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With the publication of the College Sustainability Report Card 2010, more than 1,100 school survey responses from over 300 institutions are now available online. In total, these surveys offer more than 10,000 pages of data collected from colleges and universities during the summer of 2009. To access surveys from other schools, go to the surveys section of the website. To see grades, or to access additional surveys submitted by this school, please click the "Back to Report Card" link at the beginning or end of the survey.
Name: Kelly Boulton
Title: Sustainability Coordinator
Date survey submitted: 07.24.09
ADMINISTRATION
SUSTAINABILITY POLICIES
1) Does your school have its own formal sustainability policy?
[ ] No
[ X ] Yes. Please describe and provide URL, if available: The Environmental Guiding Principles, adopted in 2000 put forth five qualitative goals related to leadership, interdisciplinary study, the obligation to use natural resources responsibly, and the intent to be a leader in local and regional environmental efforts. URL: http://www.allegheny.edu/news/inwmore/environmental_guiding_principles.php
2) Has the president of your institution signed the American College and University Presidents Climate Commitment (ACUPCC)?
[ ] No
[ X ] Yes. If completed, please provide the date the GHG Report was submitted to the ACUPCC: 9/15/2008
3) Has your institution signed the Talloires Declaration?
[ X ] No
[ ] Yes
4) Is there a sustainability component in your institution's master plan and/or strategic plan (check all that apply)?
[ ] No
[ ] Yes, in the master plan. Please describe and provide URL, if available:
[ X ] Yes, in the strategic plan. Please describe and provide URL, if available:
We are in the final stages of drafting and adopting a new strategic plan so this is not available for sharing quite yet. While the exact content and emphases may change during this process, it is assured that a significant component of the plan will focus on sustainability. The information below is pulled from the sub-report of the Personal, Social and Environmental Responsibilities Group of the Strategic Planning process during the summer of 2009. This is a very brief recounting of that report:
Allegheny has emphasized a liberal arts model for education that includes the development of values, ethics, and the whole person as a life-long learner and citizen. We will expand that model by explicitly emphasizing curricular and co-curricular programs that address personal wellness and civic and environmental responsibilities. Today more than ever before, ethics and a sense of responsibility for the self and others are necessary to ensure our very existence. We need to nurture in our students the desire to be good stewards of our world, both in terms of environmental sustainability and participation in our democracy. We propose initiatives that lead the institution and its employees to model or embody personal, social and environmental responsibility, a commitment to diversity, and an international perspective. We support the goal of seeking to achieve a climate neutral campus with a circular production economy by 2020 and then expand our commitment and work to seek climate neutrality to collaboration with the larger community. We recognize that neutrality can only be achieved by doing the hard work of changing the way in which we operate as individuals and as an institution. In so doing, the institution and individuals in it will model for students the environmental and civic responsibility we are challenging them to meet. Achieving climate neutrality is a challenging task, and will require that all members of the community examine their choices and act in an environmentally responsible way. This is an ambitious, even bold, initiative, and it will require significant resources, including a large monetary commitment, the establishment of a “Green Initiative” fund, continuous communication and community education, the creation of a college-wide advisory committee to guide the effort, and investment in technologies to achieve neutrality.
ADVISORY COUNCIL
5) Does your school have a council or committee that advises on and/or implements policies and programs related to sustainability?
[ ] No
[ X ] Yes The Taskforce for Environmental Responsibility was formed by President Richard Cook in 2006. This committee recommended the College sign the American College and University Presidents Climate Commitment, hire a Sustainability Coordinator, and then form a standing Advisory Committee to guide the College’s future sustainability efforts. The College signed the ACUPCC and hired a Sustainability Coordinator in 2008. The Taskforce for Environmental Responsibility also advised the College in becoming an early partner of the Clinton Climate Initiative, completing an energy audit in 2008 and building our first LEED Certified residence hall. As the final component of the Taskforce’s recommended work, the Sustainability Advisory Committee is in the pipeline to begin work in the 2009/2010 academic year.
If you answered "No" to question 5, please proceed directly to question 11.
6) Please provide the name of the committee and list the number of meetings held since August 2008.
Name:
Number of meetings:
7) Please provide number of stakeholder representatives on the committee.
[# ] Administrators
[# ] Faculty
[# ] Staff
[# ] Students
[# ] Other. Please describe:
8) Please provide the name of the chair(s) of the committee for the 2009-2010 academic year, and indicate which stakeholder group the chair(s) represents.
