Sharing Information on Progress (SIP) Report

Pamplin School of Business
Principles of Responsible
Management Education:
Sharing Information on Progress (SIP) Report
February 2011
Table of Contents
Letter from the Dean: Our Renewed Commitment to PRME..…………………………………………………………….3
Who We Are……………………………………………………………………………………………………………………………………….4
Principle 1: We will develop the capabilities of students to be future generators of sustainable value
for business and society at large and to work for an inclusive and sustainable global economy …………6
Principle 2: We will incorporate into our academic activities and curricula the values of global social
responsibility as portrayed in international initiatives such as the United Nations Global Compact.…..8
Center for Entrepreneurship: Sustainable Entrepreneurship……………………………………………………11
Principle 3: We will create educational frameworks, materials, processes and environments that
enable effective learning experiences for responsible leadership…………………………………………………….12
Principle 4: We will engage in conceptual and empirical research that advances our understanding
about the role, dynamics, and impact of corporations in the creation of sustainable social,
environmental and economic value………………………………………………………………………………………………….15
Principle 5: We will interact with managers of business corporations to extend our knowledge of their
challenges in meeting social and environmental responsibilities and to explore jointly effective
approaches to meeting these challenges. ............................................................................................ 18
Principle 6: We will facilitate and support dialog and debate among educators, students, business,
government, consumers, media, civil society organizations and other interested groups and
stakeholders on critical issues related to global social responsibility and sustainability. .................... 20
Future Perspectives and Key Objectives............................................................................................... 24
Sustainability on Campus...................................................................................................................... 24
The Pamplin School of Business Administration (PSOBA) is pleased to submit our Sharing Information on
Progress Report detailing our activities during the period of August 2009 through February 2011. It is a
privilege to participate and share our results as the values expressed in the Principles for Responsible
Management Education are centered to the mission of the PSOBA which is:
“The mission of the Dr. Robert B. Pamplin, Jr. School of Business Administration is to create a
collaborative learning environment that develops our students’ knowledge of effective business
practices, analytic and interpersonal skills, and ethical and global perspectives and enables them
to be successful and responsible leaders in their communities and the changing world.”
The governance function of PSOBA has identified five Strategic Planning Goals which are as follows:
1. Teaching and Learning – Premier Academics: Develop and promote recognized, premier academic programs and services in the Holy Cross tradition of education the whole person: head,
heart, and hand.
2. Teaching and Learning – Our People: Recruit, develop, and retain excellent mission-centered
students, faculty, and staff.
3. Faith and Formation – Development of Distinctive UP Culture: Foster a campus-wide culture
promoting human formation that integrates reason, faith, and ethical values.
4. Service and Leadership – Quest for the Common Good: Promote a community that demonstrates service and leadership for the common good.
5. Service and Leadership – Stewardship of Resources: Exercise innovative and sustainable stewardship of resources in support of the mission.
The strategies and action plans we’ve developed to achieve these goals include many significant steps to
achieving the mission of PRME. This report documents some of the outcomes achieved as a result of the
UP PRME initiative.
The faculty, staff, and students in the PSOBA are committed to the principles of responsible management education. On their behalf I submit this report which details our successes and objectives for the
Robin D. Anderson
Dean, Pamplin School of Business
Franz Chair in Entrepreneurship
University of Portland
Who we are….
Since 1901 the University of Portland has devoted itself to an education of the heart and mind by focusing on three central elements: teaching, faith, and service. Since the day it opened in September 1901
with 52 boys and 8 professors, the University has grown to a vibrant intellectual community of 3,700
students and 316 professors. Today the University is ranked among the top 10 schools in the West by
U.S. News and World Report and its students and faculty have won numerous commendations and
awards. In the past 15 years, five professors have received awards from the Carnegie foundation including National Professor of the Year Kate Regan (Spanish) and State Professors of the Year Karen Eifler
(education) and Terry Favero (biology). The University of Portland, closely affiliated with the Congregation of Holy Cross, prides itself on providing a traditional, values-centered education that is attuned to
the needs of every student.
The Dr. Robert B. Pamplin, Jr. School of Business Administration was founded in 1939, and is accredited
by the Association to Advance Collegiate Schools of Business (AACSB). Our goal is to provide students
with innovative, challenging educational experiences that go beyond business fundamentals to develop
the leadership skills and knowledge required for successful careers, which fits squarely in the purview of
the six principles of PRME. The Pamplin School of Business Administration challenges itself to provide each student with:
opportunities to obtain a comprehensive understanding of business
state-of-the-art curricula taught by highly motivated and concerned faculty who are on the leading
edge of their disciplines
the leadership skills needed to manage organizations -- communication, problem-solving, teamwork,
and utilization of technology -- taught in global and ethical contexts.
What makes the Pamplin School stand-out is the moral and ethical context in which our education is
provided. It’s a context informed by PRME and designed to give students a competitive edge as they
enter the job market. To that end, all of our undergraduate students take part in our Pamplin Professional Preparation Program (see description under Principle 1). This program is integrated throughout
the undergraduate curriculum to ensure our students are prepared at the highest level to meet the challenges of working in today's world. Furthermore, our students take substantial classwork in philosophy,
theology and ethics in their Arts and Sciences core curriculum. These classes provide the foundational
underpinnings needed by students to understand the more specific ethical issues embedded throughout
their accounting, financial, marketing, and general business classwork.
At the undergraduate level, our approximately 500 business students can choose from seven majors
within the Pamplin School of Business Administration. These include six B.B.A. majors in accounting,
marketing and sustainability, finance, global business, operations and technology management, and entrepreneurship and innovation management, and a separate B.A. major in economics. Our 140 MBA
students can choose to concentrate in any of the following areas: (1) Entrepreneurship; (2) Finance; (3)
Health Care; (4) Marketing; (5) Operations and Technology Management and (6) Sustainable Business. In
addition to the MBA, we have recently started a Masters of Science in Finance and starting in fall 2011,
we will welcome our first cohort for our Executive MBA in Nonprofit Management.
Complementing our interest in technology and innovation, the school also offers a Technology Entrepreneurship Certificate for graduate students jointly delivered with Oregon Health & Sciences University
(Medical school). This two-year, 12-semester-credits program provides a unique experiential learning
opportunity for a small cohort of select graduate students with a focus on developing commercialization
skills in an environment that combines practice and theory. In the first year, students attend presentations and participate in custom-designed short courses. The program continues with a year-long handson practicum, working with real medical technology projects, with the goal being to launch a company.
