We're on Twitter and Facebook   |   Search   |   Login  or  Register

Report Card 2011

Carnegie Mellon University

Campus Survey

<< Back to Report Card

 

 

With the publication of the College Sustainability Report Card 2011, 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 2010. 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.

 

School name: Carnegie Mellon University

Date submitted: September 17, 2010

 

ADMINISTRATION

 

SUSTAINABILITY POLICIES

 

1)  Does your school have its own formal sustainability policy and/or sustainability plan? Check all that apply.

[  ]  No

[X]  Yes, a sustainability policy. Please describe and provide the URL below.

[X]  Yes, a sustainability plan. Please describe and provide the URL below.

 

Description: We have an official university Recycling Policy located at  http://www.cmu.edu/policies/documents/Recycle.html and a Mission Statement which focuses on sustainability, http://www.cmu.edu/greenpractices/greenpractices-committee/green-practices-committee.html

 

2)  Has the president of your institution signed any commitments related to environmental stewardship and/or greenhouse gas reductions? Check all that apply.

[X]  None

[  ]  American College and University Presidents’ Climate Commitment (ACUPCC)

[  ]  Talloires Declaration
[  ]  Other. Please describe:


3)  Is there a sustainability component in your institution's master plan and/or strategic plan? Check all that apply.
[  ]  No
[X]  Yes, in the master plan. Please describe and provide the URL below.

[X]  Yes, in the strategic plan. Please describe and provide the URL below.

 

Description: Yes, in the master plan. http://www.cmu.edu/cdfd/master-plan/index.html  See Section 8, page 31 on Stewardship, Sustainability and Environmental Protection; andSection A.4. page 55 for a related Sustainability ReportYes, in the Strategic Plan http://www.cmu.edu/strategic-plan/See Mission, page 5; and Pillar #1, Research and Artistic Creation, pages 7-9 and related supporting documentation.

 

ADMINISTRATIVE COMMITTEES

 

4)  Does your school have any administrative councils, committees or task forces that advise on and/or implement sustainability policies and programs?

You may provide detailed information for up to three committees. If you have one advisory committee that is broken down into subcommittees, please indicate that you have one committee and answer the questions on the following page for the entire committee (the sum of data for all subcommittees).

Yes

 

Please provide the number of committees: One committee

 

Committee I

 

5)  Please provide the name of the committee and note the number of meetings held since August 2009.

 

Committee name: Green Practices Committee

Number of meetings: Fourteen

 

6)  Please provide the number of stakeholder representatives on the committee.

When providing the data on each stakeholder group, you should provide the total number across all subcommittees (you do not need to numerate individual tallies for subcommittees).

 

 

 

Number of representatives

Administrators

 

5

Faculty

 

5

Staff

 

12

Students

 

8

Other. Please describe.   

 

25 Green Practices sub-committee members comprised of varying numbers of faculty, staff and students.

 

7)  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.

 

 

 

Name       

 

Position

Chair 1   

 

H. Scott Matthews, Associate Professor, Civil & Environmental Engineering, Co-Chair  

 

Faculty

Chair 2

 

Barbara Kviz, Environmental Coordinator, Facilities Management Services, Co-Chair  

 

Staff

Chair 3

 

   

 

 

8)  To whom does the committee report?
[X]  President/Chancellor
[  ]  Vice President/Vice Chancellor
[  ] Other:

 

9)  Please indicate the key issues/programs that the committee has addressed or implemented since August 2009. For each issue addressed, please indicate and describe progress made.
“Moderate” progress indicates that issues were discussed thoroughly and projects are in the early stages of planning. “Significant” progress indicates that new policies or programs were implemented, or are in the final stages of planning and approval.

 

 

 

Addressed        

 

Progress     

 

Description

Academics

Examples: minor, major and concentration programs, curricular additions, research projects

 

[X]

 

Significant

 

The Environment Today course was developed by students.  The GPC promotes Step Green, an on-line tool that is used to monitor daily habits http://www.stepgreen.org/

Administration

Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions

 

[X]

 

Significant

 

New Procurement Director  joins the Green Practices Committee and Staff Council has a representative on the Green Practices Committee.

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[X]

 

Significant

 

Green Practices Committee holds GHG Target & Goals Retreat

 

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

Examples: conservation/behavioral change programs, retrofits and efficiency improvements

 

[X]

 

Significant

 

Carnegie Mellon purchased 75% of their electricity from renewable sources, wind.

Food

Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens

 

[X]

 

Significant

 

Students have planted campus garden spring 2010.

Green Building

Examples: design or construction policy

 

[X]

 

Significant

 

Carnegie Mellon now has ten LEED Certified buildings, 3 Gold, 6 Silver, 1 Certified.

Student Involvement

Examples:  speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus

 

[X]

 

Significant

 

Eco-Reps continue to expand programs to new resident halls.

Transportation

Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit     

 

[X]

 

Significant

 

Transportation survey developed, administered  and analyzed.

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[X]

 

Significant

 

A  food composting collection site was added for Resnik Hall Dining.

 

Water

Examples: water conservation, reducing campus pollution, bottled water campaigns

 

[X]

 

Moderate

 

Students start a zero waste initiative and bottled water reduction campaign.

Other

 

[X]

 

Moderate

 

Administrative Department Green Teams are being established

 

Committee II

 

5b)  Please provide the name of the committee and note the number of meetings held since August 2009.

 

Committee name:

Number of meetings:

 

6b)  Please provide the number of stakeholder representatives on the committee.

When providing the data on each stakeholder group, you should provide the total number across all subcommittees (you do not need to numerate individual tallies for subcommittees).

 

 

 

Number of representatives

Administrators

 

Faculty

 

Staff

 

Students

 

Other. Please describe.     

 

 

7b)  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.

 

 

 

Name       

 

Position

Chair 1    

 

 

Chair 2

 

 

Chair 3

 

 

 

8b)  To whom does the committee report?
[  ]  President/Chancellor
[  ]  Vice President/Vice Chancellor
[  ]  Other:  

 

9b)  Please indicate the key issues/programs that the committee has addressed or implemented since August 2009. For each issue addressed, please indicate and describe progress made.
“Moderate” progress indicates that issues were discussed thoroughly and projects are in the early stages of planning. “Significant” progress indicates that new policies or programs were implemented, or are in the final stages of planning and approval.

 

 

 

Addressed  

 

Progress 

 

Description

Academics

Examples: minor, major and concentration programs, curricular additions, research projects

 

[  ]

 

 

 

Administration

Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions

 

[  ]

 

 

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[  ]

 

 

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

Examples: conservation/behavioral change programs, retrofits and efficiency improvements

 

[  ]

 

 

Food

Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens

 

[  ]

 

 

Green Building

Examples: design or construction policy

 

[  ]

 

 

Student Involvement

Examples:  speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus

 

[  ]

 

 

Transportation

Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit     

 

[  ]

 

 

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[  ]

 

 

Water

Examples: water conservation, reducing campus pollution, bottled water campaigns

 

[  ]

 

 

Other

 

[  ]

 

 

 

Committee III

 

5c)  Please provide the name of the committee and note the number of meetings held since August 2009.