If 2009-2010 academic year information is not yet available, please provide information for 2008-2009 instead.
Name of chair(s):
Position(s) (e.g., administrator, faculty, staff, student):
9) To whom does the committee report (e.g., president, vice president)?
10) Please list key issues/programs that the committee has addressed or implemented since August 2008.
Key issues/programs that the group has addressed/implemented since August 2008:
Progress made on each of these issues since August 2008:
SUSTAINABILITY STAFF
11) Does your school employ sustainability staff (excluding student employees and interns)?
[ ] No
[ ] Yes. Please provide titles and number of sustainability staff.
[# 1 ] Number of full-time staff (in FTE). Titles: [ Sustainability Coordinator]
[# ] Number of part-time staff (in FTE). Titles: [ ]
12) Does the head of the sustainability staff report directly to the president or another high-level administrator (e.g., vice president, vice chancellor)?
[ ] N/A
[ ] No
[ X ] Yes. Please describe: The Sustainability Coordinator reports directly to the Associate Vice-President of Finance & Planning.
OFFICE OR DEPARTMENT
13) Does your school have an office or department specifically dedicated to furthering sustainability on campus?
[ ] No
[ X ] Yes. Please describe (including name of office or department and year created): Office of Sustainability created in 2008
WEBSITE
14) Does your school have a website detailing its sustainability initiatives?
[ ] No
[ X ] Yes. Please provide URL: http://www.allegheny.edu/green
GREEN PURCHASING
15) Does your school have a formal green purchasing policy?
[ ] No
[ X ] Yes. Please describe policy and provide URL to full policy, if available: According to its PCC report, the school has an Energy Star purchasing policy. Information on a green purchasing policy reaching beyond energy issues, however, was not found. Allegheny's Environmental Guiding Principles state that it aims to be an environmental leader in purchasing, among other categories, they lay out no specific guidelines. URL: http://acupcc.aashe.org/report.php?id=3237 AND http://www.allegheny.edu/news/inwmore/environmental_guiding_principles.php
A green cleaning policy was established in early 2009. Development of other formalized purchasing policies is a priority for the coming year. A paper purchasing policy has been well researched and drafted. This, along with other policy, will help to formalize and advance the ways that we choose and prioritize our purchasing.
16) Does your school purchase ENERGY STAR qualified products?
[ ] No
[ X ] Some. Please describe: An Energy Star policy was formally adopted in the fall of 2007.
[ ] All
17) Does your school purchase environmentally preferable paper products (e.g., 100 percent post-consumer recycled content, certified by the Forest Stewardship Council)?
[ ] No
[ X ] Some. Please describe: Public Affairs chooses FSC certified paper products and recycled content papers nearly exclusively for its work (this amounts to a significant portion of printing at the College). Recycled content paper is also available and used regularly in our on-campus print shop. However, recycled content paper has not yet been adopted as the norm for campus wide copy paper provided in the community copiers and printers and for use in academic departments and campus offices. The drafted Paper Purchasing Policy will take steps to change this as we move in the direction of eliminating virgin pulp paper from campus.
[ ] All. Please describe:
18) Does your school purchase Green Seal, Environmental Choice certified, or biorenewable cleaning products?
[ ] No
[ X ] Some. Please describe: Working with St. Moritz, our Housekeeping provider, Allegheny College established a Green Cleaning Policy in early 2009, which set three incremental goals for moving from our conventional cleaning plan to Green Cleaning. As of April, we had exceeded the first incremental goal with great success and will continue to increase the amount of Green Seal (or comparable) certified cleaning products throughout the summer and following academic year. In addition to cleaning products, we have ensured our handsoap, toilet paper, paper towels and trash can liners also are Green Seal certified and high in recycled content.
[ ] All. Please describe:
19) Are your school's computer/electronics purchase decisions made in accordance with standards such as the Electronic Product Environmental Assessment Tool (EPEAT)?
[ X ] No Our Computing Services department entered into conversations with our current computer vendor earlier this year in order to increase the focus on energy efficiency and sustainability in general. Our vendor has not yet certified its computers under either ENERGY STAR or EPEAT, however they will test their products and provide us with complete efficiency data before our next projected round of purchases in December. This information will help us determine whether to continue working with this vendor as they increase their emphasis on efficiency and sustainability or whether we’d be better served to switch to our backup plan, the EPEAT registered Dell Optiplex. In addition, the second phase of energy saving retrofits (as informed by our 2008 energy audit) will include energy management software to increase the efficiency of our existing computer stock.
