FullTime
Enrollment
2.88
Square feet
(thousands)
4,123,
Per
1000
Square
Feet
14.8
%
Offset
0%
Table 2. University Budget
Fiscal
Year
2005
2006
2007
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Operating
Budget
$ (2005)
209,752,166.00
221,437,614.00
244,744,090.00
Research
Budget
$ (2005)
67,382,448.00
53,578,047.00
56,572,432.00
Energy
Budget
$ (2005)
7,774,633.00
7,547,701.00
7,832,741.00
Table 3. Purchased Electricity
Total
Electricity
Purchased
Fiscal
Year
(kWh)
2005
2006
2007
84,920,853
90,247,953
90,558,938
Coal
5
5
6
Energy Generation Mix (%)
Natural
Gas
Oil
Purchased Nuclear
42
48
51
16
10
8
18
17
16
19
20
19
Though renewable energy in Florida is still in its infancy, it should be noted that
coal and oil-fired generation constitutes a small percentage of the total energy mix,
currently representing less than 15% of total output. Between 2005 and 2007, FAU’s
consumption of purchased electricity increased by seven percent, which revealed a
mean increase of 3.5% per annum. In Figure 1 below, this increment was applied to the
2007 emissions baseline of 60,918 metric tonnes of CO2e (MTCDE), which gave an
estimated increase in emissions of 121% by 2030 if FAU were to follow a business as
usual model (B.A.U.). To the same baseline, emission reductions of 16%, 25%, and 50%
were applied. If FAU were to pledge to effect mitigations of this magnitude over the
following 20 years, this would require reductions per annum of 0.75%, 1.25%, and 3%
respectively.
Emissions Reduction Scenarios v. B.A.U.
(2007 - 2030)
160000
140000
MTCDE
120000
100000
Reduction 16% (.75% p.a.)
60000
Reduction 25% (1.25% p.a.)
40000
Reduction 50 (3% p.a.)
20000
0
8
B.A.U. (+3.5% p.a.)
80000
Figure 1. Scenarios of projected carbon emissions from 2007 – 2030 for business as usual
(B.A.U.) and reductions between 16 – 30% in metric tonnes of CO2e (MTCDE)
Table 4. University Population
Population
Fiscal
Year
2005
2006
2007
Full Time
Students
12,508
12,632
12,905
Part-Time
Students
8,915
8,912
8,247
Summer
School
Students
12,730
12,926
12,274
Faculty
Staff
Combined
1,157
2,317
1,206
2,409
MITIGATION STRATEGIES
Strategies to Mitigate Building and Energy Consumption
Facilities FAU recognizes that the majority of the GHG emissions are associated with the
operations and utility consumption of its facilities. As such, one of the primary
mitigating strategies is to manage the construction and operations of our facilities in a
manner that is both environmentally sensitive and cost effective. In 2008, the university
adopted a policy to construct all new facilities to the silver standards for Leadership in
Energy and Environmental Design (LEED). LEED is a consensus-based national rating
system for developing high-performance, sustainable buildings; it addresses all
building types and emphasizes state-of-the-art strategies in five areas: sustainable site
development, water savings, energy efficiency, materials and resource selection, and
indoor environmental quality. Not only are these standards healthier for the planet,
they also promote a healthier and more productive work environment.
Since implementing the Green Building policy the university has completed nine
projects which have been designed and/or constructed to various levels of LEED
certification. The following is a list of projects that have been certified and or designed
to meet LEED certification standards:
Pine Jog Environmental Education Center – LEED Certified Gold
Christine E. Lynn College of Nursing – LEED Certified Gold
Davie Joint Use Facility – Designed to LEED silver certification – under construction
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College of Engineering & Computer Science– Designed to LEED platinum – under
construction
Culture and Society Building – Designed to LEED silver certification – under
construction
A. D. Henderson University School/FAU High School Classroom Expansion –
Designed to LEED silver certification – under construction
Link Building Renovation at Harbor Branch – Designed to LEED silver certification –
Construction to begin in January 2010
Harbor Branch Research Lab II – Designed to LEED silver certification – design
complete
Innovation Village – Designed to LEED silver certification – Under construction
Stadium – Designed to LEED silver certification – In design process
The retrofit of existing buildings to more efficient systems is another key element
for managing the energy consumption of FAU’s existing facilities and for maintaining a
healthier environment. For future projects identified on the University Capital
Improvement Program (CIP), funding for major renovation projects is requested to
allow the renovation of these facilities to be addressed with the standards established in
LEED Existing Building (EB). FAU is currently renovating one new facility at its
Harbor Branch Campus to meet LEED silver standards, but due to the extent of
renovation required within the facility; this project is being certified as a LEED new
construction.
For facilities which are not planned to undergo major renovation to LEED
standards in the near future, FAU is approaching these buildings on a case by case
basis. Each facility will be evaluated based on its condition and results of a cost-benefit
analyses as well as availability of funds.
Various measures which the university may consider implementing as mid to
long term strategies include:





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Re-roof buildings to add extra insulation to achieve energy efficiency and
reduce heat load
Upgrade air handlers and controls to increase efficiencies and reduce cost
Investigate installation of solar roof panels for roof replacement projects
Install motion detector lighting switches for offices and classrooms
Install low – flow (one pint) urinal automatic flow control valves

Phase in native xeriscape landscape material to reduce consumption of water
and required maintenance – FAU currently utilizes only reclaimed water for
all landscaping needs.
Prior to the ACUPCC, FAU has initiated plans directed at ensuring the greatest
efficiency in energy consumption. Through an Energy Performance Savings Contract
(ESCO) the University has entered into an agreement with TRANE U.S. to do energy
retrofitting projects. Under the ESCO agreement, the company will cover the entire
capital cost of the retrofits and the “loan” will be paid back through the financial
savings incurred by the project over the years after implementation.
The initial scope of this ESCO contract includes:



Lighting Renovations in 13 buildings with 3,619 light fixtures;
Retrofitting Cooling Tower fan motors with variable flow devices (VFD);
Chiller “R’Newal” to like-new conditions, improving efficiency.
An energy savings exceeding 2,300,000 kWh are guaranteed during the ESCO
contract term of 8 years. TRANE will install power and thermal meters in 10 additional
buildings. These meters will assist planning future energy savings project phases.
These meters will collect baseline data to enable the planned phase 2 project which will
be a comprehensive performance contract. This ESCO initial scope of work will be
substantially complete in 7 months, and finished no later than fall, 2010.
Through minor purchasing requirements and installation costs, additional
improvements under implementation include the deployment of recycling collection
bins throughout the university, the installation of variable flow devices (VFD) on
cooling tower fans, and installation of motion sensors for lighting controls in all
restrooms, utility storage or ancillary spaces where lighting is required per use. Over a
3-year period, chiller optimization controls will be phased in through the ESCO work,
and research will be conducted into thermal energy storage, at a cost to be determined.
To this purpose, a Purchase Order (PO) is being drafted for a pilot study of locations,
and projected savings versus installation costs. This may also be incorporated in the
ESCO work.
Additional projects under review include the installation of ozone water
treatment systems for cooling towers, swimming pools and water features, the
installation of solar heaters for swimming pools, and of low-head hydro for waste
treatment plant effluent for power generation as renewable energy. The latter initiative
has still to be incorporated in Florida legislation. For educational purposes, these efforts
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will be supported by the development of building use and care manuals (or plaques) at
building entrances. Construction Managers have been charged with the production of
training videos and care manuals for newly constructed LEED certified buildings at
project close-out.
Under a contract with National Energy Services, Inc. (NES), lighting renovations
are complete in 9 buildings. These lighting renovations save over 2,900,000 kWh
estimated annually, with a simple payback period of 6.3 years. This work included over
8,350 new light fixtures covering 716,817 sq. ft. or 20% of the Boca Raton campus, which
totals 3,528,000 useable square feet.
The cost and financing of the NES contract totals $1,168,073.80. The
aforementioned ESCO contract cost is $1,088,095.00, excluding annual maintenance
costs. In both cases, funding will be by means of a Lease-Purchase agreement over 96
months yielding positive cash flow from estimated energy savings.
The procurement of Energy Star appliances and equipments is another means by
which FAU is promoting energy efficiency. Currently the purchase of energy star
equipment and appliances is encouraged as good business practice; however, the
Conservation Committee is working on drafting a university wide policy to make this a
presidential directive.
Other conservation initiatives being explored to reduce energy consumption for
the mid to long term horizon include:





Modification of temperatures within buildings at night and during weekends
to higher degrees
Installation of MBTU meters in buildings, along with computer software to
capture chilled water usage. This will allow for loads to be properly
monitored and balanced.
For projects requiring renovations, evaluate each building for effectiveness of
systems and then retro commission existing buildings to increase efficiency.
Virtualization of networks
Increased use of web meetings
Changing the Culture
In addition to retrofitting existing systems in buildings to reduce energy consumption
in our facilities, FAU recognizes that changing the culture of its faculty, staff and
students will greatly assist in our efforts to better conserve energy and become
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sustainable. Through the Green Wave program, currently in development phase, each
area of the university either administrative or academic, will assign a “Green Leader”
who will be trained in relating sustainable measures back to each area. Initial focus will
be on teaching individuals how they can reduce, reuse and recycle within their
respective areas.
Housing
The Housing Department has already instituted an increasingly comprehensive
program of mitigation strategies throughout the facilities in its charge. Measures
included within their area consist of installation of motion sensors and low-flow shower
heads, and the use of low emission paint and carpeting in the Heritage Park student
residential building. In addition, the incandescent lamps in the housing complex’s eight
elevators are being replaced with LED lamps, beginning with a pilot project to track
efficiencies. The expected result is the provision of excellent illumination with a
consumption of 3 watts (max) instead of 180 watts of power. If the pilot phase is
successful, 42 of these lamps will be replaced for a net savings of 816 watts, as the
incandescent lamps consume 840 watts as opposed to the 24 watts consumed by the
LED fixtures. With the elevator interior lights being operated 24/7 year round, at the
current electrical cost of $0.089 per KwH the Housing department would save $645.54
on just those elevator cars’ interior lighting. In addition, the life expectancy of each of
the elevator-specific incandescent bulbs is approximately 1500 to 2000 hours, whereas
the LEDs have a rated life of 50,000 hours with 70% of original light emission rate after
50,000 hours.
Due to some perceived drawbacks to the LED fixtures under consideration, the
department is moving forward in a controlled manner. However, the payback rates and
mitigation potential appear to be very positive both for the department and the campus
as a whole. Two of the drawbacks involve the initial purchase cost of the LED units
added to the cost of performing the incandescent / fluorescent lamp replacements and
completing the exterior sidewalk lighting retrofits. Another challenge has been the
proliferation of small companies attempting to capitalize on the fledgling LED market.
This has been countered by working with the major suppliers. Under study is the
replacement of the sidewalk lighting currently in use (150 – 175 watt metal halide units)
with LED fixtures.
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Housing staff and student residents currently run a highly successful Energy
Conservation Student Contest. In addition, they have developed ongoing campaigns
promoting recycling and reduction of materials use involving students and staff. In
2008, Housing launched the furniture recycling program called Move It Out, Don’t
Throw It Out. These and other initiatives have been included in a sustainability section
in the Housing Guidebook that keeps students, faculty, and staff informed on
sustainability practices at the University.
Janitorial Services
In 2008, FAU adopted a green cleaning and maintenance policy, requiring janitorial
contracts to use 100% green cleaning products, in addition to water and energy saving
equipment. The FAU Boca Raton and Fort Lauderdale campus contracted their
janitorial services to an environmental services company offering a comprehensive
sustainability plan, including hybrid vehicles for senior management and solar golf
carts for FAU’s Boca Raton campus. Additionally, the company’s corporate social
responsibility (CSR) shows it to be among the best paying in the industry, at $10 an
hour plus benefits for entry level positions.
Other Opportunities
While overall funding is an ongoing challenge -- we foresee other opportunities
for “operational” change that will address energy consumption, shifts to renewable
sources and waste reduction. We envision these challenges will be met over time by
strengthening alliances with multidisciplinary resources, R&D partners, and through
public engagement with peers at regional and national levels.
Transportation to Campus
Although Florida Atlantic University has seven campuses spread along 150 miles of the
southeast coast of Florida and the University serves primarily a commuting student
body, we are transitioning to a more traditional environment with a greater number of
students living on or nearby the main Boca Raton campus. While developing our
climate action plan we have acknowledged more clearly the effect that the current high
volume of vehicles traveling to the campuses has on our greenhouse gas emissions. The
first emissions audit submitted to the ACUPCC in 2008 provided comprehensive
though imperfect data on the subject. Therefore, the data was removed with the revised
inventory. In addition, the University is actively seeking ways to reduce those numbers
and their impact as outlined below. The latest Master Plan addresses several areas of
alternate transportation options in an effort to counteract the traditional method of
calling for more paved parking areas in response to greater demand.
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The most urgent goal of this transportation action plan is to have systems in place to
better track and record transportation methods. This will provide the quantitative data
needed to set clearer emission reduction targets moving forward.
The following programs have been implemented at the University to help reduce the
number of automobiles traveling to campus.
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
Direct shuttle service from Tri-Rail station to campus - Prior to 2008 there was no
direct bus service from the Tri-Rail station to campus making the service
inconvenient by adding an additional 30 minutes travel time for a 2 mile trip.
Through the combined efforts of South Florida Regional Transportation
Authority (SFRTA), the City of Boca Raton, and the FAU administration a grant
was awarded in January of 2008 providing this direct service. The results tripled
the ridership numbers within the first year and a half of the program. Based on
this success the same group worked through the financial roadblocks to continue
this service after the grant expiration. Three additional covered bus shelters have
been built on key locations on the Boca Raton campus.