 

Committee name:

Number of meetings:

 

6c)  Please provide the number of stakeholder representatives on the committee.

When providing the data on each stakeholder group, you should provide the total number across all subcommittees (you do not need to numerate individual tallies for subcommittees).

 

 

 

Number of representatives

Administrators

 

Faculty

 

Staff

 

Students

 

Other. Please describe.     

 

 

7c)  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.

 

 

 

Name      

 

Position

Chair 1    

 

 

Chair 2

 

 

Chair 3

 

 

 

8c)  To whom does the committee report?
[  ]  President/Chancellor
[  ]  Vice President/Vice Chancellor
[  ]  Other: 

 

9c)  Please indicate the key issues/programs that the committee has addressed or implemented since August 2009. For each issue addressed, please indicate and describe progress made.
“Moderate” progress indicates that issues were discussed thoroughly and projects are in the early stages of planning. “Significant” progress indicates that new policies or programs were implemented, or are in the final stages of planning and approval.

 

 

 

Addressed  

 

Progress  

 

Description

Academics

Examples: minor, major and concentration programs, curricular additions, research projects

 

[  ]

 

 

Administration

Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions

 

[  ]

 

 

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[  ]

 

 

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

Examples: conservation/behavioral change programs, retrofits and efficiency improvements

 

[  ]

 

 

Food

Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens     

 

[  ]

 

 

Green Building

Examples: design or construction policy

 

[  ]

 

 

Student Involvement

Examples:  speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus

 

[  ]

 

 

Transportation

Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit      

 

[  ]

 

 

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[  ]

 

 

Water

Examples: water conservation, reducing campus pollution, bottled water campaigns

 

[  ]

 

 

Other

 

[  ]

 

 

 

OFFICE OR DEPARTMENT                                  


10) Does your school have an office or department exclusively dedicated to furthering sustainability on campus? Please note: this does not include academic programs focused on sustainability.
Please provide the number of staff in the office in terms of full-time equivalent (FTE). FTE for a full-time staff member would be 1, FTE for a half-time staff member would be 0.5.

Yes

 

Please provide details below.

 

Office name: Steinbrenner Institute for Environmental Education & Research

Year created: 2004

Description: "Research and Education on the Environment" was declared one of four strategic thrusts for Carnegie Mellon in 1998 strategic plan and reiterated in the 2008 strategic plan. Based on a 2002 Subcommittee Report, the Trustees of Carnegie Mellon recommend that:  The goal of environmental work at Carnegie Mellon should be to change the ways the world thinks and acts about the environment, through our educational and research methods and results, through the issues we raise, and through the outcomes we produce. We must adopt a broad viewpoint in this work. Environmental issues have important technical, economic, and social dimensions, dimensions that are joined, not separate. We should build upon our collaborative strengths in science and technology (including information technology), design, economics, and the social and policy sciences. We should apply these capabilities to the principal environmental problems of the 21st century. In so doing, our focus will center on critical issues for building a sustainable, green future, primarily by pursuing multi-disciplinary themes and outcomes across Carnegie Mellon's colleges. The Steinbrenner Institute was established in 2004 with the generous support of Lowell and Jan Steinbrenner to realize these goals.  Please see www.cmu.edu/steinbrenner/

Number of staff in office (in FTE):

 

SUSTAINABILITY STAFF

Please provide your answers to questions 11-12 in terms of full-time equivalent (FTE). For example, FTE for a half-time staff member would be 0.5.

 

11) Does your school employ a sustainability coordinator, director, or manager?

Your response may include faculty/staff who, in addition to their regular responsibilities, are overseeing campus sustainability initiatives (similar to the responsibilities of a full-time sustainability coordinator). For those faculty/staff partially assigned to sustainability work, please indicate time allotted for sustainability efforts in full-time equivalent (FTE).

Yes

 

Please provide details below.

 

Title:  Environmental Coordinator

Department:  University Engineer

Time worked (in FTE): 

Job description:  The holder of this position provides coordination and program support services for management of resources on campus in an environmentally responsible manner. A primary responsibility for this person is to encourage and assist students, faculty and staff to identify and implement conservation opportunities in support of University and Facilities Management Services (FMS) Mission Statements.

 

12) Please list the titles and a brief job description for all other full- and part-time staff who are engaged in planning, implementing or managing sustainability initiatives on your campus (e.g. Assistant Sustainability Coordinator, Food Services Sustainability Coordinator, Green Office Program Manager).

Your response may include faculty/staff who, in addition to their regular responsibilities, are overseeing campus sustainability initiatives (similar to the responsibilities of a full-time sustainability coordinator). For those faculty/staff partially assigned to sustainability work, please indicate time allotted for sustainability efforts (in FTE).Your response may include graduate assistants.

 

Your response should exclude academic researchers, administrative assistants, technical support staff, and recycling/compost collections staff. Your response should also exclude information about undergraduate student interns and student employees. This information should be provided in the Student Involvement section of the survey (questions 56-61).

 

Title      

 

Department      

 

Time worked (in FTE)      

 

Job description

Executive Director

 

Steinbrenner Institute for Environmental Education & Research (SEER)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEBSITE


13) Does your school have a website detailing its sustainability initiatives?

If yes, please provide URL

http://www.cmu.edu/environment/

 

GREEN PURCHASING


14) Does your school have a formal green purchasing policy?

Yes

 

If yes, please indicate the areas to which your policy pertains, and whether purchase is required or encouraged:

 

 

 

Required      

 

Encouraged      

Appliances

 

[  ]

 

[X]

Cleaning products

 

[  ]

 

[X]

Computers/electronics

 

[  ]

 

[X]

Lighting

 

[  ]

 

[X]

Office supplies

 

[  ]

 

[X]

Paper products

 

[  ]

 

[X]

Reduced packaging for purchases               

 

[  ]

 

[X]

Other. Please describe below.

 

[  ]

 

[X]


Other description: Our university procurement manual includes language encouraging purchasing of environmentally friendly goods and services. (see pages 6-7) http://www.cmu.edu/finance/procurementservices/policies-procedures/procurementmanual.htmlApproximately 38% of the custodial contractor’s cleaning products areGreen Seal Certified.

 

15) Please indicate in which categories you regularly purchase ENERGY STAR qualified products. Check all that apply.  If possible, provide the percentage of products purchased that are ENERGY STAR qualified for each category.

 

 

 

 

 

Percentage purchased  

 

Description

[X]

 

Appliances

 

100%

 

micro-fridges, washers & dryers

[  ]

 

Building products

 

 

[X]

 

Computers/electronics     

 

50%

 

all laptops, most monitors, 40% of desk top machines

[X]

 

Heating and cooling

 

80%

 

air conditioner units

[X]

 

Lighting and fans

 

100%

 

only applicable to CFL lamps which are all energy star

[  ]

 

Plumbing

 

 

 

Additional comments: Purchasing is decentralized, but we encourage all buyers touse the EPA EPP guidelines.

 

16)  Does your school purchase environmentally preferable paper products (e.g., 100 percent post-consumer recycled content, certified by the Forest Stewardship Council)?