[ ] Some. Please describe:
[ ] All
20) Does your school use only pesticides that meet the standards for organic crop production set by the U.S. Department of Agriculture or Canadian Organic Standards (excluding on-campus farms)?
[ X ] No
[ ] Some. Please describe:
[ ] All
CLIMATE CHANGE & ENERGY
GREENHOUSE GAS EMISSIONS INVENTORY
21) Has your school completed a greenhouse gas (GHG) emissions inventory?
Please check all that apply.
[ ] No.
[ ] In progress. Please describe status and provide estimated completion date:
[ X ] Yes. Please provide total annual GHG emissions (in metric tons of CO2e). Also, include the start date for each year as well as the URL to each inventory, if available online, or attach the document.
2008:
2007: 19,490; start date: January 1, 2007; URL: http://acupcc.aashe.org/ghg-report.php?id=365
2006:
2005:
COMMITMENT TO GREENHOUSE GAS EMISSIONS REDUCTION
The purchase of carbon offsets does not count toward greenhouse gas (GHG) reductions for this indicator. They are counted in a subsequent indicator.
22) Has your school made a commitment to reducing GHG emissions by a specific amount?
[ ] No
[ X ] Yes. Please list details. Our Climate Action Plan will be released in September 2009 detailing the goals and methods for achieving GHG emission reductions. We plan to pursue climate neutrality by 2020 with 2007 as our baseline year.
Reduction level: neutral
Baseline year: 2007
Target date: 2020
If you answered only "No" or "In progress" to question 21, please now skip to question 27.
REALIZED GREENHOUSE GAS EMISSIONS REDUCTIONS
23) Has your school achieved a reduction in GHG emissions?
[ ] No
[ ] Yes. Please list details. We have not yet measured our reduction since our baseline greenhouse gas inventory was completed in 2007. However, previous efforts, most notably a series of energy and water saving retrofits in collaboration with Vestar, an energy savings company in 2002, yielded a 9% reduction in the total annual MBTUs consumed per square foot by the entire campus. Since 2002, our Director of Physical Plant has also striven to achieve an annual reduction in energy consumption. Despite our current growth in square footage, we’ve achieved an additional 7.4% reduction in MBTUs/sq ft in the past three years.
Percentage reduced:
Baseline year:
Date achieved:
24) Please provide the total heating and cooling degree days averaged over the past three years.
Data on total degree heating and cooling days is available at: http://www.degreedays.net/. This information will be used to help reduce bias between schools in different climates.
Cooling degree days average over the past three years: 2015 with a base temp of 65°F
Heating degree days average over the past three years: 20276
25) Please provide GHG emissions figures on a per-thousand-square-foot basis for the past three years.
Per-Thousand-Square-Foot Emissions = Total CO2e in metric tons / Total maintained building space in thousands of square feet.
2008:
2007: 16.3; URL: http://acupcc.aashe.org/ghg-report.php?id=365
2006:
26) Please provide GHG emissions figures on a per-full-time-student basis for the past three years.
Per-Student Emissions = Total CO2e in metric tons / Total number of full-time enrolled students.
2008:
2007: 9.1; URL: http://acupcc.aashe.org/ghg-report.php?id=365
2006:
ENERGY EFFICIENCY
27) What programs or technologies has your school implemented to improve energy efficiency (e.g., cogeneration plant, retrocommissioning of HVAC systems, performing system tune-ups, temperature setbacks)?
Installed building automation systems (BAS) in buildings across campus (about 90% of total campus sq ft): The BAS allows us to perform automatic, computerized optimized starts, outdoor air reset for heating and cooling, off peak cooling, space temp resets, chilled water resets, and temperature setbacks whenever buildings are unoccupied.
We contract with Siemen’s to perform a major tune-up and balancing of all heating and cooling loops at least four times a year and as needed. In addition, our in-house boiler mechanic does a physical tune up of the boilers at least once a year and as needed.
We perform retrocommissioning of our largest buildings with the greatest HVAC systems regularly. Two science buildings and our Campus Center were carefully analyzed and adjusted in 2008.
ENERGY CONSERVATION
28) Do you facilitate programs that encourage members of the campus community to reduce energy use (e.g., cash incentives, signs reminding individuals to turn off lights and appliances)?