Following is a description of the Pamplin School’s progress and major achievements in embedding the
principles of responsible management education in our everyday activities, our strategies for the near
future, and our long-term vision to become one of the preeminent business schools in the country.
U.S. News & World Report
ranks University of Portland
among top ten for 16th consecutive year
The University of Portland ranked in the top
30 of Master's Universities in the 2010
Washington Monthly College Rankings
University of Portland ranks
first among peer institutions in
number of Fulbright Scholarships awarded in 2010
University of Portland recognized by national publications, named 11th best nationally by Washington Monthly and an “AList” college by Parade Magazine
University of Portland named
one of nation’s 286 Green Colleges
The University of Portland ranks No. 3 on
Peace Corps’ 2011 rankings of colleges and
universities in the small category (less than
5,000 undergraduates)
Accredited by AACSB
Principle 1: We will develop the capabilities of students to be future generators of sustainable value
for business and society at large and to work for an inclusive and sustainable global economy.
The Business School has focused much of our effort at the undergraduate level on embedding this principle as a driving focus of change. One major effort has revolved around a co-curricular program created
in fall 2008 called the Pamplin Professional Preparation Program (P4). The program provides three of
the 120 semester credits required for graduation for all business students, but in fact, is integrated
throughout the student’s academic career and embodies our holistic approach to business education. A
variety of exercises begin in the freshman year and culminate in the senior year, all designed to attain
the P4 objectives identified below. Students are required to complete these activities and faculty and
staff are intimately involved with the delivery, monitoring, and assessment of student progress on the
The P4 program integrates self assessment, leadership, service learning, job shadows, internships, and
networking with our alumni. It’s objectives are to ensure that students know who they are as people by
a self-assessment process which includes values and ethical decision making, personal-goal setting,
leadership training through service projects, and being professionally prepared when they have satisfied
their four-year requirements. The program also exposes students to community service so their understanding of being part of a bigger world is reinforced and supported.
P 4 Curriculum Objectives
Values & Ethics
Service &
Self assessment
leading to a
Goal Setting
Self leadership
Time Management
Team building
Ethical challenges
in the world today
Values based
decision making
Stress Management
Professional ethics
StrengthsQuest Top
5 Talent Themes
Ethics Lens
Problem Solving
Personal values
ROPES Course and
Leader Action
Leadership theory
Plan, prepare,
execute, and
supervise projects
and activities
Work as part of a
Lead service
Explore business
functional areas
Development Plan
Cover letter and
Job Shadow
E - mentoring
As part of the University of Portland, the Pamplin School of Business takes great pride in playing an important role in the University’s overall efforts to develop not only the capabilities of students to be future generators of sustainable value, but also those of faculty, staff, and administrators. We attempt at
all times to model the attitudes and behaviors desirous within a community of scholars who value sustainability and all of its unique elements. Such activities include, but are not limited to the following:
Our campus “sustainability” initiatives resulted in The Princeton Review naming the University of Portland one of America's 286 ""green"" colleges. Our recognition comes after three years of research by
the Princeton Review to find the country's most environmentally friendly schools. The university, and
the business school as part of it, is committed to living and acting sustainably.
To further our belief that the university should live and act sustainably, the President sent a message to
the university community in February, 2010 banning the sale of disposable plastic water bottles on campus. UP became the first college on the west coast to discontinue the sale of such bottles. His message
read in part:
“The University used over 53,000 disposable plastic water bottles in 2009
alone, a good amount of which were not recycled, and the environmental
impact of producing and transporting the bottles is significant. The water
contained in the bottles often comes from distant locations, which only increases the impact from shipping and baling. Furthermore, because water
being sold in disposable plastic water bottles is part of a process of privatization of water resources, the sustainable purchasing decision not to buy or
sell disposable plastic water bottles also fits into the Catholic belief that water should not be treated as a commodity and that access to water is a universal and inalienable right.
The University of Portland takes seriously its commitment to being a good
steward of the planet, and this move will not only reduce the amount of
waste generated on our campus but will help focus attention on the critical
issues of sustainability and water rights.” – Father William Beauchamp, President
Principle 2: We will incorporate into our academic activities and curricula the values of global social
responsibility as portrayed in international initiatives such as the United Nations Global Compact.
The Pamplin School has been very active in changing our curricula, both undergraduate and graduate, in
the past two years to further accommodate initiatives in sustainability. After extensive planning and research by the faculty and administrative staff, several major changes have taken place in 2010 or will
take place in fall 2011.
In 2010, our MBA program began to offer a concentration in Sustainability. Four classes are offered, two
of them taught by faculty outside the B-School. Professor Greg Hill, Math, teaches our Systems Thinking
class, and Professor Renee Heath, Communications, teaches our Organizational Communication class.
These professors add a particularly meaningful interdisciplinary perspective to our program, enhancing
our graduate students’ education in sustainability in a way not found at many other schools. Classes include:
(1) Economics and Metrics of Sustainability: an examination of ecological and environmental
economics, Natural Step, and the role of business, nonprofit, and government sectors in fostering sustainability.
(2) Sustainable Marketing: covers the principles of sustainable marketing
(3) Systems Thinking, Resilience and Sustainability: This course develops systems thinking perspectives and skills through a series of case studies drawn from environmental, social and business contexts.
(4) Organizational Communication and Collaboration for Sustainability: the course is designed to
teach students how to communicate when discussing potentially volatile topics such as sustainability.
A new Master of Science in Finance (MSF) degree was started in fall 2010. A centerpiece of the program
is its emphasis on ethical corporate governance. The program is designed to ensure that MSF students
understand the importance of ethical financial governance to the sustainability of their business enterprise, and the impact of their decisions on all stakeholders.
In fall 2011, we will be initiating our new undergraduate Marketing and Sustainability major. The major
introduces all students to the basic concepts of environmental, social and economic sustainability by
overlaying the fundamentals of our business core. Sustainability principles will be applied across the entire marketing discipline through a new 300-level course, Sustainable Marketing. This course will be a
prerequisite for several upper division marketing courses, making it possible to integrate sustainability
principles throughout our marketing major.
In fall 2011 the B-School will be offering an undergraduate class in Social Entrepreneurship for the first
time. It will be similar to our MBA class in Social Entrepreneurship, covering social innovation, venture
philanthropy, the Fortune at the Bottom of the Pyramid, microfinance, values-driven organizations,
cause-related marketing and other cooperative strategies, earned income strategies, and measuring so8
cial return on investment. The course has been accepted as an elective for our new Entrepreneurship
and Innovation Management major, as well as an elective for two programs in the College of Arts and
Sciences: (1) Catholic Studies and Social Justice; and (2) Communications.