On-Line Ride Share Program - In an effort to encourage carpooling and reduce the
number of vehicles on campus, partnering with Florida Department of
Transportation’s Commuter Assistance Program, South Florida Commuter
Services (SFCS), an interactive website has been developed which provides
commuters with potential carpool and vanpool partners. The website matches
commuters based on their commute habits and patterns. The site also provides
access to the Emergency Ride Home program which provides 3 emergency taxi
rides per year in the event of an emergency for commuters utilizing alternative
modes to driving alone.

High Occupancy Vehicle (HOV) Parking Incentives - Commuters, including
students, faculty, and staff who choose to participate in carpool or vanpool
arrangements have the ability to register to utilize HOV parking spaces. The
HOV spaces have been designated in preferred locations throughout the main
campus near highly trafficked buildings.

Get2myFAU Website - In another partnership with SFRTA a website has been
designed for the entire University community offering alternative forms of
transportation to any of our campuses. This includes train schedules with
appropriate bus connections, bus schedules, a link to our ride-share program,
and designated bike and pedestrian paths. Since the inception of this website in
March of 2009 we have had approximately 6,000 unique views.

Low-Emitting Vehicle Priority Parking - In order to encourage the purchase of lowemitting or hybrid vehicles we have installed preferred parking on key locations
throughout the campus.

Bicycle Parking - We have significantly increased the number of bicycle parking
opportunities throughout the entire campus. Additionally, on all new projects
we are committed to providing adequate bicycle parking to encourage safe,
secure facilities that will encourage the bicycle option.
The following recommendations are to be considered, studied or surveyed and funding
opportunities explored to further reduce GHG emissions on campus due to vehicle use.
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
Vehicle Tracking - Incorporate a method to gain basic information from every
vehicle registered for a parking permit on all campuses. This information should
include, vehicle make/model, distance traveled to campus, weekly number of
trips to campus, weekly number of trips between campuses, and any alternative
methods of transportation used. This baseline is a necessity in order to establish
target reductions and calculate the current emissions output from commuter
vehicles.

Intra-campus Shuttle System/Campus-to-Campus Shuttle - Our master plan calls for
a comprehensive, campus-wide transit study/survey detailing current University
related PalmTran and Tri-Rail user characteristics data, such as auto ownership,
socio-economic, demographics, mode choice reasoning, origin-destinations, out
of vehicle travel time, temporal distribution and frequency of usage. Based on
the results of this study the University will then need to identify revenue streams
to fund these shuttle services.

Transit Connections - Continue to coordinate operational and planning efforts
with South Florida Regional Transportation Authority (SFRTA) and Palm Beach
Palm Tran to provide efficient and convenient transit connections with all of the
University’s campuses.

E-learning - E-learning has the potential to lower GHG emissions by both
reducing demand for energy use in physical classroom buildings and reducing
transportation emissions from faculty and student commuting. Exploring these
e-learning opportunities are several faculty led initiatives, including the
Sustainability Academic and Research Subcommittee, several faculty learning
communities related to e-learning and/or sustainability, and both university
wide and college specific e-learning focused committees.

Alternative Work Arrangements - As of May, 2008 a revised telecommuting policy
was re-instituted by the Human Resources department. This program is a work
arrangement in which some or all of the work is performed at an off-campus
work site such as the home or in office space near home. Communication may be
by one of several means, such as a computer, phone, modem, fax, and pager.
Equipment may be owned and maintained by the employee or by the university.
In addition to telecommuting, flexible work schedules are also a University
policy that allows staff and faculty to move their schedules around and further
eliminate trips to campus. These policies are in place, however, they are not
currently being tracked or the number of trips to campus recorded. As a
University this program is limited as our mission requires staff and faculty
availability to the student population.

Enhance Bicycle and Pedestrian Facilities – The following initiative have been
included in the University’s Master Plan and are currently under review and/or
implementation.
1. FAU intends to provide more covered walkways and bicycle storage
throughout campus and work with the City of Boca Raton to provide safe
bike paths on the corridors leading into the campus.
2. Additional lighting on pedestrian and bicycle circulation routes is being
explored.

Air Travel - The geographic location of the FAU campuses requires significant air
travel for the athletic teams, research programs and administrative functions. At
this point we do not have accurate reporting of the air miles flown by a particular
group over a specific period of time. We currently track air travel strictly by
dollars spent. This process will be reviewed and the possibility of improving the
method by which we track air miles will be evaluated.
The following program is currently in place to help reduce our GHG emissions through
the use of our fleet of cars, buses, trucks and service equipment.
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
E-85 Fuel Compatible Vehicles for Fleet - The University has implemented a policy
requiring all newly purchased vehicles to be E-85 fuel compatible. While this
program is enforced we currently don’t have the fuel readily available in close
proximity to the University. We have completed the design phase for the
installation of E-85 fuel storage tanks; however, the funding is not in place to
complete construction. Although hybrid vehicles are not currently part of the
State’s alternative fuel program, several new vehicles purchased over the past
year have been hybrid models to reduce fuel consumption.
The following action items are recommendations to be considered to reduce the mileage
of our fleet to reduce emissions.