[ ] No
[ X ] Yes. Please describe: There are several programs that encourage environmental responsibility and accountability in the campus community. The Sustainability Liaison Program uses peer leadership to encourage faculty and staff to green their habits. Over 50 volunteer liaisons from every office and academic department across campus participate in the program where they gather information and ideas on how to promote energy and water conservation, waste minimization and responsible disposal, among other things.
The Allegheny Student Government Light’s Out Accountability campaign gathered pledges from members of the campus community to always turn out their lights and also adopt a commons room to monitor for light use. These students also designed stickers to be placed above light switches reminding users to shut off lights when leaving the room.
A Dorm Energy Competition will be launched for the first time in Fall 2009. This competition will engage campus members, raise awareness and provide incentives to reduce energy use. The buildings that reduce their energy consumption most significantly will be honored with a party and plaque of recognition. In addition, savings realized through the competition will be invested in an energy savings retrofit of the campus’ vote.
The Eco-Reps program works to reduce the campus’ ecological footprint and inspire responsibility for our community through a commitment to peer motivation and the development of an environmentally literate student body. In 2008/2009, Eco-Reps engaged students in the RecycleMania competition and the development and distribution of reusable coffee mugs. Their work will expand considerably in 2009/2010.
The Environmental Science Department has long encouraged its students to reach out and engage the entire campus community in recognizing and understanding current environmental issues. During the 2008/2009 academic year, one such outreach effort focused on raising awareness of the target cap of 350 ppm for atmospheric carbon. The creative projects were highly visible on campus and even received considerable press attention.
Computing Services is increasingly partnering with the Office of Sustainability to achieve energy efficiency in our computing and printing activities. In particular, Computing Services has changed their policies recently to actively encourage all computer users to turn their computers off over weekends and breaks, and change the default settings of all campus computers to decrease margins and spacing, maximize double sided printing opportunities and therefore save paper, ink and energy.
RENEWABLE ENERGY GENERATION
29) Does your school generate renewable electricity?
[ ] No
[ X ] Yes. Please specify percentage of overall electricity generated from each of the following sources and describe details below.
[ %] B100 biodiesel
[ %] Clean biomass
[ %] Concentrating solar power (CSP)
[ %] Geothermal: Geo-exchange heating and cooling systems are operating in one residence hall and our Admissions House. A residence hall, currently under construction, will also include geo-exchange heating and cooling when completed in 2010. We estimate we have minimized energy use and costs by 40-60% in each of these buildings.
[ %] Low-impact hydropower
[ %] Solar photovoltaics: The Vukovich Center for Communication Arts features passive solar heating.
[ %] Wind
[ %] Other
Description:
30) Does your school have solar hot water systems?
[ X ] No
[ ] Yes. Please specify number of systems and total BTUs generated annually, if available:
RENEWABLE ENERGY PURCHASE
31) Has your school purchased electric energy from renewable sources or renewable energy credits (RECs)?
RECs and electricity from renewable sources must be Green-e certified or meet the requirements of the Green-e standard.
[ ] No
[ X ] Yes. Please describe. Allegheny purchases 15% of its energy from wind sources.
Date of most recent contract: During FY 2007.
Quantity (kWh): 1,565,613
Percentage of your total electric energy use that it represents: 15%
32) Has your school purchased non-electric energy from renewable sources?
[ X ] No
[ ] Yes. Please describe.
Date of most recent contract:
Quantity (BTUs):
Percentage of your total non-electric energy use that it represents:
ON-SITE COMBUSTION
33) Please provide total BTUs of energy for heating and cooling from on-site combustion:
Natural gas is used primarily for winter heating of buildings, but annual use varies depending largely on the severity of the winter. In the past nine fiscal years we have averaged 92,098,777,778 BTUs/yr.
34) Please list each fuel source (e.g., coal, natural gas, oil) and the percent of overall BTUs derived from that source:
92,098,777,778 BTUs natural gas (100%)
35) Is any on-site combustion for heating and cooling derived from renewable sources?
[ X ] No
[ ] Yes. Please describe.
Percentage on-site combustion derived from renewable sources: [ %]
Total BTUs of energy generated from renewable sources: [# ]
Description of renewable energy sources used for on-site combustion for heating and cooling:
FOOD & RECYCLING
The food portion of this category is covered in a separate dining survey.
RECYCLING OF TRADITIONAL MATERIALS
36) Please indicate which traditional materials your institution recycles (check all that apply).