Also in fall 2011, we will start our new Executive MBA in Nonprofit Management. Our cohort program is
anticipated to begin with approximately 10-15 students and includes a strong core of classes designed to
impart a values-orientation to the students. The program includes three courses, deemed as values perspective courses: (1) the Economics and Metrics of Sustainability; (2) Cross-Cultural Management; and
(3) Leadership and Higher Level Management. In addition, students will take a required class in Social
Entrepreneurship, as well as five other nonprofit classes and three managerial tools courses—(1) creativity, (2) negotiations, and (3) new venture creation.
John Schouten, Marketing, and Chair of the President’s Advisory Council on Sustainability (PACOS), has
been promoting the idea of embedding or integrating sustainability across the UP curriculum. Under
John’s leadership, a task force is exploring the possibility of providing sustainability principles to all students at the University of Portland, regardless of their area of study.
Examples of specific class activities:
Bus 100: Leadership, has a class session devoted to sustainability in which students read four articles
and discuss them in class. They also use a business simulation game in which sustainability (focused on
climate change), is a part of the teaching module. Students also spend time talking about the ethical
challenges in off-shoring and downsizing as well as addressing specific labor issues, employee rights, and
regulation in general.
Bus 360: Organizational Behavior, devotes class time to the rewards and challenges of self directed work
teams and partnering with unions.
In both the undergraduate and graduate supply chain management classes, the issue of humanitarian
supply chains has become an increasingly important topic. Several cases are used as well as a book
chapter, and a guest speaker from Mercy Corps has addressed the classes. One case being used is “ITC
e-Choupal,” which discusses how a big company can do “social good” when redesigning its supply chain.
The MBA class “Economics and Metrics of Sustainability” requires class projects. One project recently
examined ways to reduce university energy consumption in the short term through the use of an energy
dashboard. The objective was to create a tool providing real time feedback to reduce energy consumption. If the students’ work is successfully implemented, this will be a major step towards meeting the
university’s climate action plan goal of becoming carbon neutral by 2040.
Bus513: Social Responsibility in Organizations deals with issues of ethical leadership, culture, CSR, the
meaning and value of work, moral rights in the workplace, employee responsibilities, marketing and advertising ethics, globalization, diversity and discrimination, and environmental responsibilities. One student project is to write a publishable quality, ethics-related case. As a result, a case written by three
students and subsequently revised by Professor Feldman was accepted for presentation at the Eastern
Academy of Management meeting, to be held in Boston, MA in May 2011. The case deals with the ethical issues involved in permitting a wind turbine farm in Klickitat County, Washington.
Ellen Lippman, Accounting, embeds ethical issues in all of her undergraduate accounting classes, including discussions of the manipulation of financial statements, whistle blower statutes, Dodd Frank, Sarbanes Oxley, etc. In addition, she has incorporated the discussion of environmental liabilities into her
intermediate accounting classes.
Debra Stephens, Marketing, has her Consumer Behavior class discuss overconsumption. Students read
and discuss a book called Consumed: Rethinking Business in an Era of Mindful Spending, by Andrew Bennett and Ann O'Reilly.
Bahram Adrangi, Economics, teaches a class in International Economics, in which students discuss the
impact of expanding globalization and transportation of goods and services on all resources, be it natural, human, air quality, water resources, etc. For example, they discuss specifically the possibility that
improved trade opportunities may improve standards of living, reduce population growth, and reduce
pressure on the world’s resources in the long- run.
Sam Holloway, Management, has his capstone strategy students do consulting projects. One team is
developing a business plan for Impact NW – a private non-profit organization. The team is analyzing an
existing business unit within Impact NW, ‘Senior GAP’ that is a financial planning service to seniors that
could not otherwise afford to pay market rate. The students are looking to expand the market and find
additional seniors that have the ability to pay market rate and still contract with Senior GAP. The excess
revenues would then go to fund those seniors that can pay nothing or less than market rate.
Todd Easton, Economics, teaches micro and macroeconomics. In his micro course, he discusses unemployment differentials by race/ethnicity and causes of the black/white differential, including bias. His
micro class also discusses Third World perspectives on the movement towards freer trade (WTO, etc).
His macroeconomics class discusses antitrust law as well as earnings differentials by race/ethnicity and
their causes and they spend a full class on pollution taxes and carbon taxes. Todd also teaches a class on
“Income Inequality” in which he includes discussions of earnings inequality, wealth inequality, poverty,
and policies to reduce all three. The class compares income mobility across high-income economies and
looks at evidence for causes of differences. It examines discrimination—by race/ethnicity & sex—as a
source of earnings inequality. Another course taught by Todd, “Development Economics,” includes discussions of inequality & poverty in an international context (poverty lines, pro-poor growth, sweat
shops, etc.).
Renee Heath, Communications (College of Arts and Sciences), teaches a class “Organizational Communication and Collaboration for Sustainability” as part of our MBA Sustainability Concentration. The class
includes graduate students from both the business school and the Communications Department within
the College of Arts & Sciences. Renee’s class focuses on the communication skills needed to enact sustainability. In particular, the class emphasizes the teaching of skills needed to recognize the interests of
other stakeholders, negotiate in a principled rather than polarized or competitive process, and make
Center for Entrepreneurship: Sustainable Entrepreneurship
Part of the responsibility in becoming more sustainable is teaching
people ways to live and create in a
sustainable manner—in their personal lives and, perhaps more importantly, in the ways they create
new ventures, businesses and projects. The Center provides programs
that teach people that entrepreneurial ventures can address society’s needs in ways that are socially,
environmentally and financially
Past activities in this realm include a
$149,000 grant from the Coleman
Foundation to support faculty in the
College of Arts & Sciences and in the
School of Business in teaching sustainable entrepreneurship to their
students. Faculty members are
supported in developing projects
that teach students how entrepreneurship skills and mindsets can
help them succeed in ways that help
their communities thrive.
The National Collegiate Inventors &
Innovators Alliance (NCIIA) is also
supporting the University of Portland’s sustainable entrepreneurship
teaching with a grant to infuse a
sustainability component dealing
with the environment, design and
society into the Entrepreneur Scholars Program (E-Scholars).
The sustainability component is
introduced in the BUS 480
course (Creating a World-Class Venture). When these students take
BUS 481 (Entrepreneur Apprenticeship) in the spring or summer they
include a sustainability filter in the
feasibility study they create with a
mentor. For BUS 482 (Global Entrepreneurship) in the spring or summer, students compare and contrast
sustainable business practices in the
US to business practices in another
collaborative decisions. Argumentation and presentation skills are
developed along with skills associated with dialogue and collaboration. Students learn these skills through role-playing and other exercises.