Fleet Management – At present, there is no real single source for the management
of the fleet of cars, trucks, buses and service equipment. Physical Plant currently
tracks new vehicles as they are registered; however, their responsibility ends
there. The department/college who owns the vehicle is responsible for
maintenance and the surplus of the vehicle. This breakdown has created
tracking issues as the University records mileage and updates reports. Better
scheduling and fleet management would reduce the number of vehicles
necessary for shorter, daily inter-campus trips.

Car Sharing Program - Car sharing programs such as WeCar, or ZipCar should be
explored to provide a specific number of vehicles requiring a specific number of
rented hours on a monthly basis. Fuel, maintenance and insurance would be
covered by the provider. If the University could meet the minimum usage
requirements this program has the potential to significantly reduce the number
of vehicles currently owned by the University. Additionally, this will provide
commuters to campus with inexpensive alternatives if they need a vehicle for a
short period of time during the day. While the terms and details of this program
still need to be better understood, this option will be evaluated in the near future.

Hybrid Policy - Although the University currently has an E-85 requirement on all
new vehicle purchases, due to the lack of availability of that fuel we cannot
implement the policy effectively. The University would reduce fuel needs and
costs more effectively through the purchase of hybrid, electric and/or smaller
type vehicles.
Other Sustainability Initiatives
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Though the preceding efforts shoulder the greatest responsibility when it comes to
reducing the university’s carbon footprint, a number of other important initiatives are
currently under way, adding their own significant contribution to the overall effort.
Purchasing
The Purchasing Department has encouraged the purchase of Energy Star appliances
since 2007, and the use of green purchasing practices for all office supplies, including
the widespread practice of recycling Laser Printer Toner Cartridges Program.
Additionally, the Purchasing Department Purchase Orders is transitioning towards
electronic processes and the minimal use of paper and savings of postage.
The wording in all future RFP/Bidding Specifications states that “Florida Atlantic
University is interested in buying products with recycled content or environmentally
sustainable alternatives. Please offer any alternatives that you feel are available for this
product/project and supply all relevant specific information about the product.” Bid
documents are no longer copied and mailed; they are emailed to vendors, and online
requisitions lead to significant savings on printing multi-part forms, estimated at up to
one million pieces of paper per year. Additionally, bid requirements for the purchase of
new carpeting for Housing requires vendors to recycle old carpet. The university-wide
Pcard (purchasing) program also contributes to saving time, labor, and paper.
Business Services
From the time of signing the ACUPCC, the FAU Department of Business Services has
instituted a number of sustainability practices, particularly in the area of Food Services.
Following are some of the measures taken:
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A ‘cage-free eggs only’ purchasing policy
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Balanced Choices Program – supports local farmers, environmentally safe
harvesting of fish, growth hormone free chicken and pork
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Clean Plate Program – raises awareness about wasted food
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Increase in the use of recycled products (e.g. replacement of Styrofoam takeaway containers in Resident Dining cafeteria with reusable plastic containers
containing recycled components)
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Tray-less cafeteria system
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Used cooking oil is utilized by the College of Engineering for conversion to bio
fuel. No trans fats used
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Green Restaurants – Chic N Grill – certified Green restaurant
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Grounds for Gardens Program – Starbucks begins donation of used coffee
grounds for use in gardens
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Encourage the use of cambros of water (dispensers) and paper cups at large
events rather than plastic water bottles in an effort to reduce the amount of
wasted water and the amount of plastic
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College of Engineering food venue – hired a LEED consultant to work with
Architect. It is expected that a LEED certification will be obtained in the area of
Commercial Interiors
Fort Lauderdale Campus Solar Roof
In March, 2009, Florida Governor Charlie Crist, Florida Atlantic University previous
President Frank T. Brogan, FAU’s School of Urban and Regional Planning in the College
of Architecture, Urban and Public Affairs, and community leaders unveiled downtown
Fort Lauderdale’s first large-scale solar roof installation on FAU’s Higher Education
Complex (HEC) building, Fort Lauderdale campus.
“Florida’s universities are taking a leadership role in the state’s efforts to reduce
greenhouse gas emissions and increase the use of renewable energy technologies,” said
Governor Crist. “The research done on campuses like FAU not only prepares our future
workforce, but it also fosters advances that will lead to more ‘green’ jobs.”
The Photovoltaic Solar Panel installation project, conducted by
Advanced Roofing, Inc. and headed by Dr. Jaap Vos, associate
professor and director of FAU’s School of Urban & Regional Planning,
is funded by a generous private gift from an anonymous donor, as
well funds from Florida Power & Light, the State of Florida Solar
Energy System Incentives program and other state funding. FAU is
the first university in South Florida to implement the solar panel project initiative.
The initiative covers the installation of 240 photovoltaic panels, as well as the
future installation of a flat panel display and a “real time” monitoring system in the
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building to allow users to see the energy produced. The panel is designed to produce
50,000 watts of energy.
Benefits that the university and environment will reap from the project annually are:

Reducing between 20 and 25 percent of current energy demand
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Preventing 70,000 pounds of carbon dioxide to be emitted into the atmosphere
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Saving 4,000 gallons of oil
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Preserving more than 4,200 trees
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Providing a pilot for other buildings in the downtown Fort Lauderdale area
A portion of the budget savings from the HEC building utility bills will be used to fund the Sun
Fund Scholarship for one graduate student each year in the School of Urban and Regional
Planning. This is believed to be the first scholarship of its kind in the nation to be completely
paid for by the sun.
EDUCATION, RESEARCH, AND PUBLIC ENGAGEMENT
Education results from the community experience of learners, not simply what takes
place in the classroom: discussions in dorm rooms, in cafeterias, on buses, and on
playing fields; work study jobs, internships, and volunteer work; extracurricular
activities. Films, performances, and guest speakers; even just walking across a campus
itself and noticing the diversity of people and the elements of the campus landscape can
inform and influence students, faculty, and staff in subtle yet profound ways. Imagine
the impact, then, when a college or university integrates sustainability throughout its core
mission and identity. (Office of Sustainability, University of New Hampshire, 2009)
Education & the Curriculum
The Academics & Research Subcommittee of the FAU Sustainability Committee is
composed of faculty members representing a number of different colleges and
departments at the university. In 2008, the subcommittee was charged with developing
an action plan, focusing on incorporating sustainability into the curriculum, to
complement research efforts already under way or in the process of being conducted.
The group met systematically over the course of the following months, and developed
three main goals and objectives, beginning with its mission. A number of the initiatives
proposed in the goals and objectives have been implemented, and numerous others are
in the planning process.
In an effort to create a culture and understanding of sustainability at Florida Atlantic
University through research, education and service learning that extends beyond the
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FAU campuses, the subcommittee established three main goals to be pursued through a
number of objectives. The first goal was to promote sustainable practices for academic
related commuting within the university. This included objectives intended to
encourage the development and use of quality e-learning curriculum and delivery, and
to reduce reduced faculty and student commuting to and between the various FAU
campuses.
The second goal was to promote sustainability courses and concepts into the
wider university curriculum (listed below). This has led to the creation of a Faculty
Learning Community dedicated to the development of a framework of a Pedagogy for
Sustainability. In 2008 – 09, this culminated in the approval of a cross-disciplinary
Master’s Degree in Environmental Education, and the incorporation in the curriculum
of two new courses: Sustainability Leadership for Engineers (College of Engineering,
Innovation Leadership Honors Program), and Sustainability Leadership for
Entrepreneurs (College of Business, open enrolment graduate course). Additionally, the
committee has set out to incorporate academic service learning, volunteer and student
club opportunities related to sustainability efforts on campus and in the wider
community. The following are some of the most recent initiatives in this area:

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FAU Freshman GReEn Living and Learning Community will be collaborating
with the Pearl City community garden in Boca Raton.
Encourage sustainable service learning projects. Several faculty are working
on projects with their students, including:
o Community garden
o Recycling programs for students, faculty, and staff
o Retention pond restoration
o Life Cycle Assessment (LCA) training program under development with
corporate partners (CIBA and NextLife).
Development of sustainability-related clubs such as Geo Club, Green
Ambassadors, Florida Water Environment Association etc. Students have an
even greater impact on society if they take their knowledge out of the
classroom and into the community.
The subcommittee’s third goal is to promote opportunities for sustainability
research across departments and colleges, including support for the research agendas of
faculty and research centers relating to sustainability such as the Center for
Environmental Studies and the Center for Ocean Energy Technology. The FAU
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Environmental Sciences Everglades Fellowship Initiative and initiatives of funded and
non-funded research focused on long-term, holistic sustainability that contribute to a
growing knowledge base.
Research is a fundamental activity of the university. FAU continues to be at the
forefront of sustainability research, particularly as it relates to global climate change
(see Research, p. 16).
Barriers to the incorporation of sustainability in the curriculum, at the present
time and the foreseeable future, are mostly related to budgetary concerns. Due to the
reorganization of departments and colleges, fewer faculty are available to extend the
curriculum into special topics and electives, where many of the sustainability focused or
related courses are housed at this time. An additional factor concerns the time lapse that
occurs between development, submission and final approval of new courses by the
appropriate educational authorities. Though the latter process may be more difficult to
resolve, budgetary constraints can be offset by the development of a more
entrepreneurial approach to fundraising, particularly given the rapidly growing interest
and concern in the corporate world for more sustainable solutions to the business-asusual paradigm.
Sustainability-focused and related courses in the curriculum
Charles E. Schmidt College of Science
Department of Geosciences
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Human-Environment Interaction in South Florida (GEA 4275)
Human-Environmental Interactions (GEA 6277)
Culture, Conservation, and Land Use (GEO 6337)
Water Resources (GEO 4280C)
Biogeography (GEO 4300)
Department of Biological Sciences
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Conservation Biology (BSC 6936)
Department of Chemistry
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Chemistry for the Health Sciences
College of Engineering and Computer Science
Department of Engineering
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Environmental Science and Engineering (ENV 3001)
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Engineering Design 1 and 2 (CGNC 4803 and CGNC 4804)
Sustainability Leadership for Engineers (EGN 2935)
College of Business
Department of Management Operations
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Sustainability Leadership for Entrepreneurs (MAN 6931 and MAN 4980)
Dorothy F. Schmidt College of Arts and Letters
School of Communications and Multimedia Studies

Environmental Journalism (JOU 4314) Jupiter Campus
College of Design and Social Inquiry
Department of Urban and Regional Planning
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Environmental Analysis for Planners (URP 6425)
Sustainable Cities (URP 4432)
Sustainable Urban Places (URP 6930)
Environment and Society (URP 6421)
Environmental Planning and Policy (URP 6429)
School of Public Administration
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Business, Government and Society (PAD 2258)
School of Architecture
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Architectural Design 5 (ARC 3320)
Architectural Design 6 (ARC 3321)
Environmental Technology 1 (ARC 3610)
Architectural Design 7 (ARC 4326)
Architectural Design 8 (ARC 4327)
Environmental Technology 2 (ARC 4620)
Advanced Architectural Design 1 (ARC 5328)
Comprehensive Design Project (ARC 5352)
Honors College
Social Science/Humanities College
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Honors American Environmental History (AMH 3630 )
Honors Environmental Art (ART 3840C)
Honors Humans and Nature in Japan and East Asia (ASN 4405)
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Honors Environmental Economics (ECP 4302)
Honors Environmental Writing and Rhetoric (ENC 3362)
Honors Freshman Seminar in Environmental Studies (EVR 1933)
Honors Environment & Society (EVR 2017)
Honors Special Topics in Environmental Studies (EVR 4930)
Honors Global Environmental Issues (EVS 3403)
Honors Conservation and Use of Natural Resources (GEO 2370)
Honors Environmental Philosophy (PHI 3682)
Honors Environmental Conflict (PUP 4212)
Honors Environmental Psychology (SOP 4716)
Natural Science
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Honors Introduction to Environmental Science (EVR 2001)
Honors Biodiversity & Honors Biodiversity lab (BSC 1011, 1011L)
Honors Contemporary Chemical Issues (CHM 1025C)
Honors Survey of Marine Biology (OCB 2000)
Honors Introduction to Oceanography (OCE 2001)
Honors Environmental Chemistry (CHM 3080)
Honors Conservation Biology (EVS 4414)
Honors Geographic Information Systems (GIS 3044C)
Honors Marine Biology & Oceanography and Honors Marine Biology &
Oceanography Lab (OCB 3012, 3012L)
Honors Tropical Rainforest & Honors Tropical Rainforest (PCB 3351, 3351L)
Honors Issues in Human Ecology (PCB 3352)
Honors Principles of Ecology (PCB 4043)
Honors Energy & the Environment (PSC 2514C)
Honors Evolution (PCB 4673)
College of Education
Department of Teaching and Learning in collaboration with the Pine Jog Environmental Center
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Survey of Current Environmental Issues Through Service Learning (EDG
4044)
Civic Engagement through Environmental Education (EDG 4045)
Environmental Education Internship (EDG 4940)
Principles and Methods of Environmental Education (SCE 3442)
Perspectives of Environmental Education (SCE 6345)
Trends and Issues in Environmental Education (SCE 6644)
Advanced Methods in Environmental Education (SCE 6344)

