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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: Middlebury College
Date submitted: August 23, 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.
[ ] Yes, a sustainability plan. Please describe and provide the URL below.
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Description: College Handbook, Environmental and Sustainability policy (http://www.middlebury.edu/search?q2=handbook)"Middlebury College is committed to environmental mindfulness and stewardship in all its activities. This commitment arises from a sense of concerned citizenship and moral duty and from a desire to teach and lead by example. The College gives a high priority to integrating environmental awareness and responsibility into the daily life of the institution. Respect and care for the environment, sustainable living, and intergenerational responsibility are among the fundamental values that guide planning, decision-making, and procedures. All individuals in this academic community have personal responsibility for the way their actions affect the local and global environment." AND further on: The values laid out above are systemic to the vision and operation of Middlebury College and it continues to be a leader in the area of sustainability. As architect and designer William McDonough describes, a sustainable world is one that is ““delightfully diverse, safe, healthy and just - with clean air, soil, water and power - economically, equitably, ecologically and elegantly enjoyed” and this is the type of future we hope to create and encourage at Middlebury. Striving for sustainability challenges us to address complex problems, both in the curriculum and in our life as citizens in a globalized world. In order to move toward sustainability...
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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.
[ ] None
[X] American College and University Presidents’ Climate Commitment (ACUPCC)
[X] Talloires Declaration
[X] Other. Please describe: In August 2003, President McCardell signed a voluntary pledge committing support to the New England Governors and Eastern Canadian Premiers in their Climate Action Plan to reduce carbon emissions.
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: 2008 Middlebury College Master Plan, Summary, Goals of the Planhttp://www.middlebury.edu/offices/business/facilities/pdc/masterplanGoal #1Promote Sustainability in all College OperationsThis goal is intended to build on Middlebury’s long-standing commitment to sustainability (see definition on p. 43), and to make it more comprehensive and measurable so as to assure continuous improvements.In the strategic plan sustainability is a component of the mission statement and is embodied in numerous elements of the plan, particularly in section 5 (see contents below).Mission statement from strategic plan:Middlebury College Mission Statement:At Middlebury College we challenge students to participate fully in a vibrant and diverse academic community. The College’s Vermont location offers an inspirational setting for learning and reflection, reinforcing our commitment to integrating environmental stewardship into both our curriculum and our practices on campus. Yet the College also reaches far beyond the Green Mountains, offering a rich array of undergraduate and graduate programs that connect our community to other places, countries, and cultures. We strive to engage students’ capacity for rigorous analysis and independent thought within a wide range of disciplines and endeavors, and to cultivate the intellectual, creative, physical, ethical, and social qualities essential for leadership in a rapidly changing global community. Through the pursuit of knowledge unconstrained by national or disciplinary boundaries, students who come to Middlebury learn to engage the world.Chapter 5: Campus, Infrastructure, and Environment - Page 53Recommendations:#63: Revise and expand the campus master plan to reflect the strategic plan.#64: Complete the Commons physical infrastructure.#65: Equalize housing opportunities for seniors.#66: Improve space for departments and programs.#67: Create more space for the arts.#68: Strengthen our environmental leadership and reputation.#69: Pursue alternative environmentally-friendly energy sources.#70: Design energy efficient buildings and operations.#71: Consider the various impacts of development on the College campus and the natural environment.#72: Support sustainable agricultural practices.#73: Continue to manage College lands responsibly.#74: Continue making alterations to facilities that improve their accessibility for those with disabilities, and work toward universal access.#75: Better utilize existing facilities through efficient scheduling and management.#76: Increase availability of alternate forms of transportation.#77: Search for creative ways to reduce reliance on private vehicles.#78: Convert Old Chapel Road into a pedestrian-friendly campus artery.#79: Explore ways to support development of a Cornwall Path.#80: Cultivate open dialogue with the Town.#81: Limit the use of community housing by students.#82: Address traffic and commuting concerns
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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: Two committees
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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: Environmental Council
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Number of meetings: 10
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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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2
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Faculty
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6
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Staff
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3
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Students
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11
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Other. Please describe.