Greg Hill, Mathematics (College of Arts and Sciences), teaches our
MBA class on Systems Thinking, Resilience and Sustainability. The
course is part of our MBA concentration in Sustainability and emphasizes how a systems thinking approach is needed for implementation and management. The course develops students’ systems
thinking perspectives and skills through the use of case studies
drawn from environmental, social and business contexts. In addition, the course introduces students to the concept of system resilience, originally developed in ecosystem science, as an organizing
principle for defining and measuring sustainability.
Our required sophomore class “Legal and Social Responsibilities,”
covers a variety of ethical concerns, including the ethical ramifications of the application of law, that law is just the “moral minimum,” and how the law is informed by society’s values in specific
areas such as contracts, torts, employment laws, etc.
John Schouten, Marketing, teaches our MBA class on Sustainable
Marketing, using a textbook he authored with his colleague, Diane
Martin (Marketing). “Sustainable Marketing” is the first textbook
published in this domain and John uses it along with a variety of
student projects to inform his students on the role of sustainable
marketing. For example, students use the Natural Step Framework
and other principles of sustainable marketing to create or adapt a
marketing plan for a business that exemplifies competitive
advantage through constant progress toward sustainability.
Principle 3: We will create educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership.
The Pamplin School works hard to provide our students with a variety of learning experiences both within and outside the classroom that further the development of leadership skills. A sample of these experiences includes:
Internships: In 2010, fifty (50%) of our graduating seniors had participated in internship programs. At
the graduate level, seven of our 2010 MBA students completed internships with local firms as did seven
in 2009. With the beginning of our P4 program in 2010, every student in the business school is required
to have both job shadow experiences (2) and to fulfill a semester-long internship.
Volunteerism and Service Learning
Even before students get to our B-School program, they participate in the Freshman Weekend, where 800 students, faculty, and other
volunteers participate in a one-day Sustainability Volunteer program.
The $100K Challenge
In past years, the Center for Entrepreneurship supported a $16K Challenge, a business plan competition
for UP students and alumni. On April 30, 2011, the competition will again be held, but this year it has
become the $100K Challenge. Students can win $50,000 in cash and $50,000 in in-kind support for their
entrepreneurial ideas. In addition, a separate non-profit track has been created and the winner will receive $2500 plus additional in-kind support. Social enterprise business plans are becoming a major component of the competition, having been created in their E-Scholars program, the undergraduate entrepreneurial ventures class, or the Social Entrepreneurship class. Examples include: a nonprofit that provides unique educational experiences in developing countries, while partnering with existing organizations; developing a fair trade store on campus and in a local community (using pop-up store format), as
an earned income strategy to help support a school that is currently being created in Kenya by the student and his friends; and a nonprofit that will collect used sports equipment, sell it in a pop-up store
format, and donate any unsold equipment to developing countries. Profits from the store will serve to
support the donation side of the organization.
Plunge Events: Our P4 program requires business students
engage in service learning projects. As can be seen from
the photo at left, one of the many plunge projects in
which our students have been involved was the painting
of a cafeteria at a local elementary school.
The University has a forum section on the Web in which students, faculty, staff and administrators can share personal stories and reflections on their campus projects related to climate
change and sustainability. The forum focuses on: 1) what we
are doing in areas like energy use, transportation, paper use,
water use, waste, etc. and 2) how to improve even further
(what does a more sustainable university look like?)
East Africa Initiative
The Business School has supported UP students in 2009 and 2010 as East Africa Initiative interns. The 9week internship program is held in collaboration with the Foundation for Sustainable Development
( and in preparation for the program, the student attends bi-weekly seminars
leading up to their departure. Topics discussed included: (1) Sustainable Development and International
Aid: Practices and Conflicts, (2) Global Health Concerns in the East African Context (Malaria, TB,
HIV/AIDS), (3) Entrepreneurship, Microfinance and Sustainable Development, and (4) Gender Roles and
Development in East African Context. Taylor Bergmann, a senior Political Science major is pictured below with some of his Kenyan students. Elle Hoxworth, a senior majoring in Sociology and Political Science and an E-Scholar in the B-School, was another participant and specifically supported by the Pamplin School. Elle worked with the Western Education Advocacy and Empowerment Program, creating a
technical training and fair trade initiative called Shangalia Mama. Elle worked with women teaching
them how to use electric sewing machines to make handbags and other goods from local fabrics and
ultimately, sell their creations. A primary motivation for Elle in creating this venture was to reduce incidents of domestic violence, which is so prevalent in Kenya. While in East Africa, Elle learned that women who generated some income for the family were subject to fewer incidents of domestic violence.
This is an ongoing project for Elle and the East Africa Initiative.
Entrepreneur Scholars Program (E-Scholars)
Our award-winning E-Scholars program matches 20-25 students (regardless of program of study) with an
entrepreneurial mentor and provides them with the opportunity for domestic and international travel to
meet with business leaders around the world. A hands-on program, students get every opportunity to
“practice” global business. Students take 9 credit hours of coursework, specially designed to enhance
their entrepreneurial knowledge. These include the following classes:
Creating a World-Class Venture
Entrepreneur Apprenticeship
Global Entrepreneur
Unlike other university travel experiences, the e-Scholars are tasked with developing a business plan for
a project typically in the city or country in which they will be visiting. Students take a five-day trip and
must generate their own business leads, meet with local business leaders, and fulfill a number of other
tasks. For instance, in May of 2010, a group of e-Scholars visited Israel and had a presentation and tour,
including, driving the electric car being developed by Better Place and Renault. Better Place is currently
installing their unique system of battery-changing sites in Israel, Denmark, and Australia. Over the last
ten years E-scholar groups have traveled to Vietnam, China, Costa Rica, London, New York, Malaysia,
Johannesburg, Moscow and St. Petersburg, and many other locations.
In December 2010, two E-Scholar business students launched a nonprofit, the Alliance for Developing
Education, with the goal of fostering educational opportunities in developing countries, primarily Cambodia. ADE will assist by providing students with access to secondary schools, uniforms, books, and
school supplies. In March 2011, the students will be traveling to Siem Reap, Cambodia as part of their EScholars (Entrepreneur Scholars) program. While there, they will be meeting with local business, school,
and community leaders, as well as NGOs already operating in the country, in an effort to learn more
about the local culture and educational needs.
Principle 4: We will engage in conceptual and empirical research that advances our understanding
about the role, dynamics, and impact of corporations in the creation of sustainable social, environmental and economic value.
