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Report Card 2011

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Lafayette College

Student Survey

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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: Lafayette College

Date submitted: July 21, 2010



For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.

 

The response to this survey should be only in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.

 

1)  Contact Information

 

The following fields designate the main contact person for your group.

Name: Emily Clark

School Name: Lafayette College

Name of student organization: Society of Environmental Engineers and Scientists

Your position or title: President

 

2)  Student Organization

Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.

Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”

 

Number of active members:

36

Date of last meeting (mm/dd/yyyy):

April 13, 2010

Frequency of meetings:

Note: if you meet more than once a week, please select weekly.

Biweekly

 

Key issues addressed and programs implemented since August 2009:

Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."

 

 

Addressed     

Progress           

Describe

Academics

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

[X]

Significant

The Society of Environmental Engineers and Scientists (SEES, for short) is a student-led research club.  Many of the projects organized through the group are created into student thesis papers for honors recognition.  For example, there is a student conducting research involving the nitrogen cycle in compost, and another working on perchlorate remediation.  Recently, a design course helped greatly in outlining the plans for expanding and institutionalizing our campus composting system.  In addition, curricula in the “Intro to Environmental Engineering” and “Environmental Chemistry” courses include a semester long research project that culminates in a poster presentation.  Every year, a few of these projects are directly related to SEES and originated in the club.  This student group is very effective at addressing the “academic issues”.

Administration

Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions

[X]

Moderate

SEES recently won a $10,000 grant from the EPA P3 “People, Prosperity, and Planet” Program for a model of a sustainable food loop at Lafayette College. The larger scope includes obtaining funds to support a student or adult worker on staff who can maintain the compost and garden components.

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Moderate

Alternative, clean energy is a focus for some students. Specifically, students are researching the feasibility of using wind power at the college. Not only are they monitoring the wind speeds, they are also looking for grants to fund such a project.

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

None

Energy

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

[X]

Moderate

The school held an energy saving competition between residence halls in April. The event was the idea of a geology student who is a member of environmental clubs on campus. The Residence Hall Council, Sustainability Committee, SEES, Plant Operations and other groups worked together to organize and advertise the event. Nine dormitories chose to participate. Plant Operations staff used a spreadsheet provided by the student-leader. Readings and recording started on April 14th with a final reading done on April 21st. Final readings on all dormitories were read at the exact time as the initial reading, e.g., if read on April 14 at 8:30 am – final reading was done on April 21 at 8:30 am. The winning residence hall was rewarded with a pizza party. This served as a kick-off for "Earth Week", which is the week that includes Earth Day and many special events on campus.

Food

Examples: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines

[X]

Significant

SEES, along with another environmental student group “LEAP”, strongly advocates for local, organic, and more sustainable food by suggesting local farmers as resources for members of dining services.  At Lafayette College, we have a campus community garden that was started by a small group of student members and faculty.  The two acres are a place where students, faculty, administration and staff are all able to grow their own food.  The student section has successfully grown numerous tomatoes, turnips, potatoes and pumpkins, among various vegetables.  The food will eventually be served in the dining halls on campus.  However, we use a roof rainwater catchment system so the food has not been served yet due to the need for additional soil testing.  Local outreach centers have benefited greatly from our food donations, though.  Also, many group meetings where food is provided tend to include locally-made salsa, bought at the local farmer’s market.

 

Green Building

Examples: Design or construction policy

[X]

Moderate

One project team of SEES is currently researching the hydrological behavior of vegetated roofs.  There is a small-scale model of the vegetated “green” roof on top of Acopian Engineering Center so the students may better analyze the system and make improvements as necessary.  Also, team members have conducted research to see what buildings can support a green roof.

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[X]

Moderate

Currently, a marginal amount of grounds are amended with compost instead of harsh synthetic fertilizers.  As the composting system expands, we hope to replace chemical fertilizers with compost made on-site.

Student Involvement

Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus

[X]

Moderate

In November 2009, SEES co-sponsored the visit of Majora Carter, a prominent person in the field.  Members advertised on campus and encouraged others to get involved.  In the future, the group plans on inviting and organizing the lecture sessions for at least one speaker each semester.

Transportation

Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit

[X]

Moderate

Lafayette currently has a shuttle service to near-by shopping centers and the athletic fields off campus. A detailed report and redesign of the transportation infrastructure at the off-campus athletic fields was completed by students during the Spring 2010 semester and their proposals will be considered in future planning meetings. The College, largely in support of collaborative, student coursework that was previously mentioned, is adding an “express” shuttle to its free transportation service.  Starting this Fall semester, the expanded service will serve the College’s intercollegiate and intramural athletic complex at Metzgar Fields, which is 3 miles from campus.  This Metzgar shuttle service will provide students with more frequent and easier accessibility to the athletic complex.  This new program is intended to significantly reduce the need for students to individually drive to games, practice or other activities at the athletic complex.  The Metzgar express will use a small, more efficient vehicle compared to the type of shuttles the College used a few years ago.

