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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.
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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
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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.
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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.
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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).
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Please provide the number of committees: One committee
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Committee I
5) Please provide the name of the committee and note the number of meetings held since August 2009.
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Committee name: Green Practices Committee
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Number of meetings: Fourteen
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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).
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Number of representatives
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Administrators
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5
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Faculty
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5
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Staff
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12
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Students
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8
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Other. Please describe.
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25 Green Practices sub-committee members comprised of varying numbers of faculty, staff and students.
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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.
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Name
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Position
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Chair 1
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H. Scott Matthews, Associate Professor, Civil & Environmental Engineering, Co-Chair
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Faculty
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Chair 2
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Barbara Kviz, Environmental Coordinator, Facilities Management Services, Co-Chair
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Staff
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Chair 3
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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.
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Addressed
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Progress
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Description
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Academics
Examples: minor, major and concentration programs, curricular additions, research projects
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[X]
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Significant
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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/
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Administration
Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions
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[X]
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Significant
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New Procurement Director joins the Green Practices Committee and Staff Council has a representative on the Green Practices Committee.
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Climate
Examples: draft climate action plan, greenhouse gas emissions inventory
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[X]
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Significant
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Green Practices Committee holds GHG Target & Goals Retreat
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Endowment
Examples: proxy voting guidelines, investment advisory committees
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[ ]
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Energy
Examples: conservation/behavioral change programs, retrofits and efficiency improvements
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[X]
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Significant
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Carnegie Mellon purchased 75% of their electricity from renewable sources, wind.
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Food
Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens
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[X]
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Significant
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Students have planted campus garden spring 2010.
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Green Building
Examples: design or construction policy
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[X]
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Significant
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Carnegie Mellon now has ten LEED Certified buildings, 3 Gold, 6 Silver, 1 Certified.
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Student Involvement
Examples: speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus
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[X]
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Significant
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Eco-Reps continue to expand programs to new resident halls.
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Transportation
Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit
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[X]
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Significant
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Transportation survey developed, administered and analyzed.
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Waste Reduction
Examples: recycling, composting, reducing consumption
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[X]
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Significant
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A food composting collection site was added for Resnik Hall Dining.
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Water
Examples: water conservation, reducing campus pollution, bottled water campaigns
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[X]
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Moderate
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Students start a zero waste initiative and bottled water reduction campaign.
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Other
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[X]
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Moderate
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Administrative Department Green Teams are being established
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Committee II
5b) Please provide the name of the committee and note the number of meetings held since August 2009.
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Committee name:
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Number of meetings:
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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).
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Number of representatives
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Administrators
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Faculty
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Staff
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Students
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Other. Please describe.
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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.
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Name
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Position
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Chair 1
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Chair 2
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Chair 3
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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.
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Addressed
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Progress
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Description
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Academics
Examples: minor, major and concentration programs, curricular additions, research projects
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[ ]
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Administration
Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions
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[ ]
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Climate
Examples: draft climate action plan, greenhouse gas emissions inventory
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[ ]
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Endowment
Examples: proxy voting guidelines, investment advisory committees
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[ ]
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Energy
Examples: conservation/behavioral change programs, retrofits and efficiency improvements
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[ ]
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Food
Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens
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[ ]
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Green Building
Examples: design or construction policy
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[ ]
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Student Involvement
Examples: speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus
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[ ]
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Transportation
Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit
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[ ]
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Waste Reduction
Examples: recycling, composting, reducing consumption
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[ ]
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Water
Examples: water conservation, reducing campus pollution, bottled water campaigns
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[ ]
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Other
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[ ]
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Committee III
5c) Please provide the name of the committee and note the number of meetings held since August 2009.
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Committee name:
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Number of meetings:
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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).
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Number of representatives
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Administrators
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Faculty
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Staff
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Students
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Other. Please describe.
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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.
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Name
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Position
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Chair 1
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Chair 2
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Chair 3
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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.