Teaching is the number one priority of the University of Portland and the Pamplin School of Business
Administration, yet research is an important part of our day-to-day activities as responsible scholars.
One of the highlights of the year has been the publishing of the first textbook on Sustainable Marketing,
co-authored by two of our Marketing faculty, John Schouten and Diane Martin. These two faculty members have achieved a stellar reputation for their work in sustainability, both in the past 18 months and
previously. However, they are not the only faculty members engaged in research in areas pursuant to
PRME. The list below highlights some of the scholarly activities in which our faculty has been engaged
since our acceptance in PRME in August 2009.
Martin, Diane. M. & Schouten, John.W. (2011) Sustainable Marketing: Principles and Practice. Pearson Higher Education
Arjun Chatrath (Finance) and Bahram Adrangi (Economics) are researching market regulation
issues related to manipulation. They have published two recent articles and also have two working papers:
 Dominant Markets, Staggered Openings, and Price Discovery. Journal of Futures Markets.
Forthcoming. With Rohan Christie-David, Bahram Adrangi, and Kiseop Lee.
 Futures Trading and Oil Price Movements. Review of Futures Markets, 18(4), Spring 2010,
347-362. With Rohan Christie-David, Victoria Lugli (MBA Student) and Cynthia Santoso (MBA
 Schouten, John. W. and Martin, Diane. M. (2011) “Communities of Purpose” in Karin M. Ekström and
Kay Glans (Eds.), Changing Consumer Roles - An Anthology, London: Routledge. (pp. 125-136).
 Martin, Diane. M. and Schouten, John. W. (2010) “Green Retailing”, Green Business: An A-to-Z
Guide. eReference, Green Series, Paul Robbins, Nevin Cohen, and J. Geoffrey Golson (Eds.), Sage.
 Martin, Diane. M. and Schouten, John. W. (2010) “Stewardship”, Green Business: An A-to-Z Guide.
eReference, Green Series, Paul Robbins, Nevin Cohen, and J. Geoffrey Golson (Eds.), Sage.
 Martin, Diane. M. and Schouten, John. W. (2010) “Sustainable Design”, Green Business: An A-to-Z
Guide. eReference, Green Series, Paul Robbins, Nevin Cohen, and J. Geoffrey Golson (Eds.), Sage.
 Schouten, John. W. and Diane. M. Martin (2010) “Reverse Logistics”, Green Business: An A-to-Z
Guide. eReference, Green Series, Paul Robbins, Nevin Cohen, and J. Geoffrey Golson (Eds.), Sage.
 Schouten, John. W. and Diane. M. Martin (2010) “Service Design”, Green Business: An A-to-Z Guide.
eReference, Green Series, Paul Robbins, Nevin Cohen, and J. Geoffrey Golson (Eds.), Sage.
 Schouten, John. W. and Diane. M. Martin (2010) “Social Marketing”, Green Business: An A-to-Z
Guide. eReference, Green Series, Paul Robbins, Nevin Cohen, and J. Geoffrey Golson (Eds.), Sage.
Martin, Diane.M. & Schouten, John. W. (2009) “Engineering a Mainstream Market for Sustainability:
Insights from Wal-Mart’s Perfect Storm,” in John F. Sherry, Jr., and Eileen Fisher (Eds.) Explorations
in Consumer Culture Theory, London: Routledge, (pp.150-167).
 Barnes, William, "Sustaining Creation: An Ecological Economics View," presented to the Southminster Presbyterian Church, Beaverton, Oregon, June 28th, 2009.
 Martin, Diane.M. (2010, June) Macromarketing Conference Pre-Conference Sustainability Workshop, Laramie, WY.
 Martin, Diane.M. (2010, May) Connecting the Dots: Links between Marketing and Public Policy Research and Sustainability, AMA Marketing and Public Policy Conference, Denver, CO.
 Martin, Diane. M. (2010, March) Beyond Ethics as Usual: Training Students for a New Paradigm of
Sustainable Marketing. Presented at the Western States Communication Association, Anchorage,
 Martin, Diane.M. & Schouten, John. W. (2009, June) Taking The Natural Step: A Strategic Framework
for Becoming Sustainable. Invited presentation to business leaders, faculty and administrators at
SUNY, Fredonia, NY.
 Martin, Diane.M. & Schouten, J. W. (2009, April) Teaching Sustainability in Marketing. Invited
presentation at the Mendoza College of Business, University of Notre Dame, South Bend, IN Martin,
 Diane.M. & Schouten, John. W. (2009, April) Leviathan and The Upstart: Two Approaches to Sustainability in Marketing. Invited presentation at the Mendoza College of Business, University of Notre
Dame, South Bend, IN
 Martin, Diane. M (2008, June) Marketing and Sustainable Consumption. Invited presentation at Association of Oregon Recyclers Conference, Seaside, OR Martin,
 Diane. M. & Schouten, John. W. (2008, June) Marketing for Sustainability. Invited presentation at
the Oregon Natural Step Network, Portland, OR
 Barnes, W. "Sustainability in the Service Sector," presented to an auditing team at Regence Blue
Cross Blue Shield, Portland, Oregon, June 22, 2010.
 Barnes, W. "Sustainability as a Competitive Advantage," presented to the Hive, an incubator and
networking meeting for UP alumni and entrepreneurs, Portland, Oregon, June 9th, 2010.
 Barnes, W. "Sustainability Education and Action at the University of Portland: Connecting the Dots
and Building Momentum," (with Laura Goble), presented at Renewing the Campus: Sustainability
and the Catholic University, Notre Dame, South Bend, Indiana, October 10, 2009
 Bernard, Elena. K. & Martin, Diane. M. (2010, April) Teaching Sustainable Marketing: Challenges and
Opportunities. Presented at the Marketing Educators Association Conference, Seattle, WA.
 Schouten, John.W. & Martin, Diane. M. (2009, November) Sustainability: The Unity of Strategy and
Ethics. Presentation at the Business & Sustainability International Conference, Portland, OR.
 Martin, Diane. M. (2009, November) Sustainability and Marketing Textbook Ideas. Presentation at
the Business & Sustainability International Conference, Portland, OR.
 Martin, Diane. M. & Schouten, John.W. (2009, October) Sustainability Roundtable. Presentation at
the Association for Consumer Research, Pittsburg, PA.
 Martin, Diane. M. & Schouten, John.W. (2009, August) Sustainable Marketing in Practice: Training
Students for a New Paradigm. Presentation at the American Marketing Association Conference, Chicago, IL.