[ ] None
[ X ] Aluminum
[ X ] Cardboard
[ X ] Glass
[ X ] Paper
[ X ] Plastics (all)
[ ] Plastics (some)
[ X ] Other. Please list: Bi-metal/steel cans
37) Diversion rate: [ 34 %]
RECYCLING OF ELECTRONIC WASTE
38) Does your institution have an electronics recycling program?
[ ] No
[ X ] Yes. If available, please indicate the total annual weight or volume of each material collected for recycling or reuse.
[ X ] Batteries no weights yet available since this program is new for 2009/2010 academic year
[ X ] Cell phones no weights yet available since this program is new for 2009/2010 academic year
[ X ] Computers typically ~6000# annually, however 15000# recycled in 2008
[ X ] Lightbulbs ~2010-2345# annually
[ X ] Printer cartridges no weights yet available since this program is new for 2009/2010 academic year
[ ] Other E-waste. Please list:
COMPOSTING (ASIDE FROM DINING FACILITIES)
39) What percentage of your campus's landscaping waste is composted or mulched?
[ 100 %]
40) Do you provide composting receptacles around campus in locations other than dining halls (e.g., in residence halls, offices, academic buildings)?
[ ] No
[ X ] Yes. Please describe: Compost collection was added to the Library in Spring 2009 in addition to the standard collection in the dining halls and student run coffeehouse. Collection in the library will continue in the 2009/2010 academic year with a plan to gradually add collection in additional campus buildings throughout the year.
SOURCE REDUCTION
41) Do you have any source-reduction initiatives (e.g., end-of-semester furniture or clothing swaps and collections)?
[ ] No
[ X ] Yes. Please describe: A student group, Gators Give Back, organize an annual year-end collection of unwanted items such as clothes, books, music, furniture, etc. The items find new owners through a rummage sale that not only welcomes the community to shop, but also donates unsold items from the sale to various local charities, including Meadville Family Services and the Crawford County Food Bank. The proceeds of the sale are donated to Project Chacocente, an organization in Nicaragua that moves families out of the public garbage dump in which they had lived and relocates them to an agricultural community, teaching them to farm and run small businesses.
GREEN BUILDING
GREEN BUILDING POLICY
42) Does your school have a formal green building policy?
[ ] No
[ X ] Yes. Please describe policy and provide URL to the full policy, if available: Allegheny has committed to adhering to LEED-silver standards for all new buildings. Renovations of historic buildings also prioritize efficiency and environmental responsibility.
GREEN BUILDING STANDARDS
43) Please indicate LEED-certified buildings.
[# 1 ] Total number of LEED-certified buildings.
[ 49256 sq ft] Certified-level (combined gross square footage). Please list building names:
[ sq ft] Silver-level (combined gross square footage). Please list building names:
[ sq ft] Gold-level (combined gross square footage). Please list building names:
[ sq ft] Platinum-level (combined gross square footage). Please list building names:
44) Please indicate buildings that meet LEED certification criteria but are not certified.
[# ] Total number of buildings that meet LEED criteria
[ sq ft] Certified-level criteria met, but not certified (combined gross square footage). Please list building names:
[ sq ft] Silver-level criteria met, but not certified (combined gross square footage). Please list building names:
[ sq ft] Gold-level criteria met, but not certified (combined gross square footage). Please list building names:
[ sq ft] Platinum-level criteria met, but not certified (combined gross square footage). Please list building names:
45) Please indicate buildings that are ENERGY STAR labeled.
[# ] Total number of ENERGY STAR buildings. Please list building names:
[ sq ft] Combined gross square footage.
RENOVATIONS AND RETROFITS
46) Please indicate LEED-EB certified buildings.
[# ] Total number of LEED-EB certified buildings. Please list building names:
[ sq ft] Combined gross square footage.
47) Please indicate buildings that meet LEED-EB certification criteria but are not certified.
[# ] Total number of buildings that meet LEED-EB criteria but are not certified. Please list building names:
[ sq ft] Combined gross square footage.
48) Please indicate renovated buildings that are ENERGY STAR labeled.
[# ] Total number of renovated buildings that are ENERGY STAR labeled. Please list building names:
[ sq ft] Combined gross square footage.
49) What energy-efficiency technologies have you installed in existing buildings (e.g., HVAC systems, motion sensors, ambient light sensors, T5 lighting, LED lighting, timers, laundry technology)?