Yes

 

If yes, please provide details below.

For each of the items below, please indicate the percentage of purchases that contain post-consumer recycled content, are chlorine-free processed, and/or are Forest Stewardship Council (FSC) certified. Please provide approximate data, to the best of your ability, if your institution uses a decentralized purchasing structure.

               

 

 

Percentage
post-consumer
recycled content     

 

Percentage
Forest Stewardship
Council certified   

 

Percentage
chlorine-free
 processed     

 

Description

Envelopes

 

 

 

 

Facial tissues

 

 

 

 

Napkins

 

 

 

 

Notepads

 

 

 

 

Office paper

 

30% Post -consumer Sustainable Forestry Initiaitve Certified Fiber Sourcing for all centrally purchased paper which estimated to be 80% of total paper purchased.

 

 

 

Paper towels

 

 

 

 

Other. Please describe.

 

 

 

 

 

Additional comments: Purchasing is decentralized, but we encourage all buyers touse the EPA EPP guidelines. Procurement holds an annual vendor's fair and each supplier is asked to demonstrate or show their 'green' products. The Office Depot 'Buy Green Guide' is promoted and several environmental supplies are offered in the university bookstore.

 

17)  Does your school purchase computers or electronics that are Electronic Product Environmental Assessment Tool (EPEAT) certified?

No

 

If yes, please describe below.

Please indicate the portion of computer or electronics purchases that are EPEAT certified. Please provide the percentage of each product purchased that is EPEAT certified, where data are available. Note which products have been purchased in the “Product description” column (e.g., desktop computers, laptops).

 

 

 

Portion
EPEAT certified      

 

Percentage
EPEAT certified      

 

Product description (e.g. computers, printers)

Product 1

 

 

 

Product 2

 

 

 

Product 3

 

 

 

 

FUNDING MECHANISMS

 

18)  What mechanisms does your school use to fund sustainability projects on campus? Check and describe all that apply. If no specific mechanisms are in place, indicate as such and move on to question 19.

Data collected for this question is for informational purposes only and will not be evaluated for grading.

 

[  ]  No specific mechanisms are in place.

 

 

 

 

 

Description

[  ]

 

Alumni green fund

 

[X]

 

Capital budget

 

[  ]

 

Endowment investment in on-campus sustainability projects    

 

[X]

 

Operating budget

 

[  ]

 

Revolving loan fund for sustainability projects

 

[  ]

 

Student green fee

 

[  ]    

 

Other. Please describe.

 

 

EMPLOYEE OUTREACH OPPORTUNITIES

19) What programs does your school facilitate that encourage sustainable behavioral change among departments, offices, faculty and staff? Check all that apply.

 

 

 

 

 

Description

[X]

 

Departmental sustainability liaisons

 

Green Teams are developing across campus in several departments.

[  ]

 

Green office certification program

 

[X]

 

Green office tips posted online or on staff bulletin boards

 

http://www.cmu.edu/greenpractices/greening-the-campus/green-teams/index.html

[  ]

 

Incorporation of sustainability issues into new employee orientation

 

[  ]

 

Other

 


Back to top

 

CLIMATE CHANGE & ENERGY

 

Please note: Unless otherwise indicated, when providing data about greenhouse gas emissions levels, please provide data based on scopes 1 & 2 emissions. Scope 1 emissions refer to GHG emissions directly resulting from sources owned or operated by the institution (e.g. on-campus combustion of fossil fuels, emissions from campus vehicles). Scope 2 emissions refer to emissions generated indirectly due to the production of electricity that the institution consumes. Scope 3 emissions refer to all other indirect emissions that result from activities of the institution (e.g. employee travel).

 

GREENHOUSE GAS INVENTORY


20)
Has your school completed a greenhouse gas (GHG) emissions inventory? Please check all that apply.

The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.

[  ]  No
[  ]  In progress. Please describe status and provide estimated completion date:

[X]  Yes.  Please provide total annual GHG emissions (Scopes 1 & 2, as well as scopes 1, 2 & 3 in metric tons of CO2e). Include the start date for each year as well as the URL to each inventory, if available online, or attach the document.

 

 

Start Date         

 

Emissions level

(Scopes 1 & 2)

 

Emissions level

(Scopes 1, 2 & 3)

 

URL          

 

Notes

2009

 

July 1, 2009    

 

91,202.2 CO2e metric tons

 

168,273.9 CO2e metric tons

 

 

Listed in the GHG Inventory document. The "emission per building space" numbers below does not reflect the "total gross square footage of building space" defined by the Report Card. Rather the numbers reflect building space data defined and collected by the Carnegie Mellon University. It should be noted that "total gross" space is approximately twice the total building sizes defined and collected by Carnegie Mellon University.

2008

 

July 1, 2008

 

91,565.9 CO2e metric tons

 

156,374.2 CO2e metric tons

 

 

Listed in the GHG Inventory document. The "emission per building space" numbers below does not reflect the "total gross square footage of building space" defined by the Report Card. Rather the numbers reflect building space data defined and collected by the Carnegie Mellon University. It should be noted that "total gross" space is approximately twice the total building sizes defined and collected by Carnegie Mellon University. This year's particular data consists of actual "Directly Financed" air travel mileage data provided by the University's travel agency. Other years are estimates normalized by number of students, faculty, and staff with a baseline data from a 2007 student project "It's Not Easy Being Green" available at http://www.cmu.edu/steinbrenner/Faculty%20Presentations/Complete%20Report.pdf.

2007

 

July 1, 2007

 

89,014.9 CO2e metric tons

 

164,508.6 CO2e metric tons

 

 

Listed in the GHG Inventory document. The "emission per building space" numbers below does not reflect the "total gross square footage of building space" defined by the Report Card. Rather the numbers reflect building space data defined and collected by the Carnegie Mellon University. It should be noted that "total gross" space is approximately twice the total building sizes defined and collected by Carnegie Mellon University.

2006

 

July 1, 2006

 

85,683.1 CO2e metric tons

 

161,402.5 CO2e metric tons

 

 

Listed in the GHG Inventory document. The "emission per building space" numbers below does not reflect the "total gross square footage of building space" defined by the Report Card. Rather the numbers reflect building space data defined and collected by the Carnegie Mellon University. It should be noted that "total gross" space is approximately twice the total building sizes defined and collected by Carnegie Mellon University.

2005

 

July 1, 2005

 

84,856.0 CO2e metric tons

 

160,588.1 CO2e metric tons

 

 

Listed in the GHG Inventory document. The "emission per building space" numbers below does not reflect the "total gross square footage of building space" defined by the Report Card. Rather the numbers reflect building space data defined and collected by the Carnegie Mellon University. It should be noted that "total gross" space is approximately twice the total building sizes defined and collected by Carnegie Mellon University.

 

Uploaded 1 Calculator_v6.5 EPP.xlsx - 4822 KB

 

COMMITMENT TO GREENHOUSE GAS EMISSIONS REDUCTION

 

21) Has your school made a commitment to reduce GHG emissions a specific amount by a target year?