Martin, Diane M. & Schouten, John W. (2008, October) Toward Sustainable Marketing: Re-Imagining
a Discipline. Presented at the Sustainability in the Supply Chain International Conference, Portland,
Down, Jon T. & Ward, K. 2009. Strategic Business Planning in an Economic Downturn. Presented at
the Fair Trade Federation Annual Meeting, Portland, OR
Ellen Lippman, Accounting, “Sustainability and Accounting” American Accounting Association Conference, Atlanta, GA, January, 2011.
Barnes, W. "Sustainability Education and Action at the University of Portland: Connecting the Dots
and Building Momentum," (with L Goble and C Butterfield), presented at the 13th Annual Continuums of Service Conference, Portland Oregon, April 1st, 2010 April 1, 2010.
Barnes, W. "Accelerating the Transition to Green Buildings: Lessons from The Nines and Courtyard
Marriot," (with C Brockman, G Hill, and T Steenburgh), the 3rd Annual Conference on Business and
Sustainability, Portland State University, Nov 5-6, 2009.
 Gary Mitchell, Operations and Technology Management, attended a 2-day conference at Indiana
University on Sustainability and New Product Development in October, 2010.
 Howard Feldman, Management, attended a 3 day conference at Humboldt University in Berlin,
Germany, on Corporate Social Responsibility
Howard Feldman and Lei Li, Management, co-authored a case on GreenWood Resources, a Portland,
Oregon, investment and asset management company with a worldwide focus on high-yield and fastgrowing tree plantations (tree farms). The case was submitted to the Case Research Journal and the
authors were asked to revise and resubmit their paper.
Michael Phillips (MBA Student); David Watson (MBA Student), and Howard Feldman (Management),
submitted “Winds of Change in Klickitat County: the Harvest Wind Project,” to the Eastern Academy
of Management Conference, Boston, May 2011.
Elena Bernard and Diane Martin submitted a paper to the Journal of Education for Business that focuses on implementing innovative methodologies in teaching sustainability in an undergraduate
marketing class. Specifically, the paper described a teaching module designed to introduce students
to the concept of sustainability, show how sustainability is understood and pursued in business, expand students’ understanding of product life cycle, and teach students how to integrate sustainability with marketing strategy.
Arjun Chatrath (Finance) has co-authored two working papers dealing with market regulation and manipulation:
1. Manipulation and Market Power. With B. Adrangi (Economics) , and R, Christie-David
2. Does the Price of Crude Respond to Macroeconomic News? With S. Ramchander and
M. Hong. Under 2nd review at Journal of Futures Markets.
Principle 5: We will interact with managers of business corporations to extend our knowledge of their
challenges in meeting social and environmental responsibilities and to explore jointly effective approaches to meeting these challenges.
Pamplin faculty members are very engaged in the local and regional business communities and making
strides to become more visible in the national arena. We work closely with organizations such as Providence Hospital and Regence, as well as many other firms in the Portland area. Students are engaged in
consulting projects, internships, and in other venues in which they interact with local businesses. At the
same time, faculty are engaged in a host of activities in which they work together with local organizations and their key managers. A sample of such activities follows:
Nicole DeHoratius, Operations and Technology Management, is working with a student as part of an independent study, developing a teaching case to be used in a supply chain management elective course
that introduces students to the key challenges of managing humanitarian supply chains. Nicole has obtained buy-in from the Director and Deputy Director of Mercy Corp’s supply chain organization to have
an ongoing dialog regarding some of their recent challenges.
Howard Feldman, Management and Bill Barnes, Economics, will be hosting 16 International Masters
students in Sustainable Development, from EOI Business School in Madrid, Spain, in March 2011. The
professors plan and implement a two-week program on Sustainability that includes meetings with faculty members, as well as business tours and presentations. This is the 5th year in the last six that EOI has
visited UP. In 2010, EOI students toured Solar World (German solar panel manufacturer), Clear Edge
Power (a fuel cell company), Iberdrolas Renewables (the North American HQ of one of the world’s largest alternative energy companies and specializing in wind power farms), Boeing, Nike, Columbia Sportswear, Hispanic Chamber of Commerce, City of Portland, and many others. In 2011, we have almost twice
as many students coming from EOI as in 2010, and while they will be touring some of the same companies we visited last year, we are adding some new ones: SeQuential Fuels, SERA Architects, and others.
Sample of Guest Speakers in 2009-2011
Paul Hawken, Commencement Speaker, 2009, “You are Brilliant and the Earth is Hiring”
David Bleyle, Retired Consul General of the People’s Republic of China
Andy Bryant, Executive vice president, Technology, Manufacturing and Enterprise Services, and Chief
Administrative Officer, Intel
Joseph Boyer, FBI Supervisor, White Collar Crime Squad
Carma Roetcisoender, Communications Director, Forward Edge International, a faith-based organization
involved in projects related to poverty, disaster, and sickness in the U.S. and around the world
Scott Welch, Director of Corporate Relations and Philanthropy, Columbia Sportswear
Kyle Yamaguchi and Shu-Chu Wu, founders of 141Eyewear, a for-profit social enterprise based on the
model of buy one pair of glasses and a pair are donated
Agata Ramallo Garcia, CSR Manager, Nike
Eric Swanson, lawyer and founder of Roots and Wings, International, a nonprofit providing elementary
through university educational opportunities among indigenous youth in rural Guatemala
Justice MHS Ansari, Retired Judge (India)
Carol Kaiser, Portfolio Manager of Sustainable Business and Innovation, Nike
Greg Shortreed, Mercy Corps
Jim McGovern, Schnitzer Steel
Christopher Williams, Director of Strategy Integration and Implementation, Nike
Principle 6: We will facilitate and support dialog and debate among educators, students, business,
government, consumers, media, civil society organizations and other interested groups and stakeholders on critical issues related to global social responsibility and sustainability.
We understand that our own organizational practices should serve as an example of the values and
attitudes we convey to our students.
On February 26, 2011, UP will be hosting a one-day event “Focus the Nation,” revolving around cleanenergy solutions. The program is student-run, in that students are recruiting the experts (with the help
of faculty members such as Bill Barnes of the Business School). This interactive program is designed for
participants and experts to work together to map out barriers to clean energy and to create solutions to
overcome them. A variety of panels have been developed and they will be discussing topics such as:
Business and the Economics of Energy; Clean Energy Technology; Energy and Environmental Policy, etc.