For each technology, please indicate the number and type of fixtures installed, and the number of buildings in which those fixtures are installed. If possible, include either the percentage of the overall campus fixtures each type represents or the percentage of overall maintained building space that has been renovated with the technology (e.g., 20 buildings representing 10 percent of maintained building space have been retrofitted with motion sensors; thus, 10 percent of the total maintained building space in square feet would be the desired data).
Motion sensors—47 were installed in the Physical Plant building (in 100% of spaces)
The renovation of the Admissions building also utilizes sensors in all spaces.
The renovation of the Founders House included installation of motion sensors throughout.
scattered use in mostly bathrooms elsewhere on campus
In total, only about 10% of campus fixtures so far are controlled by sensors
CFLs/T5 lighting—100% of the fixtures in the renovated Admissions Building, North Village Phase I, and the Founder’s House renovation. The majority of the campus was retrofitted to T8s several years ago so a second round of retrofitting to T5s is now needed. This is part of the retrofit priorities to be funded by the Clinton Climate Initiative partnership this coming year.
Geothermal—added for 100% of the renovated Admissions Building
VendingMisers—installed on 10% of campus machines as a pilot program
Variable frequency drives have been installed for air-conditioning on pumps of air handlers on 100% of AC units, therefore servicing about 75% of the campus square footage. The remainder is uncooled.
Variable Speed Refrigeration Compressors (inverter systems)—This technology varies the speed of the compressor to be appropriate to the load and is installed in about 10% of the total campus square footage.
Exhaust heat recovery—installed in one dorm and the Library, accounting for about 10% of total campus square footage.
Building Automation System settings and abilities discussed in 27) apply to about 90% of total campus square footage.
50) What water-conservation technologies have you installed in existing buildings (e.g., low-flow faucets, low-flow showerheads, waterless urinals, dual-flush toilets, gray water systems, laundry technology)?
For each technology, please indicate the number and type of fixtures installed, and the number of buildings in which those fixtures are installed. If possible, include either the percentage of the overall campus fixtures each type represents or the percentage of overall maintained building space that has been renovated with the technology (e.g., 20 buildings representing 10 percent of the maintained building space have been retrofitted with low-flow faucets; thus, 10 percent of the total maintained building space in square feet would be the desired data).
Waterless urinals—2 installed in the Admissions Building renovation (100% of the building’s urinals), accounting for 3% of campus urinals
Dual flush toilets—42 toilets in 1 new construction residential building (100% of the building’s toilets) accounting for 10% of campus toilets
Low flow toilet—239 replaced toilets across campus (excluding dual flush, above) accounting for 57% of campus toilets
Low flow urinal— 76 replaced urinals across campus (excluding waterless urinals, above) accounting for 83% of campus urinals
Low flow faucets—Low flow faucets were installed during our work with Vestar, energy savings company, during the 2002 retrofits, in 10 campus buildings, accounting for over 30% of the campus.
Low flow showerheads—Insufficient data exists on this, however this was a main priority during our work with Vestar, energy savings company, during the 2002 retrofits.
51) What percentage of your institution's non-hazardous construction and demolition waste is diverted from landfills?
[ %] For the construction of a recent residence hall, records were kept indicating over 75% of construction waste was diverted from the landfill through recycling and reuse. However, detailed records have not been kept on other demolition and renovation projects.
STUDENT INVOLVEMENT
RESIDENTIAL COMMUNITIES
52) Are there any sustainability-themed residential communities or housing options at your school?
[ ] No
[ X ] Yes. Please provide details below. Eco House
Name of program:
Type of community (e.g., hall, building, house): special interest house that is required to offer regular programming to the campus community
Number of students involved: 6-7
Additional details: Mission Statement: The Eco-House members have always strived to increase awareness of environmental issues through education of the Allegheny community. We hope to carry on the tradition of the Eco-House as a place where all students and other members of the Allegheny community feel welcome to join in the dialogue and actions that serve to address core fundamental issues. We will always encourage the idea that everyone on campus may participate in house activities, allowing the entire campus a chance to be involved in the ever-increasing ‘green’ movement toward sustainability. As an example for others, the members of the house will focus on making their own living practices more sustainable and holding fun activities that are good for both the environment and the campus community. We hope to be a part of achieving the sustainability goals set forth by Allegheny’s involvement in the American College and University Presidents Climate Commitment.
NEW STUDENT ORIENTATION
53) Does a portion of your new student orientation specifically cover sustainability?