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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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Andrew Gardner
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Faculty
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Chair 2
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Charlotte Tate
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Administrator
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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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Moderate
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Sustainability in the curriculum project to support faculty in integrating sustainabiilty in their teaching
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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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Committment of $25,000 to fund sustainabilty projects for the academic year
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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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Helped establish an annual greenhouse gas inventory, helped establish the carbon neutrality goal, and regularly monitors progress toward carbon neutrality
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Endowment
Examples: proxy voting guidelines, investment advisory committees
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[X]
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Significant
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Provided support to Advisory Committee on Socially Responsible Investing effort to establish a sustainability investment option with the College's Investment Management company
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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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Helped launch and support a successful student initiative to compete in the Department of Energy's Solar Decathlon national competition to design and build a net zero house and install in on the Mall in DC for a two week competition on energy perforance of the house
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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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Supported a spring program to highlight a local food product in the dining halls each week with interpretive signage in dining halls to raise student awareness of the benefits of local foods. Helped establish a canning and preservation project for the Weybridge House so they can eat local all year long using food from the Organic Garden and other local sources. Established guidelines on sustainable food and catering for College contracted vendors and these guidelines are sent with contract renewals as preferred practices. The EC will do a follow up survey of vendors to assess to what extent these practices are being used. Also worked with dining services to make bottled water a choice only where tapwater in carboys is not a suitable option for events. Provided numerous grants to support food related projects.
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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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See Energy above
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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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Organized two sustainability summits for students, faculty and staff to share and coordinate sustainability plans and projects.
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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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Helped establish a bike rental program that will go into effect Fall '10
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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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Helped establish a new effort to recycle carpeting. Support for participation in Recyclemania and waste reduction/recycling awareness building. Achieved a 65% recycling rate in 2009 a new high for Middlebury.
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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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[X]
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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: Environmental Studies Steering Committee
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Number of meetings: 6
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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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1
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Faculty
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8
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Staff
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2
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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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Kathy Morse
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Faculty
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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
[X] 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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[X]
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Significant
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Supported and helped initiate a new faculty development program for non environmental studies faculty who want to integtrate sustainability into their teaching. Twenty five faculty have participated in this year long program
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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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[X]
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Significant
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Brought a focus on establishing sustainable forestry practices associated with the College's purchase of biomass in Fall 401 senior seminar through development of standards and options for a monitoring and compliance system which the College is in the process of piloting. The winter 401 seminar focused on the lifecycle carbon footprint of the College's biomass plant and its forest and farmlands in terms of their carbon storage and sequestration to provide a better understanding of the net carbon impact of the college.
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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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Brought a focus on the feasibility of solar PV at the College, several municipalities in the area, and on local farms through the Spring 401 senior seminar where students worked with officials, farmers, legislators, and others and made recommendations about feasibility and implementation
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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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Significant
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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: Sustainability Integration of Department of Environmental Affairs
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Year created: 1998
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Description: Mission is to support and initiate projects and programs that advance the College's efforts to create a more sustainable future. Works with all members and departments of the College on all sustainability related issues and intiatives.
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Number of staff in office (in FTE): 2.0
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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: Director of Sustainbililty Integration
Department: Environmental Affairs
Time worked (in FTE): Full time
Job description: Carry out the mission of the Sustainability Integration Office (see above)
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 managingsustainability 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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Dean of Environmental Affairs
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Environmental Affairs/Environmental Studies
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full time
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Create and advance sustainability initiatives that expand the College's leadership in creating a more sustainable future
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Outreach and Communications Coordinator
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Sustainability Integration Office
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full time
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Engage and inform members of the college community in sustainability initiatives as well as the greater community which the College is part of
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Assistant Director, Franklin Environmental Center At Hillcrest
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Environmental Affairs/Environmental Studies
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full time
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Develop, manage and coordinate programs, events, and projects that support the Franklin Environmental Center's role as a hub of sustainability learning and action
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Coord for Community Based Environmental Studies
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Environmental Affairs/Environmental Studies
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part time
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Build relationships and connections between the academic studies of students in the Environmental Studies program (401 Seminar) wtih college and greater community efforts in environmental sustainability
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Sustainability Liaison
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Athletics
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part time
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Build awareness and develop initiatives among Middlebury's athletes and their teams that demonstrate sustainability leadership both within the College and the athletic conference
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Manager, Bread Loaf Campus & Waste Management
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Facilities
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full time
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Oversees and manages the materials recovery facility, composting operations, and other waste management needs
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Senior Editor, Public Affairs
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Communications
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full/part time
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Serves as the Communications Dept. liaison to the Dept of Environmental Affairs and covers sustainability and environmental studies related stories
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Manager, Organic Garden
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Environmental Affairs
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part time
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Oversees and manges the organic garden and supervises 4-6 student interns who run the garden during the growing season
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Marketing Manager
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Arts Center
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full/part time
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Make sustainability a visible component of the marketing initiatives carried out by the arts center
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Buyer/Meat Shop Receiving Sup.