Design, Implementation and Evaluation of Environmental Education
Programs (SCE 6196)
Research
The Regional Context and the Role of Florida Atlantic University in Adaptation and Mitigation
of Climate Change Impacts
South Florida is on the front lines of risk associated with climate change impacts.
In response, FAU has formed a coalition of research institutes and assembled
interdisciplinary teams to assist in developing adaptation and mitigation strategies to
prepare for and mitigate climate change effects, known as the Integrative and
Collaborative Climate and Energy (ICCE) Research Program. This is a collaborative
effort with stakeholders at the national, state, and local levels.
The Approach: We take a landscape approach to assess mitigation and adaptation of
climate change impacts in the “South Florida Ecosystem,” defined by the hydrologic
basin of the South Florida Water Management District. At this scale, we can synthesize
the inter-related effects of modifying land uses and shifting to alternative energy
production/conservation, re-evaluate current water management systems, incorporate
Everglades’ restoration activities and water conservation, and assess the economic
tradeoff of alternative solutions.
Objectives:
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26
Develop credible scenarios of climate change impacts for South Florida,
down-scaling from global-based to local climate models, using the best and
most current scientific information. Hold open discussion forums, on a
regular basis and in an adaptive management framework, between
climate/marine scientists and engineers, land use planners, economists, and
other stakeholders.
Establish a long-term coastal monitoring program focused on validating the
local effects of climate change on South Florida predicted from global and
local climate models. From these data, realized local climate impacts will be
used in an adaptive management framework, climate change scenarios on the
landscape and risk assessment.
Define impacts of climate change to South Florida geography, urban
structures, real property, economic development and natural areas, especially
vulnerabilities resulting from sea level rise in combination with extreme
weather events such as hurricanes, tropical storms and torrential rains. We
will use this assessment to propose, with input from stakeholders, alternative
policy and planning recommendations regarding land use, building codes,