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Addressed
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Progress
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Description
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Academics
Examples: minor, major and concentration programs, curricular additions, research projects
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[ ]
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Administration
Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions
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[ ]
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Climate
Examples: draft climate action plan, greenhouse gas emissions inventory
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[ ]
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Endowment
Examples: proxy voting guidelines, investment advisory committees
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[ ]
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Energy
Examples: conservation/behavioral change programs, retrofits and efficiency improvements
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[ ]
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Food
Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens
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[ ]
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Green Building
Examples: design or construction policy
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[ ]
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Student Involvement
Examples: speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus
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[ ]
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Transportation
Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit
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[ ]
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Waste Reduction
Examples: recycling, composting, reducing consumption
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[ ]
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Water
Examples: water conservation, reducing campus pollution, bottled water campaigns
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[ ]
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Other
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[ ]
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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.
Please provide details below.
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Office name: Steinbrenner Institute for Environmental Education & Research
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Year created: 2004
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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/
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Number of staff in office (in FTE):
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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).
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).
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Title
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Department
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Time worked (in FTE)
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Job description
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Executive Director
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Steinbrenner Institute for Environmental Education & Research (SEER)
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WEBSITE
13) Does your school have a website detailing its sustainability initiatives?
If yes, please provide URL
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http://www.cmu.edu/environment/
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GREEN PURCHASING
14) Does your school have a formal green purchasing policy?
If yes, please indicate the areas to which your policy pertains, and whether purchase is required or encouraged:
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Required
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Encouraged
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Appliances
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[ ]
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[X]
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Cleaning products
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[ ]
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[X]
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Computers/electronics
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[ ]
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[X]
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Lighting
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[ ]
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[X]
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Office supplies
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[ ]
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[X]
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Paper products
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[ ]
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[X]
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Reduced packaging for purchases
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[ ]
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[X]
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Other. Please describe below.
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[ ]
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[X]
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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.
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Percentage purchased
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Description
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[X]
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Appliances
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100%
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micro-fridges, washers & dryers
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[ ]
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Building products
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[X]
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Computers/electronics
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50%
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all laptops, most monitors, 40% of desk top machines
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[X]
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Heating and cooling
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80%
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air conditioner units
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[X]
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Lighting and fans
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100%
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only applicable to CFL lamps which are all energy star
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[ ]
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Plumbing
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Additional comments: Purchasing is decentralized, but we encourage all buyers touse the EPA EPP guidelines.
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16) Does your school purchase environmentally preferable paper products (e.g., 100 percent post-consumer recycled content, certified by the Forest Stewardship Council)?
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.
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Percentage
post-consumer
recycled content
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Percentage
Forest Stewardship
Council certified
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Percentage
chlorine-free
processed
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Description
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Envelopes
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Facial tissues
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Napkins
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Notepads
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Office paper
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30% Post -consumer Sustainable Forestry Initiaitve Certified Fiber Sourcing for all centrally purchased paper which estimated to be 80% of total paper purchased.
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Paper towels
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Other. Please describe.
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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.
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17) Does your school purchase computers or electronics that are Electronic Product Environmental Assessment Tool (EPEAT) certified?
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).
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Portion
EPEAT certified
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Percentage
EPEAT certified
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Product description (e.g. computers, printers)
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Product 1
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Product 2
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Product 3
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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.
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Description
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[ ]
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Alumni green fund
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[X]
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Capital budget
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[ ]
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Endowment investment in on-campus sustainability projects
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[X]
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Operating budget
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[ ]
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Revolving loan fund for sustainability projects
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[ ]
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Student green fee
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[ ]
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Other. Please describe.
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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.
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Description
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[X]
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Departmental sustainability liaisons
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Green Teams are developing across campus in several departments.
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[ ]
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Green office certification program
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[X]
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Green office tips posted online or on staff bulletin boards
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http://www.cmu.edu/greenpractices/greening-the-campus/green-teams/index.html
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[ ]
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Incorporation of sustainability issues into new employee orientation
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[ ]
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Other
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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.
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Start Date
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Emissions level
(Scopes 1 & 2)
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Emissions level
(Scopes 1, 2 & 3)
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URL
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Notes
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2009
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July 1, 2009
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91,202.2 CO2e metric tons
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168,273.9 CO2e metric tons
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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.