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Dining
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full/part time
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Manage efforts to find producers and distributors of local food
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Asst Dir of Facilities Services, Central Heating/Utilities
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Facilities
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full/part time
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Oversee biomass gasification and centeral cogeneration plant and energy efficiency and conservation efforts
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Project Manager
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Facilities
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full/part time
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Implement College green building design and construction guidelines
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Executive Vice President
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Executive Vice President
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full/part time
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Oversee implementation of College sustainability practices and policies
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Associate Dean of LIS
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Library and Info Services
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full/part time
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Develop and manage sustainablility projects and practices related to use of library and computers, printers and other info technology
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Assistant Director
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Rohatyn Center for International Affairs
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full/part time
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Liaison to Department of Environmental Affairs in joint effort to highlight international sustainability related events, speakers, programs
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Assistant Director
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International Programs & Off-Campus Study
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full/part time
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Liaison to Sustainability Office in developing and managing integration of sustainbility into the Study Abroad program
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Scholar-in-Residence in Environmental Studies
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Environmental Studies
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part time
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Lecturer and resource person on climate change, manage Environmental Journalism Program
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Note: "full/part time" means a full time position part of whose responsibilities include sustainability. "part time" means a part time position which is fully dedicated to sustainability efforts.
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WEBSITE
13) Does your school have a website detailing its sustainability initiatives?
If yes, please provide URL
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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[X]
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[ ]
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Cleaning products
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[X]
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[ ]
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Computers/electronics
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[X]
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[ ]
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Lighting
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[X]
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[ ]
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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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[X]
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[ ]
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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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[ ]
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Other description:Middlebury has a purchasing policy regarding vendors who are environmentally responsible, local and minority owned. http://www.middlebury.edu/sustainability/commitment/policies/purchasing. There are also other policies that cover these items including recycled paper policy, green building policy mentioned elsewhere in this survey
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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not available
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[X]
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Building products
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not available
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[X]
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Computers/electronics
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99
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[X]
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Heating and cooling
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not avaialble
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[X]
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Lighting and fans
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not available
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[X]
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Plumbing
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not available
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Additional comments:Middlebury has a strong partnership with Efficiency Vermont, the state's energy efficiency utility, and works regularly with them to plan and source energy product purchases and services. We do routinely purchase many energy star products but since we have a decentralized purchasing system it is difficult to quantify the total. see: http://www.middlebury.edu/sustainability/commitment/policies/purchasing
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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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90
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100
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50
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Facial tissues
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We don't purchase facial tissues in quantity
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Napkins
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100
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100
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Notepads
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100
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100
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95
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we make our own our own note pads out of our recycled scrap paper
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Office paper
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90
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100
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95
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Paper towels
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90
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100
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100
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Other. Please describe.
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95
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95
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95
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Nearly all of the outsourced printing Middlebury does for its magazine, calendar, arts center schedules, etc. are FSC certified and process or elemental chlorine free
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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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Some
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99
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Desktops
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Product 2
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Some
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99
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Laptops
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Product 3
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Some
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99
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Monitors
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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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[X]
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Alumni green fund
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Middlebury established a Green Fund in 2007 to which over $8 million has been contributed to be used to support the College’s sustainability initiatives.