[ ] No
[ X ] Yes. Please describe how sustainability is incorporated (e.g., information sessions, green tour): The Guide to Residence Life includes a page devoted to sustainability at Allegheny, and all Orientation packets include a business card offering the link to the Green Gator Guide, a more extensive resource for all things sustainable on campus and in the community. Residential Advisor and Community Advisor training includes a workshop on sustainability and how to communicate to residents. Move-In team members tell students about where to recycle cardboard boxes and plastic bags they may have generated when unpacking, offer free CFLs, provide information on recyclables, composting, energy and water use habits. The Sustainability Coordinator offers several Green Tours of the campus during Orientation Week. Student volunteers assist new students in understanding the waste sorting in the dining halls.
INTERNSHIPS/OUTREACH OPPORTUNITIES
54) Does your school offer on-campus office-based sustainability internships or jobs for students?
[ ] No
[ X ] Yes. Please provide number of students and average number of hours worked weekly per student:
[# 2 ] Paid positions. Average hours worked weekly per student: 10 hours/week
[# 3 ] Unpaid positions. Average hours worked weekly per student: 7 hours/week
55) Does your school have residence hall Eco-Reps or other similar programs to promote behavioral change on campus?
[ ] No
[ X ] Yes. Please provide details below, and indicate URL if available:
[# 5 ] Paid positions. Average hours worked weekly per student: 10 hours/week
[# ] Positions that award academic credit. Average hours worked weekly per student:
[# ] Uncompensated positions. Average hours worked weekly per student:
STUDENT ORGANIZATIONS
56) Does your school have active student-run organizations devoted to sustainability efforts on campus?
[ ] No
[ X ] Yes. Please provide total number of active organizations, names of organizations, a brief description of each, and URLs, if available:
Students for Environmental Action: Mission statement: “Helping students to protect the environment through service, activism, and education.” http://webpub.allegheny.edu/group/sea/Untitled-5.html
Gators Give Back: Purpose: Gators Give Back will strive to support the local and international community as well as reduce waste on campus through hosting an annual rummage sale. http://asg.allegheny.edu/recorgs.php#G
Environmental Science Club: Purpose: The ES Club will promote fellowship among students who are interested in environmental science and environmental studies. It will encourage, inspire, and maintain excellence in scholarship and service. http://webpub.allegheny.edu/dept/envisci/esclub/index.htm
Allegheny Student Government has appointed an Environmental Advisor, developed a Green Fund, and created a collaborative blog for the coalition of environmental groups across campus: http://asg.allegheny.edu/index.php
SUSTAINABILITY CHALLENGES AND COMPETITIONS
57) Does your school organize any sustainability challenges/competitions for your campus and/or with other colleges?
[ ] No
[ X ] Yes. Please list details for all competitions.
Name of competition: Dorm Energy Competition
Year initiated: 2009
Frequency of competition: annually in the fall
Participants: entire campus
Incentives: plaque and party (pizza or ice cream, etc) for the winning dorm, apartment/house and academic/administrative building; campus community votes on sustainability retrofit to be funded by portion of total competition’s energy savings; raffle tickets for several prizes are distributed to individuals who answer daily energy-related trivia questions or are caught performing a sustainable habit
Goal of competition: Develop a culture of sustainability and personal accountability in students, faculty and staff, by encouraging more responsible energy use habits, raising awareness and challenging and engaging the community in positive change.
Percent of energy/water/waste reduced: first competition will be launched in Fall 2009; a pilot project in Spring 2009 demonstrated electric use minimizations of 53% and 44% in two student houses.
Lasting effects of competition: to be determined: Attention is being given to the longevity of awareness and behavioral changes through the use of signage, events and education campaigns throughout the remainder of the academic year. We seek institutional change rather than a two week blip in our consumption habits.
Website: under construction
TRANSPORTATION
CAMPUS MOTOR FLEET
58) How many vehicles are in your institution's fleet?
[# 33 ]
59) Please list the number of alternative-fuel vehicles in each class.
[# 1 ] Hybrid. Please list makes and models:
[# ] Electric. Please describe type of vehicles:
[# ] Biodiesel. Please describe type of vehicles and list biodiesel blend(s) used:
[# ] Other. Please describe:
60) What is the average GHG emission rate per passenger mile of your institution's motorized fleet?
[# ] pounds of carbon dioxide equivalent (CO2e) per passenger mile traveled. Insufficient data available at this time.