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2008
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July 1, 2008
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91,565.9 CO2e metric tons
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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.
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2007
|
|
July 1, 2007
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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.
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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.
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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.
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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.
If yes, please list details below.
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|
|
Reduction level (percentage):
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|
Baseline year:
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|
Baseline emissions level:
|
|
Target year:
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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.)
If yes, please list details below.
|
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|
Percentage reduced: 0.40%
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|
Baseline year: 2008
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Baseline emissions level: 91,565.9
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Year achieved: 2009
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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.
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2009:
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0.0192 CO2e metric tons / sq. ft.
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2008:
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0.0193 CO2e metric tons / sq. ft.
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2007:
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0.0188 CO2e metric tons / sq. ft.
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2006:
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0.0181 CO2e metric tons / sq. ft.
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2005:
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0.0181 CO2e metric tons / sq. ft.
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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.
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2009:
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9.09 CO2e metric tons / FTE Students
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2008:
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9.50 CO2e metric tons / FTE Students
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2007:
|
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9.72 CO2e metric tons / FTE Students
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2006:
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9.78 CO2e metric tons / FTE Students
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2005:
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9.92 CO2e metric tons / FTE Students
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ENERGY EFFICIENCY
25) Has your school achieved a reduction in building energy consumption compared to a 2005 baseline?
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.
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Percentage of building space
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[ ]
|
|
Back pressure turbines
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[X]
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Economizers
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50% - Air Side Economizers. 70% Free cooling from chiller plants in winter
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[X]
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Energy management system; building automation system, energy information system, or monitoring-based commissioning (MBCx) system
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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.
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[ ]
|
|
Gas-fired hydronic heating systems
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[X]
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Heat recovery systems
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|
Heat recovery systems in three buildings
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[X]
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LED lighting
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LED exit signs (95%), Outside Lighting 1%, Inside Lighting .25%
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[X]
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Lighting sensors
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Occupancy sensors (5%), Lighting timers (100%)
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[X]
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Metering—chilled water
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10%
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[X]
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Metering—electric
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50%
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[X]
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Metering—steam
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20%
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[X]
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Other energy-efficient lighting (e.g. T5 or T8)
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T5/T8 lighting upgrades (60%)
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[X]
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Performing system tune-ups
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[X]
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Retrocommissioning of HVAC systems (buildings must have been commissioned, retrocommissioned or re-commissioned within the last 10 years)
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2%
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[ ]
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|
Steam turbines
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[X]
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Steam-line insulation
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98%
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[X]
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Timers for temperature control
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10%
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[X]
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Variable speed drives
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60% of all fans and pumps by HP
|
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[X]
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Vending machine sensors
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Vending Misers (80%)
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[X]
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Other. Please describe below.
|
|
Incandescent bulbs have been replaced by CFL or other energy efficient technology (98%) .
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27) What programs does your school facilitate that encourage members of the campus community to reduce energy use? Check all that apply.
|
[X]
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|
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
|
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[X]
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|
Fume hoods in science buildings
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[X]
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|
Green IT policies (e.g. enabling power management)
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[X]
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|
PR campaigns (increased/innovative signage, newsletters, slogans, saturation), demonstrations to raise awareness, pledge drives
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[ ]
|
|
Trade-in or rebate programs for inefficient appliances (e.g. CFLs, refrigerators)
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[X]
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Other. Please describe: steam turn-off valves on radiators (free installation by Facilities Management)
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RENEWABLE ENERGY GENERATION
28) Does your school generate renewable energy?
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.
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|
Renewable
energy type
|
|
Percent of
total energy
consumption
|
|
Production
source description
|
|
[ ]
|
|
Biomass
|
|
|
|
|
|
[X]
|
|
Concentrated solar power
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<1%
|
|
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|
[ ]
|
|
Geothermal (shallow depth)
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|
|
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|
[ ]
|
|
Low-impact hydropower
|
|
|
|
|
|
[X]
|
|
Photovoltaics
|
|
|
|
|
|
[ ]
|
|
Wind
|
|
|
|
|
|
[X]
|
|
Other. Please specify below.