The commitment should be to reducing actual campus greenhouse gas emissions, and does not include offsets or renewable energy credits (purchase of RECs is addressed in question 31). For example, if the university is committed to reaching carbon neutrality by 2030, and aims to do so by reducing campus emissions by 50 percent and buying offsets for the remaining 50 percent, you would indicate “50%” as the reduction level.

No


If yes, please list details below.

 

Reduction level (percentage):

Baseline year:

Baseline emissions level:

Target year:

 

Additional comments:

 

REALIZED GREENHOUSE GAS EMISSIONS REDUCTIONS

22) Has your school achieved a reduction in GHG emissions? Answer should be based on scopes 1 & 2 emissions.

Please indicate whether your school has achieved actual reductions in greenhouse gas emissions. This does not include the purchase of carbon offsets or renewable energy credits. (Purchase of RECs is considered in question 31.)

Yes


If yes, please list details below.

 

Percentage reduced: 0.40%

Baseline year: 2008

Baseline emissions level: 91,565.9

Year achieved: 2009

 

Additional comments:

 

23) Please provide GHG emissions figures in terms of gross square feet on campus for the past four years. Answers should be based on scopes 1 & 2 emissions.
Per-gross-square-foot emissions = Total CO2e in metric tons / Total maintained building space

 

The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.

 

 

 

2009:

 

0.0192 CO2e metric tons / sq. ft.

2008:

 

0.0193 CO2e metric tons / sq. ft.

2007:

 

0.0188 CO2e metric tons / sq. ft.

2006:

 

0.0181 CO2e metric tons / sq. ft.

2005:

 

0.0181 CO2e metric tons / sq. ft.


24) Please provide GHG emissions figures per full-time student equivalent for the past four years. Answers should be based on scopes 1 & 2 emissions.

Per full-time student equivalent emissions = Total CO2e in metric tons / Total number of full-time equivalent students.

 

The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.

 

 

 

2009:

 

9.09 CO2e metric tons / FTE Students

2008:

 

9.50 CO2e metric tons / FTE Students

2007:

 

9.72 CO2e metric tons / FTE Students

2006:

 

9.78 CO2e metric tons / FTE Students

2005:

 

9.92 CO2e metric tons / FTE Students

 

ENERGY EFFICIENCY                                                 

 

25) Has your school achieved a reduction in building energy consumption compared to a 2005 baseline?

No


If yes, please list details below.

Data must be provided in terms of MBtus (one thousand British thermal units).

2005 baseline year
Building energy consumption:
 
Gross square feet of building space: 

Performance year (most recent year for which data are available)

Building energy consumption

Gross square feet of building space:  

26) Please indicate which programs or technologies your school has implemented to improve energy efficiency since 2000. Check all that apply.
[  ]    Cogeneration

[  ]    Temperature setbacks

[X]    Steam trap systems

 

For the following technologies and programs, please indicate the percentage of possible campus building space in which they have been implemented.

 

 

 

 

 

Percentage of building space

[  ]

 

Back pressure turbines

 

[X]

 

Economizers

 

50% - Air Side Economizers.  70% Free cooling from chiller plants in winter

[X]

 

Energy management system; building automation system, energy information system, or monitoring-based commissioning (MBCx) system

 

HVAC systems on direct digital controls, DDC (95%)   Chiller plants all operate ultra high efficiency chillers and variable speed pumping with induced draft cooling towers.

[  ]

 

Gas-fired hydronic heating systems

 

[X]

 

Heat recovery systems

 

Heat recovery systems in three buildings

[X]

 

LED lighting

 

LED exit signs (95%), Outside Lighting 1%, Inside Lighting .25%

[X]

 

Lighting sensors

 

Occupancy sensors (5%),  Lighting timers (100%)

[X]

 

Metering—chilled water

 

10%

[X]

 

Metering—electric

 

50%

[X]

 

Metering—steam

 

20%

[X]

 

Other energy-efficient lighting (e.g. T5 or T8)

 

T5/T8 lighting upgrades (60%)

[X]

 

Performing system tune-ups

 

[X]

 

Retrocommissioning of HVAC systems (buildings must have been commissioned, retrocommissioned or re-commissioned within the last 10 years)

 

2%

[  ]

 

Steam turbines

 

[X]

 

Steam-line insulation

 

98%

[X]

 

Timers for temperature control

 

10%

[X]

 

Variable speed drives

 

60% of all fans and pumps by HP

[X]

 

Vending machine sensors

 

Vending Misers (80%)

[X]

 

Other. Please describe below.

 

Incandescent bulbs have been replaced by CFL or other energy efficient technology (98%) .

 

Description:


27) What programs does your school facilitate that encourage members of the campus community to reduce energy use? Check all that apply.

[X]

 

Audits or investigations of individual energy use 

[  ]

 

Cash incentives for energy reductions among departments

[  ]

 

Energy monitoring website or dashboard displays for buildings

[  ]

 

Energy reduction competitions among departments and/or offices

[X]

 

Fume hoods in science buildings

[X]

 

Green IT policies (e.g. enabling power management)

[X]

 

PR campaigns (increased/innovative signage, newsletters, slogans, saturation), demonstrations to raise awareness, pledge drives    

[  ]

 

Trade-in or rebate programs for inefficient appliances (e.g. CFLs, refrigerators)

[X]

 

Other. Please describe: steam turn-off valves on radiators (free installation by Facilities Management)                                                          

 

RENEWABLE ENERGY GENERATION

 

28) Does your school generate renewable energy?

Yes

 

If yes, please provide details below.

Please check all types of renewable energy that are generated, and provide data on the percentage of your total energy consumption fulfilled by each renewable source listed. If less than one percent is fulfilled by a given source, leave percent box blank. For each type of renewable energy, please describe the production source.

 

 

 

Renewable
energy type

 

Percent of
total energy
consumption    

 

Production
source description

[  ]

 

Biomass

 

 

[X]

 

Concentrated solar power

 

<1%

 

[  ]

 

Geothermal (shallow depth)

 

 

[  ]

 

Low-impact hydropower

 

 

[X]

 

Photovoltaics

 

 

[  ]

 

Wind

 

 

[X]

 

Other. Please specify below.    

 

<1%

 

 

Other description:Production systems - Two buildings have photovoltaic systems installed which are used solely as means of supplying electricity for operational use. With peak generating capacity of 13 KWH, they generate approximately 26 MWH annually.Experimental systems - The biodiesel CHP system can produce 25 kWe of electricity and 120 kBtu/hr of heat. If it ran continuously at design conditions it would generate approximately 219,000 kWh/year and 1,051,200 kBtu/year. As an experimental system it is not operatedcontinuously as opposed to systems that provide the primary sources of heat, power, cooling, ventilation, etc. to a building.The Intelligent Workplace (IW) solar thermal system, located in Pittsburgh, PA, consists primarily of 52 m2 of parabolic trough solar collectors and a 16 kW double effect absorption chiller driven by either hot fluid from solar receivers or natural gas fuel. Learn more here:http://www.cmu.edu/iwess/components/solar_thermal_system/


29) Does your school have solar hot water systems?

Yes

 

If yes, please specify number of systems and total MBtus generated annually, if available.