LOCAL TRANSPORTATION ALTERNATIVES
61) Does your school offer incentives for carpooling?
[ ] N/A. Please explain:
[ X ] No
[ ] Yes. Please describe details of the program including the type of the incentive and eligible community members (e.g., faculty, staff, students):
62) Does your school offer public transportation subsidies?
[ ] N/A. Please explain:
[ ] No
[ X ] Yes. Please describe the program including the size of the discount (as a percent of full price) and eligible community members (e.g., faculty, staff, students): The Crawford Area Transportation Authority (CATA) offers free shuttle service on all fixed routes to all Allegheny College students who show valid ID. The LOOP is a student specific route developed by CATA and the Allegheny Student Government which stops strategically throughout campus and at downtown points of interest for students. This service now also features a GPS system, allowing students to text the LOOP service and determine the exact arrival time of each shuttle. This is expected to increase convenience and ridership.
63) Does your school provide free transportation around campus?
[ X ] N/A. Please explain: With a small physical campus, no transportation is necessary to move easily and quickly about campus.
[ ] No
[ ] Yes. Please describe:
64) Does your school operate a free transportation shuttle to local off-campus destinations?
[ X ] N/A. Please explain: Several of the CATA routes already travel through and stop in the center of campus. It is easy and quick to walk to these stops from any point on campus.
[ ] No
[ ] Yes. Please describe:
BICYCLE PROGRAM
65) Does your school offer a bicycle-sharing/rental program or bicycle repair services?
[ ] No
[ X ] Yes. Please provide details below.
Year created: 2007 This service fell into disuse due to theft and maintenance issues. The Students for Environmental Action will revive the program in the 2009/2010 academic year, while establishing a new system that will ensure the service becomes more self-sufficient and reliable.
Number of bikes available:
Fees for participation:
Repair services provided:
CAR-SHARING PROGRAM
66) Does your school partner with a car-sharing program?
[ X ] No We expect to bring ZipCar to campus in Spring or Fall 2009.
[ ] Yes. Please provide details below.
Year created:
Total number of vehicles:
Number of hybrid vehicles:
Fee for membership:
PLANNING
67) Does your school have policies that support a pedestrian-friendly or bike-friendly campus (e.g., in the school's master plan, a policy prohibiting vehicles from the center of campus)?
[ ] N/A. Please explain:
[ ] No
[ X ] Yes. Please describe: We recently closed to vehicles the last “horseshoe” through the heart of campus. This added to a network of brick roads through campus which are for pedestrian and bike use only.
68) What percentage of individuals commute to campus via environmentally preferable transportation (e.g., walking, bicycling, carpooling, using public transit)?
[ ~80 %] With ~77% of students housed on campus and, with few exceptions, the remainder living in apartments within a one mile radius, nearly all daily commutes to campus are achieved through walking or biking. In fact, only 33-35% of students bring a car to campus/Meadville in the first place. However, most faculty and staff of the College do commute to campus in conventional vehicles.
STATISTICS
69) Campus setting:
[ ] Rural
[ ] Suburban
[ ] Urban
[ X ] Other. Please describe: Our campus is situated just over a half mile from the downtown of Meadville, a small urban center with a population of 13,000.
70) Total number of buildings: [# 36 ]
71) Combined gross square footage of all buildings: [# 1239175 ]
72) Full-time enrollment (undergraduate and graduate): [# 2082 ]
73) Part-time enrollment (undergraduate and graduate): [# 43 ]
74) Part-time enrollment as a proportion to a full-time course load: [# 30% ]
75) Percent of full-time students that live on campus: [ 78 %]
Questions 76-87 are for informational purposes only; responses will NOT be included in the Report Card evaluation process.
OTHER AREAS OF ENVIRONMENTAL ENGAGEMENT
Please mark an "X" next to each item that applies to your institution.
76) Outdoors club: [ X ]
77) Disposable water bottle ban: [ ]
78) Participation in Recyclemania: [ X ]
79) Student trustee position: [ X ] ASG president participates fully in trustee meetings and is present for votes.
80) Environmental science/studies major: [ X ]
81) Environmental science/studies minor or concentration: [ X ]
82) Graduate-level environmental program: [ ]
83) Student green fee: [ ]
84) Alumni green fund: [ ]
85) Revolving loan fund for sustainability projects: [ X ]
86) Campus garden or farm: [ X ]
87) Single-stream recycling: [ ]
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