infrastructure adaptation, public works projects to protect valuable urban
developments, emergency preparedness, natural resource sustainability,
beach management, economic opportunities, and quality-of-life issues.
Take a “risk assessment” approach to defining vulnerabilities in the South
Florida water management infrastructure (flood protection, water supply, salt
water intrusion, and waste water management) to climate change including
changes in precipitation patterns and rising sea levels. Once these risks have
been identified, we will work with stakeholders to provide cost-benefit,
policy, and legal analyses, as well as suggest alternative solutions.
Evaluate Everglades’ restoration in the context of water management options
as a tool to ameliorate short and long-term climate change impacts on water
supply, quality and flood protection in South Florida.
Consider alternative energy solutions on the landscape, particularly with
planned land use changes, as a broad-based solution to mitigate climate
change impacts and develop new economies for South Florida.
Expertise: FAU has already brought together a cross-university multidisciplinary team
to address these issues. Our partners provide strong support in topical and regional
areas.
South Florida Integrative and Collaborative Climate and Energy Program (ICCE)
Program Goal: The South Florida Integrative and Collaborative Climate and Energy
(ICCE) Program’s goal is to provide the best, most up-to-date local climate science
information, and engineering alternatives, to minimize the inevitable climate change
impacts on South Florida.
Problem Statement: The South Florida Peninsula is the most vulnerable developed
region globally where major human populations, natural resources, and economic
assets are at risk, based on the current trajectory of climate change data and projections
using future emissions scenarios with modest or no reduction in greenhouse gases.
Needs:
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27
Climate Science and Coordination at the Local Scale
Geographical Impacts, Land Use, and Infrastructure Management
Policy Development and Economic Impact Analysis
Water Management Assessment
Natural Resource Management and Sustainability
Education and Public Outreach
Impact on Human Well Being
Integrative Approach: We propose an integrative landscape approach to climate change
solutions, which includes adaptation and the analysis of ongoing mitigation efforts,
including but not limited to the restoration plan of the Everglades, alternative energy
development, and energy conservation. Mitigation and adaptation are cross-linked by
changes in land-use planning, shifting energy consumption patterns, water
management alternatives, natural resource management and economic assessments, as
well as promoting human health and safety with climate change across a broad
geographic area.
Climate
Impact
Solutions
Public Health & Safety
Land Use Planning
Energy Consumption
Water Management
Resource Management
Economic Tradeoffs
Mitigation
Adaptation
Figure 1. Climate change solutions require mitigation and adaptation efforts across the
landscape.
Adaptive Management Framework and Communication
The ICCE program will develop a strong inter-disciplinary team to facilitate the transfer
of technical climate information to regional planners and engineers in an adaptive
management framework. Global climate model predictions will be scaled to regional
models to develop climate scenarios for South Florida. Output from these local models
will be used to develop “Landscape Adaptation Scenarios” by a team of urban planners,
engineers, economists, educators, political scientists, and natural resource managers.
Because of the current uncertainty in the rates of change and their intensity, an
integrative process will be established whereby as additional scientific data are
available, the landscape adaptation scenarios will be updated and modified
accordingly. A forum for discussion will be established and website developed to keep
all partners and the public aware of the current findings and publications from the ICEE
program group. The economic outlook for South Florida is crucial to development of a
sustainable future. Vulnerabilities resulting from climate change must be identified and
assessed with regard to the potential for sustainable development with a high quality of
life. Economic impacts of all phases of the adaptive management framework should be
assessed so that the human, business, and opportunity costs can be defined; costs of
28
alternative scenarios can be compared; and economic tradeoffs among human
populations, natural resources, and economic assets can be determined.
Global Climate Model Predictions
Regional Models of South Florida
Climate Scenarios
(e.g., rates sea level rise; precipitation)
Slow
Rate of Climate Change
Fast
Landscape Adaptation Scenarios
Policy Development
Natural Resource
Management
Urban Planning
Adaptive
Management
Framework
in a Changing
Climate with
Uncertainty
Education
Public Outreach
Engineering
Solutions
Economic Assessment
Figure 2. Overarching framework to apply climate science and information to the regional and
local scale for policy and decision making in an adaptive management framework with
uncertainty.
Potential and Current Collaborators
The ICCE program is a University-initiated program, with FAU as the lead
institution and University of Miami as the co-lead institution. We will also have strong
collaborative linkages with local, state and federal governmental and non-governmental
organizations, the business community, and public. Other potential University
collaborators include: University of South Florida, Florida Gulf Coast University, and
Columbia University in New York City.
ICCE Program Research Expertise
29
The ICCE collaborative has the expertise to develop broadly-accepted scenarios of
climate change impacts for South Florida, down scaling from global to local climate
models, and translating this highly technical and scientific information to the policy
arena, and to propose solutions and evaluations based on strong scientific and
engineering capabilities. We identify this specific expertise below and identify the
institutions that provide these capabilities, as well as provide information on current
active research projects that highlight our expertise in the area of climate change
science, engineering, policy, business, and education, and the potential for
communication and collaboration with federal, state and local governments and the
business community.
Additional Research Projects
During 2008 – 09, the Division of Sponsored Research processed the following climaterelated research proposals:
Project Title: Comprehensive Everglades Restoration Plan (CERP) Monitoring and
Assessment Plan
Sponsor: South Florida Water Management District (SWFMD)
Grant Amount: $240,027
Project Title: Water Quality Synoptic Survey Data Analysis for Each Beach Water
Control District
Sponsor: SFWMD
Grant Amount: $13,528
Project Title: Modeling Groundwater Interactions in Hydrologic Analysis for Flood
Plain Mapping
Sponsor: SFWMD
Grant Amount: $24,999
Project Title: Water Conservation Demonstration Project – Native Landscaping
Sponsor: SFWMD
Grant Amount: $98,750
Project Title: Hydrology Relationship between Tree Islands and their Surrounding
Marsh
Sponsor: SFWMD
Grant Amount: $49,815
30
Project Title: Assessment of the Environmental Lift of Stormwater Treatment Areas on
SoFL Avifauna
Sponsor: SFWMD
Grant Amount: $43,131
Project Title: Everglades Fellowship Program
Sponsor: National Park Service
Grant Amount: $500,000
Project Title: Revision and Expansion of EDEN Digital Elevation Model and Water
Surface Model
Sponsor: USGS
Grant Amount: $35,296
Public Engagement
Since its inception in August of 2007, the Community Engagement Committee has
implemented numerous initiatives which have engaged the university and wider
community. These efforts include:
October, 2007
First Campus Sustainability Day
April, 2008
First Earth Day
October, 2008
Second Campus Sustainability Day
April, 2009
Focus the Nation: Collaboration with Lynn University, Palm Beach
Community College and the City of Boca Raton. The conference
was carbon neutral thanks to the sponsorship of FP&L, which
provided the necessary carbon offsets.
October, 2009
Green Fest (Third Campus Sustainability Day): Attended by 50
green exhibitors and 2,000 visitors. Carbon offsets provided by
NextEra, the renewable energy division of Florida Power & Light
(FPL).
Other efforts were initiated by the Community Engagement Subcommittee,
including orientation of new faculty and staff in sustainability at FAU, and the
promotion and development of academic-service learning opportunities in the
curriculum throughout the colleges. The latter effort was strongly supported by the
Dean of Undergraduate Studies and the Weppner Center for Civic Engagement and
Service, and has received increasing support from faculty who value the opportunities
for extending students’ education through field work and engagement with the
community. Among the projects conducted in the past two years have been:
31
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GIS jungle and shoal mapping field work in Belize and Nicaragua. This is a
summer semester international student field trip coordinated and supervised by
an adjunct professor from the College of Engineering.
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Creation of the Global Hope & Opportunity Project, a nonprofit organization
housed in the Colleges of Business and Education, whose mission is to develop
sustainable economic development in Central and South America, and Latino
populations in southeast Florida. See www.ghoppe.org.

Alternative Spring Break, whereby students have participated in week long park
clean-ups.
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Participation of an FAU student delegation in Powershift 09, lobbying Congress
for a new energy economy.