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|
<1%
|
|
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|
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/
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29) Does your school have solar hot water systems?
If yes, please specify number of systems and total MBtus generated annually, if available.
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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.
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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.
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).
RECYCLING OF ELECTRONIC WASTE
37) Does your institution have an electronics recycling program?
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.
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|
|
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/
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COMPOSTING (APART FROM DINING FACILITIES)
38) What percentage of your campus's landscaping waste is composted or mulched?
39) Do you provide composting receptacles around campus in locations other than dining halls (e.g., in residence halls, offices, academic buildings)?
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)?
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?
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?
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
|
|
|
|
|
|
|
|
|
|
|
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|
|
|
|
|
|
|
|
|
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|
|
|
|
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|
|
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|
|
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?
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).
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:
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Name of program
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Type of community
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Number of students involved
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Additional details
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Stever House
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Building
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260
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First Silver LEED Rated University Resident Hall in the USA. A freshman resident hall providing environmental programming.
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Neville Co-Op
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House
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22
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Special Interest Housing - A group of students dedicated to living together with a focus on environmentally-friendly practices.
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Green Connections
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Hallway
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8
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Morewood Gardens Eco-minded students that use their suite as an example of green living.
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Henderson Wellness House
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Building
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60
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Special Interest Housing with a focus on healthy living.
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NEW STUDENT ORIENTATION
57) Does a portion of your new student orientation specifically cover sustainability?
If yes, please check and describe all ways in which sustainability is incorporated into new student orientation:
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[ ]
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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.
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[X]
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Incorporating sustainability information into presentations made by RAs to individual hallways.
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[X]
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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).
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[X]
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Making orientation more sustainable through efforts such as a zero-waste meal or carbon offsets.
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[X]
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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
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INTERNSHIPS/OUTREACH OPPORTUNITIES
58) Does your school offer on-campus, office-based sustainability internships or jobs for students during the academic year?
If yes, please provide the number of students and average number of hours worked weekly per student below.
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Number of students:
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Average hours worked weekly per student:
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Paid positions
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Green Practices Interns: 5
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Average 5hours/week during school and full or part time during the summer.
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Unpaid positions
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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.”
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http://www.cmu.edu/eco-reps/
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Please provide the following details about the number of students involved in program, their average working hours, and any compensation that they receive.
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Number of students:
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Average hours worked weekly per student:
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Paid positions.
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Positions that award academic credit.
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Uncompensated positions.
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30
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5
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SUSTAINABILITY CHALLENGES AND COMPETITIONS
60) Does your school organize any sustainability challenges/competitions for your campus and/or with other colleges?
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
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Competition Name: RecycleMania
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Year Initiated: 2004
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Website: http://www.cmu.edu/greenpractices/campus-recycling/events.html
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Frequency that competition is run: Once annually
Groups involved in coordinating the competition:
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[X]
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Students
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[ ]
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Faculty
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[X]
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Staff
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[ ]
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Administrators
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[ ]
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Other, please describe.
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Participants in the competition:
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[X]
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Students
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[X]
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Faculty
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[X]
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Staff
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[X]
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Administrators
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[ ]
|
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Other, please describe:
|
Incentives for participation:
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Describe:
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[ ]
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Cash
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[ ]
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Non-monetary prizes
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[X]
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Other
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bragging rights.
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Goals of competition:
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Describe:
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[ ]
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Energy conservation
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[X]
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Waste reduction
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[ ]
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Water conservation
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[ ]
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Other
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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:
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|
Year Initiated:
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Website:
|
Frequency that competition is run:
Groups involved in coordinating the competition:
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[ ]
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Students
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[ ]
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Faculty
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|
[ ]
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Staff
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[ ]
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Administrators
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[ ]
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Other, please describe.