In addition, students will be conducting a Sustainability Fair (Green Leaders Exhibition) during the course
of the day. Professor Barnes has been a driving force in the establishment of Focus the Nation as a nationwide organization engaging schools and students in the discussion of clean energy. Both Dr. Barnes
and Laura Goble, the Director of the Moreau Center for Service & Leadership, University of Portland, sit
on the Board of Directors for Focus the Nation, headquartered in Portland. In 2008, the first Focus the
Nation event was held nationwide. UP hosted the Portland event, a “Town Hall meeting on Climate
Change,” which featured 3200 attendees and 125,000 tuning in to the campus broadcast.
On April 14-16, 2011, the university is hosting Michael Pollan, the best-selling author. Pollan’s lecture
will be the keynote address to Food for Thought, a three-day conference on food issues. The conference
will feature both national and local leaders, including Kevin Concannon, Undersecretary for Food, Nutrition, and Consumer Services for the United States Department of Agriculture, and University of Portland
Professor Bill Barnes, as part of
the President’s Advisory Committee on Sustainability attempts to be a role model for
our students when it comes to
educating them on climate
change and what we as individuals can do. As such, he posted
the following for our students:
Since I taught my first Environmental Econ course a few years
ago, I have been trying (not always successfully) to reduce my
environmental impact. BONUS!
It's more fun, I'm healthier, and
I'm making and saving dollars.
And I cut my carbon a lot - depending on how you count, I'm a
European or a bit worse, (yes,
one average American is equivalent to more than three French
or two British citizens in terms of
carbon impact - click to see for
yourself). According to this
carbon calculator, my household footprint is around 19 tons
(for 2 people, so 9.5 tons a person). This does not count my
100% Blue Sky Power, which
would put me closer to 7-8 tons
assuming windpower is zero
carbon. The EPA calculator
above also does not include air
travel, but I offset my air travel
so that I am carbon neutral,
which is an imperfect solution
for various reasons. If you include my air travel, my footprint
jumps to between 10 and 15
tons. (see this calculator, which
includes entering your air travel).
Bill posted his action highlights,
which begin on this page…
alumnus Fedele Bauccio, founder and owner of Bon Appétit Management Co. A variety of issues surrounding food will be discussed,
from nutrition and genetic modification to justice and sustainability.
The business school and several of its faculty has been very involved
in the leadership of this program, obtaining sponsors, community involvement, etc. On the first day tickets were available, 2500 were sold
for a venue on campus seating 3800.
March 26-28, 2010, the University hosted a three-day conference,
Confluences: Water & Justice, bringing together some of the nation’s
leading experts to examine various perspectives on water, including
environmental justice, protection, science, theology, business, history, law, and the Native American perspective. International water activist Maude Barlow, former senior water advisor to the president of
the United Nations General Assembly, gave the keynote address.
Business School students and faculty were intimately involved with
the planning and implementation of this program.
The Business School is a member of an initiative begun by Michael
Naughton (St. Thomas University, Minnesota) exploring what it means
to teach business at a Catholic University. In August 2010, our Business School hosted the conference for the third phase of this initiative--the curricular phase. About 35 academics, primarily from business disciplines, attended and several presented papers about how to
incorporate the tenets of Catholic Social Teachings into discipline specific courses. This meeting focused on Finance, Marketing and Economics.
Laura Steffen, Coordinator for the Sustainable Entrepreneurship program, participated in the January 21, 2011 webinar on Women’s Empowerment Principles.
Professor Howard Feldman participated in the May 26, 2010 webinar
on “Climate Change and Business School Curricula in the Era of Sustainable Leadership” hosted by Copenhagen Business School.
Some action highlights, in no particular order
1. Bought a smallish, easily heated house in the city, with sidewalks, a grocery store nearby, and my favorite: a hardware store
within two blocks!
2. Signed up for Blue Sky Power at Pacific Power (click)
3. Sold our second car, and when I absolutely have to have another car, I use ZipCar - incredibly easy to
4. Our only car is now a hybrid - gets 40-45 (actual) miles per gallon
5. Bought an electric bike (and fixed up my Mt bike)
6. Car pooling, busing, and biking to work (wife gets car)
7. Offsetting my air travel.
8. Investing in renewable energy companies and companies devoted to sustainability
9. Using a mug for coffee and drinks, bring mug everywhere
10. No paper, no plastic - use a cloth bag when shopping
11. Recycling all plastic, bottles, etc
12. Cloth diapers (they are more high tech than the image), European no pthalate/ BPA toys, no flame
retardant mattress and clothes for the new boy!
13. Baby food? Yeah, like mom's milk, avocados, apples, peas (have never bought a manufactured baby
food can/ jar - there is no need!)
14. No paper bills, no paper statements, no paper banking - I do it all online.
15. Eliminated 90% of my home junk mail using Greendimes
16. Dropped weekly garbage pickup - now down to once a month garbage pickup and the cheaper rates
that go with it (now down to half a can a month)
17. Non toxic and natural soap, cosmetics, detergents, etc,
18. Buying organic and local food at Portland's awesome farmer's markets and elsewhere.
19. Weekly Milk/ cheese/ yogurt/ grass fed beef home delivery from a local dairy - easier to do than you
think. No bovine growth hormone in milk, etc.
20. Replacing incandescent with CF bulbs
21. Composting all food scraps
22. Use compost for backyard garden - grow lettuce, tomatoes, squash, figs, plums, blueberries, strawberries, peaches, raspberries (my wife likes fruit - the peaches are amazing)
23. Installed a drip system for garden and plant watering
24. Stopped watering grass
25. Disconnected my downspouts and now get a kickback from the city.
26. Getting my Oregon Bull Run water from the tap - no sodas or bottled water (particularly plastic bottles) - using a Klean Kanteen because of endocrine disruptors and hormone disruptors still in our
27. Using bamboo and renewables for remodeling
28. Low VOC paints for remodeling
29. Turning off computer as much as possible
30. Unplugging the power source by turning off a power strip, not just turning an electronic device off
(eliminating house vampires like cell phone chargers and TVs on infinite standby)
31. Home Energy audit through Energy Trust
32. Took an Ecological Footprint class with the Center for Earth Leadership
33. I am becoming more educated on the policy details both at the state and the federal level, particularly on the issue of climate change. And, as a citizen I am now voting on this issue.
Education Related
1. Dropping paper syllabi (made available electronically)
2. Dropping paper homework (all uploaded online)
3. When necessary, thin margins, smaller font, double-sided, single space printing, and even two
sides to one side. Translation: I can now reduce what would normally be a double spaced, 10
page, single sided document to one sheet of paper! 10 down to 1.....that's a 90% reduction.
And it still reads easily! (you know, like the print/ font in a paperback book!)