In April 2009, FAU hosted Focus the Nation 2009, in collaboration with Lynn
University, Palm Beach Community College and the City of Boca Raton, with the
attendance of ‚green‛ businesses and a panel of sustainability leaders in business,
higher education, community and government. Florida Power and Light (FPL)
provided the carbon offsets to make this conference carbon neutral.
Weppner Center for Civic Engagement and Service
The mission of the Weppner Center for Civic Engagement & Service (WCCES) is to
develop partnerships between the University and community by providing service
opportunities to faculty, staff and students; and to promote the link between curriculum
and service fostering civic awareness. The vision of the WCCES is to foster future
leaders through civic responsibility and community service. As a conduit between
volunteers and outside organizations, WCCES aims to offer relevant service
opportunities and guidance to encourage compassion. Faculty, staff and students are
encouraged to contact the WCCES for information on how to receive updates on
volunteer opportunities.
In addition to participating in volunteer activities sponsored by the Weppner
Center for Civic Engagement & Service, faculty and students have the opportunity to
combine coursework with the needs of the community through academic servicelearning courses. For example, in Fall 2009 students from an Engineering class utilized
knowledge gained from the course to evaluate the impact of beach erosion on a nearby
community.
The Weppner Center for Civic Engagement & Service’s short-term goals include
continuing to offer environmentally-themed volunteer activities either as a stand-alone
event by the center and SAVI (Students Advocating Volunteer Involvement) and/or in
conjunction with Mission Green Student Association and Habitat for Humanity Student
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Club. Activities on the Fall 2009 agenda included a Campus-wide clean up and a
Habitat for Humanity project. Alternative Spring Breaks over the past few years have
involved working in State Parks, with local homeless organizations, with Habitat for
Humanity, and for Katrina disaster relief efforts.
Long-term goals of the center are to utilize their website to reduce the amount of
paper usage for surveying and utilize electronic means to advertise/market activities to
students (i.e., email, MyFAU announcements, Facebook, etc.).
Numerous Academic Service-Learning Projects are currently coordinated by
faculty across the university with the support of the Weppner Center for Civic
Engagement & Service and the Office of the Dean of Undergraduate Studies. These
activities vary by instructor and a full list is not currently compiled on the individual
projects, but this includes such initiatives as a community garden project, beach
cleanups in the Boca Raton and Delray Beach coastal areas, supporting the work of the
Boca Helping Hands Soup Kitchen, and environmental engineering projects on campus
and in the community.
Mission Green Student Association
In an effort to formalize student environment-related public engagement activities at
the University, March 2009 saw the founding of the FAU Mission Green Student
Association (MGSA). At the time of writing, the number of active members on Facebook
exceeds 300, recruited through open enrolment campaigns, grassroots organization, and
an interactive Facebook site. Since its inception MGSA has developed a growing
number of events and activities, many of which can be considered as mitigation
strategies directed at climate change.
Formal website: www.fau.edu/mgsa
Frequency of meetings: Monthly
Key issues addressed and programs implemented since August 2008:
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Campus Sustainability Day (Awareness Event): October 22nd, 2008
FAU Mission Green Beach Clean-Up
Earth Week (Awareness, Promotion, Activities): April 20-25th
Tree-Planting Ceremony and Speech: April 22nd, 2009
Focus the Nation (Nation-Wide Event)
Mission Green Office Location: May 2009
Participated in the Improved/Reconfigured Recycling Program in the
Housing and Residential Department: May-August 2009
Progress since August 2008
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The events listed above are annual projects, excluding the work being completed
with the recycling program in the residence halls over the summer. MGSA also has a
listing of over five committees that students will be involved with, as well as the
addition of the Emerging Green Builders organization, which will be a branch of the
United States Green Building Council’s student development/ involvement initiative.
The MGSA is currently preparing its first Recycle Mania (Nation-Wide Competition) for
the spring of 2010, with the goal of instilling a more sustained culture of environmental
stewardship.
Sustainability in Student Government
The Student Environmental Committee was founded in late April, 2009. Still in its
planning stages, the committee will serve as a partnership between the Mission Green
Student Association, Student Government, and the university-wide Sustainability
Committee. The committee will also implement green initiatives in campus buildings
including, but not limited to: the recreation center, the student union, the
administration building, and others. Student Government also promoted a universitywide Green Fee, which was adopted in a poll by the FAU student body.
Other Student Activities
The Mission Green Student Association has been very effective, not only with the
events listed above, but also with the mobilization of students achieved over the
internet. The association’s Facebook has become a great outlet for effective
communication with students, helping to promote and enhance the purpose of the
Mission Green Campaign on all campuses. Even more impressive is the amount of
activities and projects that have been started, or are in the working stages of being
created, in less than four months.
At this point in FAU’s history, the Mission Green Student Association has been
the first club/organization on campus to offer students the ability to network and
engage them in everything green-related on and off campus. The organization has gone
from a small, intimately organized group to a professional organization with committed
officers, to the point of earning the recognition and support of the administration and
the Board of Trustees. The group will continue to expand to other FAU campuses in
southeast Florida, and will also work to develop more events and activities for students
to participate (i.e.: new committees, projects, etc.) The Mission Green Student
Association, with the direction and guidance of the president and the advisor, has seen
significant, positive changes in the infrastructure of the organization, as well as the
growth of members and impact on the student body.
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With the help and guidance of the Energy Action Coalition, six Mission Green
members were able to attend Power Shift ’09 in Washington, D.C. This was an amazing
event in which the students were able to learn more about energy policy, as well as the
real-world experience of lobbying elected officials. The Mission Green Student
Association will continue to partner with other organizations to create a network of
proactive groups that can make an impact on the local community, state, and national
level.
Project GreenED
In April, 2009, a group of FAU High School/dual enrolment students founded Project
GreenED with the following mission:
Since the average use of a computer in the United States is two and a half years,
many computers that still have a lot of potential collect dust or end up in a
landfill. Because of this, Project GreenED's purpose is to gather laptops and
desktops in good working condition and donate them to schools in developing
countries. The "GreenED Team" will clean, format and install Edubuntu, an
educational version of Linux. After going through this process, the equipment
will be donated to hand-picked schools in Brazil. Looking further in the future,
we hope to eventually expand this project to other schools in Latin America.
We understand that not every computer that we receive will be working.
Therefore, we will attempt to use every working part and then allocate the
remains of non-working computers to recycling companies that do so in an
earth-friendly way.
Project GreenED is now working closely with three schools in Brazil, which will
be the recipients of the first shipment of fifty recycled computers in early 2010.
Project website: http://www.projectgreened.com
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CONCLUSION
Florida Atlantic University’s 2009 Climate Action Plan shows how quickly the
university has progressed from the initial efforts reported only one year previously.
Evidence of progress is present in the increasing institutionalization of sustainability
policies and practices throughout the university and the growing support from the
administration, clearly demonstrated by the inclusion of sustainability concerns in the
FAU strategic plan, and the allocation of funds to support the university’s climate
initiative. It is also visible in the major climate research initiatives currently being
conducted with the support of federal, state, and private funding, and in the ongoing
incorporation of sustainability-focused courses in freshman orientation, and the
undergraduate and graduate curriculum. Facilities and operations have embraced GHG
mitigation, and this is clear in the changes undertaken in all new construction and
retrofitting of -old buildings, in transportation, food services, environmental services,
facilities maintenance, and information resource management. The rapid growth of
student interest and participation in the increasingly well attended student
organizations and student-led activities is a tribute to highly effective student leaders
who have wholeheartedly taken up the sustainability challenge. The university’s
ongoing commitment to diversity, community outreach, and sustainable regional
development is also noteworthy.
In view of the challenges that climate change will bring in the not-so-distant
future, challenges to which southeast Florida is especially vulnerable, the significance of
Florida Atlantic University’s leadership role in promoting carbon neutrality and
sustainable regional development cannot be overestimated. Though much has been
accomplished in a remarkably short period of time, there is still much to be done at the
university and throughout its service area in order to reduce its ecological footprint to
desirable levels. However, the outcomes and goals reported here, and evidence of
growing engagement visible throughout the university community offer encouraging
signs that this is fast becoming a shared and attainable vision.
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