 

Number of systems: 1

Total MBtus generated annually:

 

RENEWABLE ENERGY PURCHASE

 

30) What is the fuel mix of electricity purchased from the grid for your campus? Please provide the percentage for each source.

If less than one percent of a source is purchased, leave the percent box blank.

 

Energy source

 

Percent of total energy purchase

Coal

 

10%

Natural Gas

 

2%

Nuclear

 

7%

Petroleum

 

0%

Renewables (biomass, solar, wind, low-impact hydropower, photovoltaics, geothermal)      

 

81%

Other. Please specify:

 



Percentage of overall electricity consumption purchased from the grid: 99%


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 standards.

Yes

 

If yes, please describe below.

Date of most recent purchase:  November 2009
Length of contract:  1 year
Average annual quantity (kWh):  86,825,000
Average percentage of your total annual electric energy use that it represents:  75%

 

ON-SITE COMBUSTION

 

32) Please provide total MBtus of energy for heating and cooling generated annually from on-site combustion:

514,830,400

 

33) Please list each fuel source used in on-site combustion for heating and cooling, and note the percentage of overall BTUs derived from that source:
If less than one percent of a source is purchased, leave the percent box blank.

 

Energy Source    

 

Percent of overall BTUs   

Biomass

 

Coal

 

Geothermal

 

Natural gas

 

Petroleum

 

Other. Please specify:

 

514,830,400

Steam (on-site)    

Back to top

 

FOOD & RECYCLING

Please note: The food portion of this category and information about waste reduction in dining services is covered in a separate dining survey.

 

WASTE REDUCTION

 

34) Please provide the following information pertaining to trends in waste generation per weighted campus user.

2005 baseline year

Weighted campus users:  14,130
Total waste generated (garbage + recycling + compost):  3,649
 

Performance year (most recent year for which data are available)
Weighted campus users:
 15,774
Total waste generated (garbage + recycling + compost):  3,925

 

RECYCLING OF TRADITIONAL MATERIALS

 

35) Please indicate which traditional materials your institution recycles. Check all that apply.

[  ]

 

None

[X]

 

Aluminum

[X]

 

Cardboard

[X]

 

Glass

[X]

 

Paper

[  ]

 

Plastics (all)

[X]

 

Plastics (some)

[X]

 

Other. Please list: Steel Cans, Athletic Shoes, Scrap Metal, Tires, Oil, CD’s, Jewel Cases, Transparencies, and Wood Pallets.    

 

36) Please indicate the campus-wide diversion rate of recyclable waste from traditional disposal.

The diversion rate should be calculated based on the diversion of traditional recyclables (paper, plastics, aluminum, cardboard, glass). Please do not include recycled electronic waste, recycled construction waste, or composted food and landscaping waste in the calculation of this figure.

The diversion rate is equal to the (total amount of traditional recycled materials) divided by the (total amount of landfill waste plus the total amount of traditional recycled materials).

17.5%

 

RECYCLING OF ELECTRONIC WASTE


37) Does your institution have an electronics recycling program?

Yes

 

If yes, please provide details below.

Please indicate recycling of the following items is available for students (through receptacles on campus, recycling drives, or other means), and/or for institutional electronics waste. Check all that apply.

 

 

 

For waste generated by students  

 

For waste generated by the institution

Batteries

 

[X]

 

[X]

Cell phones

 

[X]

 

[X]

Computers

 

[X]

 

[X]

Light bulbs

 

[X]

 

[X]

Printer cartridges

 

[X]

 

[X]

Other E-waste. Please list items:

 

[X]

 

[X]

Fax machines, copiers & printers.

If possible, describe the organization and/or company you are using to collect your e-waste for recycling, and the environmental and social safeguards that they take in disposal:

We currently use ECS&R to collect our e-waste for recycling.  They do not export e-waste internationally, they provide both a certificate of destruction on hard-drives and a recycle certificate on crt’s and other miscellaneous e-waste. They do not refurbish and/or rebuild machines, all equipment is broken down into basic components, then shred and sold to industry sources as raw materials.  They meet all the requirements set for by the PA-DEP and are only one of a few companies who are state accredited for this type of recycling. See their website http://www.ecsr.net/

 

COMPOSTING (APART FROM DINING FACILITIES)


38) What percentage of your campus's landscaping waste is composted or mulched?

100%


39) Do you provide composting receptacles around campus in locations other than dining halls (e.g., in residence halls, offices, academic buildings)?

Yes

 

If yes, please provide details below.

[  ]  

 

Academic buildings

[  ]  

 

Offices

[X]  

 

Outdoors

[  ]  

 

Residence halls

 

Description:

There are ‘backyard’ composting bins located at two studentresident halls.

 

SOURCE REDUCTION


40) Does your campus run any source-reduction initiatives (e.g., end-of-semester furniture or clothing swaps and collections)?

Yes

 

If yes, please check and describe all of the programs below that are in place at your institution:

 

 

 

 

Description

[X]  

 

Limited printing

 

Printing Quota for all undergraduates.

[X]  

 

Move-in waste reduction

 

All cardboard is collected and recycled on freshman move-in day.

[X]  

 

Move-out waste reduction

 

The student group, Circle K holds a ‘Whatever Drive’ and collects clothing and other goods to be donated. Also, a Bag & Tag Program designates the items the students leave behind that are to be donated to charities.

[X]  

 

Year-round materials exchange programs     

 

cmu.misc electronic bulletin board is for posting items 'for sale' or 'free'.  The campus warehouse stores used office furniture that is available for reuse on campus.

[X]  

 

Other

 

Several departments have 'free' tables.


Back to top

 

GREEN BUILDING

 

DESIGN AND CONSTRUCTION


41) Does your school have a formal green building policy pertaining to design and construction for new buildings and major renovations?

Yes

 

If yes, please describe policy and provide URL to the full policy, if available:

http://www.cmu.edu/fms/Design_Guidelines/Design_Guidelines_Home.html


42) Please provide the following information about LEED-certified buildings on your campus:

Total number of LEED-certified buildings: 10

 

 

 

Combined gross square footage:       

 

Building name(s):

Certified-level   

 

114  

 

Posner Center

Silver-level

 

344,410

 

300 South Craig, 407 South Craig, Henderson House, Porter Hall 100, Stever House, Doherty Hall Phase II

Gold-level

 

150,400

 

Collaborative Innovation Center, Carnegie Mellon Cafe, GSIA West Entry Addition

Platinum-level   

 

 

 

43) Please provide information about campus buildings that meet LEED certification criteria, but are not certified.

Total number of buildings that meet LEED criteria: 6

 

 

 

Combined gross square footage:    

 

Building name(s):

Certified-level criteria met, but not certified

 

40,000  

 

Tartans Pavilion, Welch House

Silver-level criteria met, but not certified

 

7,800  

 

(Awaiting rating by USGBC), GSIA First Floor

Gold-level criteria met, but not certified

 

208,000  

 

(Awaiting rating by USGBC) Gates and Hillman Center

Platinum-level criteria met, but not certified   

 

7,284  

 

(These are likely LEED Platinum equivalent but no formal comparison has been made): 6,500 sq ft Robert L. Preger Intelligent Workspace http:www.gbapgh.org/Case_Studies.asp?Method=6786&ID=39 784 sq ft Pittsburgh Synergy Solar House http://aisproject.cive.cmu.edu/index.php  http://www.andrew.cmu.edu/org/pittsburghsynergy/SD/competition_photogallery.html

 

44) Please provide information about buildings that are ENERGY STAR labeled.