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[X]
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Capital budget
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Accomplished through our green building desgign and construction guidelines
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[X]
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Endowment investment in on-campus sustainability projects
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There are a number of endowment funds whose earnings are targeted to environmental and sustainability projects and needs. The College has also entered into a ten-year contingent contract to purchase bio methane from a local bio methane producer. The use of this bio methane to fuel the college plant would displace the college's remaining carbon emissions - making the college carbon neutral. The College is exploring an endowment co-investment in these bio methane facilities - as well as help to market this investment opportunity to donors, alums, and friends of the college. http://www.middlebury.edu/newsroom/node/255394
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[X]
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Operating budget
|
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Annual line item for Sustainability Integration Office and various enrichment funds for sustainability related internships and projects
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[ ]
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Revolving loan fund for sustainability projects
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[X]
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Student green fee
|
|
One quarter of a $100 per year student parking fee is allocated to carbon neutrality efforts
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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
|
|
[X]
|
|
Departmental sustainability liaisons
|
|
Both formal, as in the Athletic Dept. where one-third of a coach's paid time is for sustainability liaison work
|
|
[ ]
|
|
Green office certification program
|
|
|
|
[X]
|
|
Green office tips posted online or on staff bulletin boards
|
|
and occasionally emailed as an ad with humor or interesting graphics, also in biweekly staff newsletter
|
|
[X]
|
|
Incorporation of sustainability issues into new employee orientation
|
|
Director of Sustainability Integration Office has a standing time slot at new employee orientations
|
|
[X]
|
|
Other
|
|
$25,000 worth of grants are made available to staff, faculty and student proposals for sustainability related projects
|
Back to top
CLIMATE CHANGE & ENERGY
Please note: Unless otherwise indicated, when providing data about greenhouse gas emissions levels, please provide data based on scopes 1 & 2 emissions. Scope 1 emissions refer to GHG emissions directly resulting from sources owned or operated by the institution (e.g. on-campus combustion of fossil fuels, emissions from campus vehicles). Scope 2 emissions refer to emissions generated indirectly due to the production of electricity that the institution consumes. Scope 3 emissions refer to all other indirect emissions that result from activities of the institution (e.g. employee travel).
GREENHOUSE GAS INVENTORY
20)Has your school completed a greenhouse gas (GHG) emissions inventory?Please check all that apply.
The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.
[ ] No
[]In progress. Please describe status and provide estimated completion date:
[X] Yes. Please provide total annual GHG emissions (Scopes 1 & 2, as well as scopes 1, 2 & 3 in metric tons of CO2e). Include the start date for each year as well as the URL to each inventory, if available online, or attach the document.
|
|
|
Start Date
|
|
Emissions level
(Scopes 1 & 2)
|
|
Emissions level
(Scopes 1, 2 & 3)
|
|
URL
|
|
Notes
|
|
2009
|
|
7/1/09
|
|
16636 MTCDE
|
|
19338 MTCDE
|
|
|
|
2009 scope 3 has estimate for landfill methane pending data about flaring/electricity generation at landfills
|
|
2008
|
|
7/1/08
|
|
26295 MTCDE
|
|
28504 MTCDE see note
|
|
|
|
|
|
2007
|
|
7/1/07
|
|
29061 MTCDE
|
|
31469 MTCDE
|
|
|
|
|
|
2006
|
|
7/1/06
|
|
27669 MTCDE
|
|
29115 MTCDE
|
|
|
|
Important to note that the Middelbury campus is in full-time use year round as it is completely filled in the summer with students attending its language schools.
|
|
2005
|
|
note: document submitted was not the correct document. Am sending correct inventory in separate email. Also hope to have FY10 GHG complete by Aug. 13 and if still acceptable, will send updated figures.
|
|
|
|
|
|
|
|
|
UploadedFY10 GHGI 070510.xls - 575 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.
|
Yes. Please list details below:
|
If yes, please list details below.
|
|
|
Reduction level (percentage): 90% (other 10% via sequestration, offsets, ?)
|
|
Baseline year: 2007
|
|
Baseline emissions level: 29,115
|
|
Target year: 2016
|
|
Additional comments: Goal is to be carbon neutral by 2016 by reducing actual emissions through use of carbon neutral fuels, conservation, and efficiency.
|
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.
|
|
|
Percentage reduced: 34%
|
|
Baseline year: FY2007
|
|
Baseline emissions level: 27,669
|
|
Year achieved: FY2010
|
|
Additional comments: This reduction resulted primarily from the biomass gasification system coming nearly fully online in FY10 along with other reductions in fuel usages and electricity generation sources.
|
23) Please provide GHG emissions figures in terms of gross square feet on campus for the past four years. Answers should be based on scopes 1 & 2 emissions.