|
|
Participants in the competition:
|
[ ]
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Students
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[ ]
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Faculty
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|
[ ]
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Staff
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[ ]
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Administrators
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|
[ ]
|
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Other, describe:
|
Incentives for participation:
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|
|
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Describe:
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|
[ ]
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Cash
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|
[ ]
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Non-monetary prizes
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[ ]
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Other
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|
Goals of competition:
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|
|
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Describe:
|
|
[ ]
|
|
Energy conservation
|
|
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|
[ ]
|
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Waste reduction
|
|
|
|
[ ]
|
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Water conservation
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|
|
|
[ ]
|
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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:
|
[ ]
|
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Students
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|
[ ]
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Faculty
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[ ]
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Staff
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[ ]
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Administrators
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[ ]
|
|
Other, please describe.
|
Participants in the competition:
|
[ ]
|
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Students
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|
[ ]
|
|
Faculty
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|
[ ]
|
|
Staff
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|
[ ]
|
|
Administrators
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[ ]
|
|
Other, describe:
|
Incentives for participation:
|
|
|
|
|
Describe:
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|
[ ]
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Cash
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|
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|
[ ]
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Non-monetary prizes
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|
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|
[ ]
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Other
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|
Goals of competition:
|
|
|
Describe:
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|
[ ]
|
|
Energy conservation
|
|
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|
[ ]
|
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Waste reduction
|
|
|
|
[ ]
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Water conservation
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[ ]
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Other
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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?
If yes, please provide names of organizations, a brief description of each, and URLs for the organizations’ websites, if available:
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Name
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Description
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URL
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Pugwash
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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.
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|
http://www.andrew.cmu.edu/org/pugwash/
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|
|
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|
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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
|
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|
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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/
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|
|
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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/
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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.
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|
http://ewb-pitt.org/
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|
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
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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
|
|
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[X]
|
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Fueled with B20 or higher biofuel for more than 6 months of the year
|
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8
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[X]
|
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Fueled with E85 or higher ethanol for more than 6 months of the year
|
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4
|
|
[ ]
|
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Gasoline-electric hybrid
|
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|
[ ]
|
|
Hydrogen fueled
|
|
|
|
[ ]
|
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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)?
If data are available, please provide the percentage of students who commute by each of the following means.
|
|
|
Percentage
|
|
Bicycle
|
|
|
|
Carpool/vanpool
|
|
|
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Public transit
|
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Single-occupancy vehicle
|
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|
Walking
|
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|
65) What percentage of employees commute via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool)?
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
|
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Walking
|
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|
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.
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|
|
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|
Description
|
|
[ ]
|
|
Carpool matching
|
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[X]
|
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Financial remuneration
|
|
|
|
[ ]
|
|
Preferential parking
|
|
|
|
[ ]
|
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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?
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?
If yes, please provide details below:
Year created:
Service fee:
Description:
CAR SHARING PROGRAM
72) Does your school partner with a car-sharing program?
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
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|
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Back to top
STATISTICS
75) Campus setting:
76) Total number of buildings on campus:
77) Combined gross square footage of all buildings on campus:
78) Full-time enrollment (undergraduate + graduate, headcount at start of academic year):
79) Part-time enrollment (undergraduate + graduate, headcount at start of academic year):
80) Percent of full-time students that live on campus:
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
|
|
|
|
|
|
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|
[ ]
|
|
Disposable water bottle ban
|
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[X]
|
|
Environmental science/studies major (undergraduate-level)
|
|
CEE major is in Civil and Environmental engineering with an available minor in environmental engineering and sustainability.
|
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|
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|
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[X]
|
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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.
|
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|
|
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[X]
|
|
Graduate-level environmental studies program (graduate-level)
|
|
Environmental Education, Research and Green Practices http://www.cmu.edu/environment/
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|
|
|
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|
|
[ ]
|
|
Graduate-level sustainability studies program
|
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[X]
|
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Outdoors club
|
|
CMU Explorers Club http://www.cmuexplorers.org/index.html
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[X]
|
|
Participation in Recyclemania
|
|
Participant since 2004
|
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|
|
[ ]
|
|
Single-stream recycling
|
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[ ]
|
|
Student trustee position
|
|
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[ ]
|
|
Sustainability major, minor or concentration (undergraduate-level)
|
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Back to top
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