Total number of ENERGY STAR buildings:  
0
Combined gross square footage:
Building names:

 

45) Please provide information about buildings on your campus that meet the standards of other third-party green building certifications (e.g. Green Globes).

Certification type:
 
Total number of buildings:
  0  
Combined gross square footage: 

Building names: 

 

46) For the 2009-2010 academic year, what percentage of your institution's non-hazardous construction and demolition waste was diverted from landfills?

75%

 

ADAPTIVE REUSE

 

47) Please provide information about adaptive reuse projects your campus has completed since the year 2000.

Total number of adaptive reuse projects completed since the year 2000:  


Please provide additional details for up to ten of the most comprehensive projects:

 

Project name     

 

Square footage  

 

Former use       

 

Current use      

 

Additional details

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


48) Please provide the student enrollment and gross square footage of buildings on campus in the 2000-2001 academic year.

 

Student enrollment (FTE):  7,943

Square footage:  4,121,863

 

49) Please provide the student enrollment and gross square footage of buildings on campus for the 2009-2010 academic year.

 

Student enrollment (FTE):  10,214

Square footage:  5,265,665

 

OPERATIONS AND MAINTENANCE


50) Does your school have a formal green building policy specifically pertaining to operations and maintenance?

No

 

If yes, please describe policy and provide URL to the full policy, if available:


51) Please provide the following information about LEED-EB certified buildings on your campus:

Total number of LEED-EB certified buildings:  0
Combined gross square footage: 
Building names:

 

52) Please provide the following information about buildings that meet LEED-EB certification criteria but are not certified:

Total number of buildings that meet LEED-EB criteria but are not certified: 0
Combined gross square footage: 
Building names:

 

WATER MANAGEMENT

 

53) Has your institution reduced its water consumption per weighted campus user, as compared to a 2005 baseline?
Weighted campus users = (1 * number of on-campus residents) + (0.75 * number of non-residential or commuter full-time students, faculty and staff members) + (0.5 * number of non-residential or commuter part-time students, faculty, and staff members).

No

 

If yes, please provide the following information:

2005 baseline year
Weighted campus users:
  14130
Water consumed (gallons):  123,907,000

Performance year (most recent year for which data are available)
Weighted campus users:
  15774
Water consumed (gallons):  174,449,000

 

54) Please indicate which of the following water-conservation technologies have been installed in existing buildings on campus. Check all that apply. For each item, please indicate the percentage of possible campus building space in which the technology has been installed.

For example, if dual-flush toilets have been installed in all bathrooms on campus, you would indicate “100” as the percentage of building space in which the technology has been installed.

 

 

 

 

Percentage of building space     

[X]  

 

Building water metering

 

50% of campus buildings

[  ]  

 

Dual-flush toilets

 

[X]  

 

Gray water systems

 

Gray water system used in two major buildings for toilets, one of these building includes an irrigation system.

[X]  

 

Laundry technology

 

Housing and Dining uses 103 sets of high efficiency washers & dryers in resident halls, some with wireless eSuds access (100%)

[  ]  

 

Leak detection and reduction  

 

[X]  

 

Low-flow faucets

 

25% of campus buildings

[X]  

 

Low-flow showerheads

 

80% of all shower heads have been converted to use 2.5gpm

[X]  

 

Non-potable water usage

 

A rainwater barrel on the solar house is used to water the student garden.

[  ]  

 

Waterless urinals

 

[  ]  

 

Xeriscaping

 

N/A

[X]  

 

Weather-informed irrigation

 

N/A

[X]  

 

Other. Please describe below.  

 

 

Other description: Ultra low flow urinals (.5 liter per flush) installed in 2 buildings.

 

55) What stormwater management technologies or strategies are used on your campus?

[X]

 

Living or vegetated roofs  

[X]

 

Porous pavement

[X]

 

Retention ponds

[X]

 

Stone swales

[X]

 

Vegetated swales

[X]

 

Other. Please describe: A dry well installed for parking lot run-off  and a 10,000 gallon underground baffled stormwater cystern.

 

ENERGY MANAGEMENT

Information concerning energy management will be drawn from question 26 (Climate Change & Energy). If you wish to provide any additional information about energy-efficiency technologies installed in campus buildings, please attach it in a supplemental document at the end of the survey.


Back to top

 

STUDENT INVOLVEMENT

 

RESIDENTIAL COMMUNITIES

 

56) Please list sustainability-themed residential communities or housing options at your school.

 A sustainability-themed residential community is created specifically to provide students with a living-and-learning experience focused on sustainability.  Students must have actively selected or applied to live in the residence. Example: Synergy House at Colorado College.

 

For each sustainability-themed residential community, please provide the following information:

 

Name of program     

 

Type of community     

 

Number of students involved     

 

Additional details

Stever House

 

Building

 

260

 

First Silver LEED Rated University  Resident Hall in the USA.  A freshman resident hall providing environmental programming.

Neville Co-Op

 

House

 

22

 

Special Interest Housing - A group of  students dedicated to living together with a focus on environmentally-friendly practices.

Green Connections

 

Hallway

 

8

 

Morewood Gardens Eco-minded students that use their suite as an example of green living.

Henderson Wellness House

 

Building

 

60

 

Special Interest Housing with a focus on healthy living.

 

 

 

 

NEW STUDENT ORIENTATION


57) Does a portion of your new student orientation specifically cover sustainability?

Yes

 

If yes, please check and describe all ways in which sustainability is incorporated into new student orientation:

[  ]  

 

Skits, speakers, or presentations that take place in large venues that most or all first-year students attend. Topics must include at least one of the following: promoting the Office of Sustainability, student campus sustainability groups, or sustainability as an important campus issue.

[X]  

 

Incorporating sustainability information into presentations made by RAs to individual hallways.

[X]  

 

Active engagement of students in activities that raise awareness about sustainability, highlight how sustainability occurs on campus, or in which students take part in a productive activity, such as volunteer work or projects (e.g., working in the on-campus garden).

[X]  

 

Making orientation more sustainable through efforts such as a zero-waste meal or carbon offsets.

[X]  

 

Other. Please describe:

 2009 Freshman Orientation Programming Green Practices- Green Isn't Just a Color AnymoreStever House  TV Lounge  3:00pm – 4:00pm Relax and munch on healthy snacks and let us tell you about environmental leadership opportunities on campus.  Leaders from Eco-Reps, Sustainable Earth and Green Practices will be there to meet you and answer your questions.            Eco-Fabulous Open House 4:00pm - 6:00pm  Solar Decathlon House- Behind Donner HouseJoin an eclectic array of campus community members, academic and student organizations as we welcome you to Carnegie Mellon's Eco-Fabulous community.  At this "informal cook-out," you will learn more about environmental leadership opportunities (for those who missed the 3 pm session) as well as upcoming events and share ideas about how we can make Carnegie Mellon a more sustainable university.Green Practices tabling at Graduate and International Student Orientations

 

INTERNSHIPS/OUTREACH OPPORTUNITIES


58) Does your school offer on-campus, office-based sustainability internships or jobs for students during the academic year?