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant

The “waste” issue is clearly addressed through the efforts of this club.  The student-initiated composting system at Lafayette College has been student-run for over three years now.  Since August 2009 we have expanded our operations from a five tumbler system that could handle 100 lbs of food waste every 6 weeks to a system that can process up to 1000 lbs per day.  It is an integral part of our “sustainable food loop” model.  The club and its members also support proper recycling practices.

Water

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

[X]

Moderate

Although the SEES group does not have a “bottled water campaign” it seriously advocates the school’s initiative.  Reusable, BPA-free Nalgene bottles are given to new students during orientation.  They are encouraged to use the bottles and use specially designed bottle-refilling stations that supply filtered water.

Other

[X]

Moderate

Community Outreach – Members helped organize a “sustainability tour” on campus for members of the local community.  Local farmers as well as curious faculty were able to see the numerous projects on campus including composting, vegetated roofs, solar panels, and gardening.  Also, the club organizes and implements multiple kids’ activities during the school year, many of which relate to sustainability.

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.

 

First competition

 

Name of competition

Earth Week Energy Saving Competition

Frequency of competition

Annually

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

2010

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

LEAP, Sustainability Committee, Plant Operations Staff, SEES, RHC

                                                                 

Participants:

 

Students

[X]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

A large poster was placed in the student center to advertise the competition. Residence Hall Council members and Resident Advisors were informed and relayed the information to their residents. The prize was a pizza party for the residence hall that saved the most electricity.

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[X]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

Nine dormitories signed up:  Ruef (145 students) was the winner followed closely by Farber.·         Results broken down per student:1.      Conway: 633 Watts/student2.      PT Farinon: 806 Watts/student3.      Lerch House: 1.5 Watts/student4.      Ruef Hall: 212 Watts/student5.      Kirby Hall: 139840 Watts/student6.      Keefe Hall: 63100 Watts/student7.      Ramer Hall: 55800 Watts/student8.      Farber Hall: 286 Watts/student9.      South Hall: 1080 Watts/studentNext year, when we organize the competition again, we plan to take readings for 2 weeks - the first week will provide a baseline amount and the second week will be used to calculate energy savings.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

The competition served as a kick-off for the numerous other events during "Earth Week", the week including Earth Day. This competition will most likely be an annual event and gain in popularity each successive year.

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

                                                                 

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

                                                                 

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

                                                                                                         

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

Does your student government include a specific position or committee dedicated to campus sustainability issues?

No

 

If yes. Please describe below:

Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?

 

Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:

Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.

A Sustainability Committee consisting of students, administration, faculty and staff totaling approximately 15 people meets monthly to discuss current issues on campus and evaluate project ideas submitted by others.

 

 

Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.

 

Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):

 

_______________________________

 

 

School name: Lafayette College

Date submitted: July 30, 2010



For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.

 

The response to this survey should be only in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.

 

1)  Contact Information

 

The following fields designate the main contact person for your group.

Name: Jenn Bell

School Name: Lafayette College

Name of student organization: Lafayette Environmental Awareness and Protection (L.E.A.P.)

Your position or title: President

 

2)  Student Organization

Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.

Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”

 

Number of active members:

30

Date of last meeting (mm/dd/yyyy):

May 5, 2010

Frequency of meetings:

Note: if you meet more than once a week, please select weekly.

Weekly

 

Key issues addressed and programs implemented since August 2009:

Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."

 

 

Addressed     

Progress           

Describe

Academics

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

[  ]

Administration

Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions

[  ]

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Significant

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[X]

Moderate

Food

Examples: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines

[X]

Significant

Organic Garden implementation, local food awareness programs

 

Green Building

Examples: Design or construction policy

[X]

Moderate

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[  ]

Student Involvement

Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus

[X]

Significant

Transportation

Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit

[X]

Moderate

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant

Full-scale composting operations

Water

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

[X]

Moderate

Other

[  ]

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.

 

First competition

 

Name of competition

Earth Week Energy Saving

Frequency of competition

Annually

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

2010

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

LEAP, SEES, Sustainability Committee, Campus Plant Operations

                                                                 

Participants:

 

Students

[X]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

Pizza Party

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[X]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

Not sure-first year of competition, still learning.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

Great first year, will improve operations next year

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

                                                                 

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

                                                                 

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

                                                                                                         

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

Does your student government include a specific position or committee dedicated to campus sustainability issues?

No

 

If yes. Please describe below:

Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?

We have a sustainability committee that includes faculty, staff, students, and administrators, but is not affiliated with student government.

 

Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:

Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.

Organic community and student gardensFull Scale Composting programYearly CFL light bulb exchange Tons of Earth Week Awareness events and speakers (topics include composting, local food, biodiversity, ethics of sustainability, climate change, history of earth day, and tours and info of Lafayette sustainability sites)Green Roof on Engineering buildingSolar panels installed at athletic field complex and on engineering buildingWater bottle refilling stations located all over campusMany outreach and education programs with local childrens organizations and schoolsField trips to local green businesses and activities

 

 

Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.

 

Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):

 

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