Per-gross-square-foot emissions = Total CO2e in metric tons / Total maintained building space
The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.
|
|
|
|
|
2009:
|
|
0.0075 MTCDE/s.f
|
|
2008:
|
|
0.0113 MTCDE/.s.f
|
|
2007:
|
|
0.0125 MTCDE/s.f.
|
|
2006:
|
|
0.0116 MTCDE/s.f.
|
|
2005:
|
|
|
24) Please provide GHG emissions figures per full-time student equivalent for the past four years. Answers should be based on scopes 1 & 2 emissions.
Per full-time student equivalent emissions = Total CO2e in metric tons / Total number of full-time equivalent students.
The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.
|
|
|
|
|
2009:
|
|
6.0
|
|
2008:
|
|
9.6
|
|
2007:
|
|
10.3
|
|
2006:
|
|
10.2
|
|
2005:
|
|
|
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:335,333,500
Gross square feet of building space:2
Performance year (most recent year for which data are available)
Building energy consumption:335,333,500
Gross square feet of building space: 3
26) Please indicate which programs or technologies your school has implemented to improve energy efficiency since 2000. Check all that apply.
[X] Cogeneration
[X] Temperature setbacks
[X] Steam trap systems
For the following technologies and programs, please indicate the percentage of possible campus building space in which they have been implemented.
|
|
|
|
|
Percentage of building space
|
|
[X]
|
|
Back pressure turbines
|
|
Have one in our central plant via cogen turbines that supplies about 80% of campus space
|
|
[X]
|
|
Economizers
|
|
70% (most all of our buildings over 10,000 s.f.) have economizers
|
|
[X]
|
|
Energy management system; building automation system, energy information system, or monitoring-based commissioning (MBCx) system
|
|
|
|
[††]
|
|
Gas-fired hydronic heating systems
|
|
|
|
[X]
|
|
Heat recovery systems
|
|
50%
|
|
[X]
|
|
LED lighting
|
|
3%
|
|
[X]
|
|
Lighting sensors
|
|
50%
|
|
[ ]
|
|
Metering—chilled water
|
|
|
|
[X]
|
|
Metering—electric
|
|
100%
|
|
[X]
|
|
Metering—steam
|
|
11%
|
|
[X]
|
|
Other energy-efficient lighting (e.g. T5 or T8)
|
|
40-50%
|
|
[X]
|
|
Performing system tune-ups
|
|
100%
|
|
[X]
|
|
Retrocommissioning of HVAC systems (buildings must have been commissioned, retrocommissioned or re-commissioned within the last 10 years)
|
|
5%
|
|
[X]
|
|
Steam turbines
|
|
see above re back pressure turbines
|
|
[X]
|
|
Steam-line insulation
|
|
100
|
|
[X]
|
|
Timers for temperature control
|
|
done via energy mgmt systen
|
|
[X]
|
|
Variable speed drives
|
|
70%
|
|
[X]
|
|
Vending machine sensors
|
|
40%
|
|
[X]
|
|
Other. Please describe below.
|
|
.
|
|
Description: Franklin Environmental Center uses groundwater as a coolant for the air conditioning system. The Fitness Center has chilled beams and ceilings.
|
27) What programs does your school facilitate that encourage members of the campus community to reduce energy use? Check all that apply.
|
[X]
|
|
Audits or investigations of individual energy use
|
|
[ ]
|
|
Cash incentives for energy reductions among departments
|
|
[X]
|
|
Energy monitoring website or dashboard displays for buildings
|
|
[ ]
|
|
Energy reduction competitions among departments and/or offices
|
|
[X]
|
|
Fume hoods in science buildings
|
|
[X]
|
|
Green IT policies (e.g. enabling power management)
|
|
[X]
|
|
PR campaigns (increased/innovative signage, newsletters, slogans, saturation), demonstrations to raise awareness, pledge drives
|
|
[X]
|
|
Trade-in or rebate programs for inefficient appliances (e.g. CFLs, refrigerators)
|
|
[X]
|
|
Other. Please describe: College sponsored energy for employees public in partnership with Efficiency Vermont
|
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.