Yes

 

If yes, please provide the number of students and average number of hours worked weekly per student below.

 

 

 

Number of students:     

 

Average hours worked weekly per student:    

Paid positions

 

Green Practices Interns:  5

 

Average 5hours/week during school and full or part time during the summer.

Unpaid positions

 

 


59) Does your school have residence hall Eco-Reps or a similar program to promote behavioral change on campus?

 

If yes, please provide the URL to the program's website. If not, select “no.”

http://www.cmu.edu/eco-reps/

 

Please provide the following details about the number of students involved in program, their average working hours, and any compensation that they receive.

 

 

 

Number of students:     

 

Average hours worked weekly per student:

Paid positions.

 

 

Positions that award academic credit.  

 

 

Uncompensated positions.

 

30

 

5

 

SUSTAINABILITY CHALLENGES AND COMPETITIONS

 

60) Does your school organize any sustainability challenges/competitions for your campus and/or with other colleges?

Yes, one competition.

 

For each competition or challenge that is run on campus, please provide the details requested. You may provide detailed information for up to three competitions.

 

First Competition:

 

Competition Overview

 

Competition Name: RecycleMania

Year Initiated: 2004

Website: http://www.cmu.edu/greenpractices/campus-recycling/events.html

 

Frequency that competition is run:  Once annually

 

Groups involved in coordinating the competition:

[X]

 

Students

[  ]

 

Faculty

[X]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe.  

 

Participants in the competition:

[X]

 

Students

[X]

 

Faculty

[X]

 

Staff

[X]

 

Administrators

[  ]

 

Other, please describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[  ]  

 

Non-monetary prizes  

 

[X]  

 

Other

 

bragging rights.

 

Goals of competition:

 

 

 

 

Describe:

[  ]  

 

Energy conservation  

 

[X]  

 

Waste reduction

 

[  ]

 

Water conservation  

 

[  ]  

 

Other

 

 

Percent of energy and/or resource use reduction resulting from the competition:  unknown

Lasting effects of competition:  The message that our daily actions are a part of the problem AND the solution and other students & schools value recycling.

Additional Information: 

 

Second Competition:

 

Competition Overview

 

Competition Name:

Year Initiated:

Website:

 

Frequency that competition is run: 

 

Groups involved in coordinating the competition:

[  ]

 

Students

 

[  ]

 

Faculty

 

[  ]

 

Staff

 

[  ]

 

Administrators

 

[  ]

 

Other, please describe.  

 

 

Participants in the competition:

[  ]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[  ]  

 

Non-monetary prizes   

 

[  ]  

 

Other

 

 

Goals of competition:

 

 

 

 

Describe:

[  ]  

 

Energy conservation

 

[  ]  

 

Waste reduction

 

[  ]  

 

Water conservation  

 

[  ]  

 

Other

 


Percent of energy and/or resource use reduction resulting from the competition: 

Lasting effects of competition: 

Additional Information: 

 

Third Competition:

 

Competition Overview

 

Competition Name:

Year Initiated:

Website:

 

Frequency that competition is run:

 

Groups involved in coordinating the competition:

[  ]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe.

   

 

Participants in the competition:

[  ]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, describe:

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[  ]  

 

Non-monetary prizes

 

[  ]  

 

Other

 

 

Goals of competition:

 

 

Describe:

[  ]  

 

Energy conservation  

 

[  ]  

 

Waste reduction

 

[  ]  

 

Water conservation

 

[  ]  

 

Other

 


Percent of energy and/or resource use reduction resulting from the competition:  

Lasting effects of competition:  

Additional Information:  

 

STUDENT ORGANIZATIONS


61) Does your school have active student-run organizations devoted to sustainability efforts on campus?

Yes

 

If yes, please provide names of organizations, a brief description of each, and URLs for the organizations’ websites, if available:

Name

 

Description

 

URL

Pugwash

 

Pugwash is a non-advocacy, educational organization.  Carnegie Mellon Student Pugwash (CMSP) intends to increase student and faculty awareness of the ethical dilemmas created by the interaction of science, technology, medicine, and the arts within contemporary society. To do so, CMSP brings an interdisciplinary perspective to a wide range of issue areas, encompassing fields such as biotechnology, computers in society, management of technology, national security and nuclear weapons, energy, the environment, and social responsibilities to the arts. By organizing activities to generate insight into the responsible management of science, technology, and the arts, CMSP stimulates informed judgment on the critical issues of our time, and, in so doing, bridges the gap between academia and activism.

 

http://www.andrew.cmu.edu/org/pugwash/

 

 

 

 

 

Sustainable Earth

 

Sustainable Earth is a group of students from Carnegie Mellon University who are dedicated to bringing more awareness to the campus and outside community of Pittsburgh about practicing sustainable ways of life.

 

For more information email sustain@andrew.cmu.edu

 

 

 

 

 

Eco-Reps

 

Carnegie Mellon Eco-Reps are students from different housing areas, who educate peers in their house community on how to live in a more environmentally friendly way. Each month, they learn about a new environmental issue and teach their peers what they can do to live sustainably.

 

http://www.cmu.edu/eco-reps/

 

 

 

 

 

Net Impact

 

Net Impact is a network of more than 13,000 new-generation leaders committed to using the power of business to improve the world.  It is also one of the most innovative and influential networks of MBAs, graduate students and young professionals in existence today.  Our members believe that business can both earn a profit and create positive social change.  Through a central office in San Francisco and more than 100 chapters in cities and graduate schools around the globe, Net Impact offers a portfolio of programs that enable members to transform this ideal into measurable results.

 

http://www.netimpact.org/

 

 

 

 

 

Engineers Without Borders

 

Engineers Without Borders is a non-profit organization that works with developing communities throughout the world to improve the quality of life for individuals through the development of environmentally and economically sustainable engineering projects.

 

http://ewb-pitt.org/

 

 

 

 

 

Heinz College Smart Growth Club

 

The mission of the Heinz College Smart Growth Club is to assist students in exploring, preparing for, and connecting to careers in three key fields: community and economic development, environmental policy, and state, local and federal government. The Club attempts to learn through site visits and meetings with many of the Pittsburgh-based players in the field including local governments, incubators, small businesses, and microfinance agencies. Besides learning about local practices and projects, we attend conferences in order to learn about best practices elsewhere. The Club frequently organizes panels and screenings, and sends students to conferences like the Greenlining Economic Summit, the International City/County Management Association conference and the Reclaiming Vacant Properties Campaign conference.

 

http://www.heinz.cmu.edu/student-activities/student-life/student-organizations/smart-growth-club/index.aspx

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Back to top

 

TRANSPORTATION

 

CAMPUS MOTOR FLEET

 

62) How many vehicles are in your institution's fleet?
The fleet includes all vehicles owned by the campus such as cars, trucks, and carts. It does not include lawnmowers or other off-road vehicles.