4. Re-using paper that has been printed on one side
5. Alternative transportation to work
6. Starting to offset my airline travel to conferences
7. Getting as involved as I possibly can in our sustainability efforts on campus
8. Speaking on campus and in the community as much as possible on this issue
9. Reading and researching as much as I can on climate change and solutions/ social change
10. Serving on the boards of two environmental non-profits - Crag Law Center and the Greenhouse
Dreams for my school
1. UP is known as a model campus in sustainability among Catholic institutions of higher education
2. Everyone gets involved, learns a lot, and changes proactively, not reactively. Change is good,
especially on this issue!
3. We fulfill the requirements of the University President's Climate Commitment
Future Perspectives and Key Objectives
There is no doubt the Principles play an important role in the Pamplin Business School’s strategic planning process. PRME informs our discussions of future strategy, the goals we have chosen and the implementation efforts needed to ensure success. Key objectives for the future have been identified such
Better integration and awareness of ecological and environmental issues (particularly climate
change) into the overall business curriculum. (An associated university objective is to embed sustainability in the university core curriculum for all students).
Better recognition of the synergistic effects of sustainability on profits
Greater awareness and integration of specific tools such as life-cycle analysis; carbon footprinting;
systems-thinking; and communication, collaboration and negotiation skills, within the business curriculum
Greater involvement of the faculty in research and scholarship directed to the themes of the PRME
Greater involvement of the faculty in the webinars and other initiatives offered by PRME
Consistent progress towards sustainability under the framework of the Principles
More involvement of Business School faculty and students in community events dealing with sustainability efforts, education, etc.
Sustainability on Campus
As mentioned previously, the University of Portland has been recognized by the Princeton Review as one
of the nation’s 286 “Green Schools.” That comes in no small part from the activities mentioned on the
previous pages as well as a very active cross-campus sustainability effort led by administrators, faculty,
staff, and students. The university’s curricular efforts include several courses of study for students interested in issues surrounding the environment and sustainability. These include a Bachelor of Science degree in environmental science; a Bachelor of Arts degree in environmental ethics & policy; a Bachelor of
Science degree in civil engineering with a concentration in environmental engineering; and a Masters of
Business Administration degree with a concentration in sustainability. Beyond the curriculum, the university’s efforts are multi-fold. For example:
Transportation Efforts
The University of Portland is seeing record use for its alternative transportation options, continuing the
school’s trend of successful sustainability initiatives.
Use of the school’s MAX shuttle is at record levels, as is usage of the school’s five Zipcars. In addition,
demand for bike parking on campus is so high that several new bike racks are currently being installed;
the University’s monthly allotment of school-subsidized TriMet passes has regularly sold out; dozens of
campus community members take part in a carpooling program that provides financial incentives to
those who rideshare; and since 2006 the University has offered a highly successful and innovative forgivable home grant program that provides funding assistance for employees who purchase homes in
North Portland with the expectation that they use alternative transportation when commuting to campus.
“The University's continued commitment to addressing transportation needs for our faculty, staff and
students has led to a complex integrated transportation demand management program that has freed
our community from the binds of needing cars,” said Jeff Rook, environmental safety officer and coordinator of the University’s transportation demand management program. “We have continued to look at
leading the way for the benefit of our campus and our neighborhood communities.”
The University’s Zipcar shuttles, partly subsidized by TriMet, have had a total of 4,971 boardings from
August through November 2010, an all-time high since the shuttles began in 2006 and a 30 percent increase over the same period in 2009. To encourage use of alternate modes of transportation and to minimize both environmental impact and the number of automobiles on University property and in the surrounding neighborhood, freshmen students are not allowed to have cars on campus.
Zipcar usage is also at record levels and has set a new monthly high for three consecutive months. In
November, 1,292 hours were used, besting the previous all-time highs of 1240 in October and 909 in
September. The campus Zipcars allow students and employees to commute without a car while still having the option to make short trips within the city using a Zipcar when necessary. The University partners
with Zipcar to allow faculty and staff to use Zipcars for business trips at no charge. The partnership also
allows students, faculty and staff to join Zipcar for personal use for $35 per year while also receiving $35
in free driving. The University’s demand was so high that Zipcar added two additional vehicles to campus
in September, bringing the total to five.
Bicycle usage at the University is also at an all-time high among students and employees. Demand for
bicycle parking was so great during the fall that several new bike racks are being installed across campus
– including two large covered bike racks – which combined will provide more than 100 new bike parking
spaces. After the installation of the new racks, there will be at least 850 indoor and outdoor spaces on
Proposed Woodland
In December, the City Council unanimously approved a development agreement with the University that
will create more than 228,000 square feet of protected forest and native Oregon white oak woodland
along the bluff that will greatly expand the function and connectivity of the current wildlife corridor. This
proposed woodland, which would be the first Oregon white oak habitat creation in the Portland area,
would be planted and maintained by the University.
Campus Construction
The newly renovated and expanded Donald P. Shiley Engineering Hall was awarded LEED (Leadership in
Energy and Environmental Design) Platinum certification – the highest possible rating – by the United
States Green Building Council. The award secures Shiley Hall’s status as one of the most energy efficient
and environmentally sustainable buildings in the world. As of June 2010, Shiley Hall was one of 15 buildings in Portland, one of 25 buildings on college campuses nationwide, and one of 313 buildings worldwide to earn LEED Platinum certification.
The City of Portland granted Shiley Hall a BEST (Businesses for an Environmentally Sustainable Tomorrow) Award in the Green Building category, recognizing the University of Portland’s commitment to excellence in sustainable building practices.
Fields and Schoenfeldt Halls, new student dormitories dedicated in 2009, earned LEED Gold certification,
making them the highest LEED certified dorms on campus.
Bauccio Commons, the student dining hall, was expanded and renovated this fall – in conjunction with
food service provider Bon Appétit Management Co. – and a new ala carte system for purchasing food
was put in place, which has reduced food waste by approximately 70 percent. Bon Appétit primarily uses
locally-sourced products and has significantly reduced the amount of meat and cheese served, helping
lower the University’s carbon footprint.
Climate Action Plan
University president Rev. E. William Beauchamp, C.S.C., adopted a Climate Action Plan in association
with the American College & University President’s Climate Commitment, in which the University aims
to be carbon neutral for Scope 1 emissions by 2020; Scope 2 emissions by 2030; and Scope 3 emissions
by 2040.
Campus Living
The university maintains two sustainability “green houses,” in which students practice sustainable living,
including running a composting program for two other student dormitories.
The on-campus organic Student-Led Unity Garden (SLUG) doubled in size to help provide food for local
families in need. (see below)