108

 

63) Please indicate which of the following alternative-fuel vehicles are included in your fleet. Check all that apply. Please list the number of vehicles for each class.

 

 

 

 

Number of vehicles

[X]  

 

100 percent electric

 

10

[  ]  

 

Diesel-electric hybrid

 

[X]  

 

Fueled with B20 or higher biofuel for more than 6 months of the year

 

8

[X]  

 

Fueled with E85 or higher ethanol for more than 6 months of the year    

 

4

[  ]  

 

Gasoline-electric hybrid

 

[  ]  

 

Hydrogen fueled

 

[  ]  

 

Plug-in hybrid

 

[  ]  

 

Other. Please describe:

 

 


COMMUTE MODAL SPLIT

64) What portion of the student body commutes via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool/vanpool)?

90%

 

If data are available, please provide the percentage of students who commute by each of the following means.

 

 

 

Percentage

Bicycle

 

Carpool/vanpool

 

Public transit

 

Single-occupancy vehicle    

 

Walking

 

 

65) What percentage of employees commute via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool)?

13%

 

If data are available, please provide the percentage of employees who commute by each of the following means.

 

 

 

Percentage

Bicycle

 

Carpool/vanpool

 

Public transit

 

Single-occupancy vehicle    

 

Walking

 

 

LOCAL TRANSPORTATION ALTERNATIVES

 

66) Does your school offer incentives for carpooling to faculty, staff and/or students? Check all that apply, and describe below.

[  ] No

[X] Yes, to faculty and staff

[X] Yes, to students

 

Description:  Faculty, staff and students are provided with a financial incentive for participating in our carpool program as follows: $5 parking credit/month for 1 carpool member; $10 parking credit/month for 2 carpool members; $15 parking credit/month for 3 carpool members and $20 parking credit/month for 4 or more carpool members, with $20 being the maximum parking credit permitted per month. Each carpool member is also provided with pre-validated parking tickets to use on days in which they may need to drive to work on their own.


Please check and describe carpooling incentives provided for faculty/staff. Check all that apply.

 

 

 

 

 

Description

[  ]  

 

Carpool matching

 

[X]  

 

Financial remuneration  

 

[  ]  

 

Preferential parking

 

[  ]  

 

Other

 


Please check and describe carpooling incentives provided for students. Check all that apply.

 

 

 

 

 

Description

[  ]  

 

Carpool matching

 

[X]  

 

Financial remuneration  

 

[  ]  

 

Preferential parking

 

[  ]  

 

Other

 

 

67) Does your school offer subsidies for the use of public transportation?

 

Faculty, staff and students are provided annually with a bus pass (included on their University Identification Card) to use to ride the public transportation (Port Authority Transit) free of charge.

 

  

 

 

 

Eligible community members:

 

Size of the discount (as a percent of full price)

[X]  

 

Faculty

 

[X]  

 

Staff

 

[X]  

 

Students   

 


[   ]  Check here if subsidy takes the form of pre-tax payroll deduction. Please describe below:

 

68) Does your school provide free transportation around campus?

 

 

 If not applicable, please explain:  Carnegie Mellon is primarily a walking campus.

 

69) Does your school operate a free transportation shuttle to local off-campus destinations?

 

A free shuttle service is provided.

 

  

 

BICYCLE PROGRAM

 

70) Does your school offer a bicycle sharing/rental program?

No

 

If yes, please provide details below.


Year created: 
Number of bikes available: 
Usage fee per hour:   
Usage fee per day:  

 

Annual membership fee for students: 

Annual membership fee for faculty, staff, and administrators: 

Other annual membership fee: 

 

Description: Student Senate tried a bike-share initiative in 2007 with 50 bikes.  Unfortunately no controls were put in place and the bikes disappeared within two weeks.

 

71) Does your school offer bicycle repair services?

No

 

If yes, please provide details below:


Year created: 
Service fee: 
Description: 

 

CAR SHARING PROGRAM

 

72) Does your school partner with a car-sharing program?

Yes

 

If yes, please provide details below.

Year created:  2007
Total number of vehicles:  2
Number of hybrid vehicles:  
Usage fee per hour:  $7
Usage fee per day:  $67


Annual membership fee for students:  $35

Annual membership fee for faculty, staff, and administrators:  $35

Other annual membership fee: 

 

Description: View details about our Zipcar program here: http://www.zipcar.com/carnegiemellon/View all commuting options here: http://www.cmu.edu/parking/options/index.html

 

PLANNING

 

73) 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)?

Carnegie Mellon is primarily a walking campus. Please describe: See details at the university Master Plan http://www.cmu.edu/cdfd/master-plan/index.html

 

74) Do you offer the option of a condensed work week or telecommuting to at least ten percent of full-time employees? For each option, please indicate who is eligible.

 

 

 

 

Employees eligible

 

Description:

[  ]  

 

Telecommuting

 

 

[  ]  

 

Condensed work week  

 

 

 

Additional comments:


Back to top

 

STATISTICS

 

75) Campus setting:       

Urban

 

76) Total number of buildings on campus:

100

 

77) Combined gross square footage of all buildings on campus: 

5,265,665

 

78) Full-time enrollment (undergraduate + graduate, headcount at start of academic year): 

9,773

 

79) Part-time enrollment (undergraduate + graduate, headcount at start of academic year): 

1,269

 

80) Percent of full-time students that live on campus: 

34%

 

 

OTHER AREAS OF ENVIRONMENTAL ENGAGEMENT

Question 81 is for informational purposes only; responses will NOT be included in the Report Card evaluation process.

 

81) Please check all items that apply to your institution:

 

 

 

 

 

Description (optional)

[X]    

 

Campus garden or farm

 

Student garden established near the Solar Decathlon House Spring 2010

 

 

 

 

 

[  ]    

 

Disposable water bottle ban

 

 

 

 

 

 

[X]    

 

Environmental science/studies major (undergraduate-level)

 

CEE major is in Civil and Environmental engineering with an available minor in environmental engineering and sustainability.

 

 

 

 

 

[X]    

 

Environmental science/studies minor or concentration (undergraduate-level)   

 

CEE major is in Civil and Environmental engineering with an available minor in environmental engineering and sustainability.

 

 

 

 

 

[X]    

 

Graduate-level environmental studies program (graduate-level)

 

Environmental Education, Research and Green Practices  http://www.cmu.edu/environment/

 

 

 

 

 

[  ]    

 

Graduate-level sustainability studies program

 

 

 

 

 

 

[X]    

 

Outdoors club

 

CMU Explorers Club http://www.cmuexplorers.org/index.html

 

 

 

 

 

[X]     

 

Participation in Recyclemania

 

Participant since 2004

 

 

 

 

 

[  ]    

 

Single-stream recycling

 

 

 

 

 

 

[  ]    

 

Student trustee position

 

 

 

 

 

 

[  ]    

 

Sustainability major, minor or concentration (undergraduate-level)   

 

 


Back to top

 

 

 

<< Back to Report Card

 

Powered by Olark