|
|
|
Renewable
energy type
|
|
Percent of
total energy
consumption
|
|
Production
source description
|
|
[X]
|
|
Biomass
|
|
approx. 33% in 2009
|
|
biomass gasification and cogeneration system on campus.
|
|
[ ]
|
|
Concentrated solar power
|
|
|
|
|
|
[X]
|
|
Geothermal (shallow depth)
|
|
>1%
|
|
Groundwater cooling source for air conditioning in Franklin Environmental Center
|
|
[ ]
|
|
Low-impact hydropower
|
|
|
|
|
|
[X]
|
|
Photovoltaics
|
|
|
|
8 kw array and 3 kw array
|
|
[X]
|
|
Wind
|
|
>1%
|
|
10 kw wind turbine at recycling center
|
|
[X]
|
|
Other. Please specify below.
|
|
>1%
|
|
|
|
Other description:The College has entered into a ten-year contingent contract to purchase bio methane from a local bio methane producer using manure from nearby dairy farms. The use of this bio-methane to fuel the college cogeneration plant would displace a significant portion of the College's carbon emissions. http://www.middlebury.edu/newsroom/node/255394
|
29) Does your school have solar hot water systems?
If yes, please specify number of systems and total MBtus generated annually, if available.
|
Number of systems:2
|
|
Total MBtus generated annually:NA
|
RENEWABLE ENERGY PURCHASE
30) What is the fuel mix of electricity purchased from the grid for your campus? Please provide the percentage for each source.
If less than one percent of a source is purchased, leave the percent box blank.
|
Energy source
|
|
Percent of total energy purchase
|
|
Coal
|
|
0.2
|
|
Natural Gas
|
|
0
|
|
Nuclear
|
|
54.8
|
|
Petroleum
|
|
2
|
|
Renewables (biomass, solar, wind, low-impact hydropower, photovoltaics, geothermal)
|
|
43
|
|
Other. Please specify:
|
|
|
2009 data
|
Percentage of overall electricity consumption purchased from the grid:85% (2009)
|
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:2008
Length of contract:3 years
Average annual quantity (kWh):75,000
Average percentage of your total annual electric energy use that it represents:less than 1%
ON-SITE COMBUSTION
32) Please provide total MBtus of energy for heating and cooling generated annually from on-site combustion:
354,852,000
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
|
|
42
|
|
Coal
|
|
0
|
|
Geothermal
|
|
>1
|
|
Natural gas
|
|
3 (propane
|
|
Petroleum
|
|
55
|
|
Other. Please specify:
|
|
|
We use 175,000 gallons of B20 biofuel to heat all buildings not on the central system.
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:2,802
Total waste generated (garbage + recycling + compost):2,831,466
Performance year (most recent year for which data are available)
Weighted campus users:2,733
Total waste generated (garbage + recycling + compost):2,398,244
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
|
|
[X]
|
|
Plastics (all)
|
|
[ ]
|
|
Plastics (some)
|
|
[X]
|
|
Other. Please list: cardboard, building scrap materials,
|
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.
|
|
|
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]
|
cds, disks
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:
|
Good Points Recycling at http://www.retroworks.net/
|
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.
|
[X]
|
|
Academic buildings
|
|
[X]
|
|
Offices
|
|
[ ]
|
|
Outdoors
|
|
[X]
|
|
Residence halls
|
Description:
|
We have compost receptacles in seven locations on campus. Six are in buildings with classroom and office space and one is a residential building.
|
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
|
|
We have a paper use quota system for students in place
|
|
[X]
|
|
Move-in waste reduction
|
|
We provide information in a handbook for incoming students about how to bring and leave a small footprint with regard to their use of resources
|
|
[X]
|
|
Move-out waste reduction
|
|
We participate in Recyclemania and use that as a vehicle to build greater awareness about waste minimization among students, faculty and staff. We do this through several emails that focus on this topic and through printed pieces that are placed on tables in all the dining halls.
|
|
[X]
|
|
Year-round materials exchange programs
|
|
We have three reuse trailers where reusable items taken from the waste stream are placed and can be purchased for a nominal fee by any College member or their family.
|
|
[X]
|
|
Other
|
|
Twice a year unused, unneeded furniture sales low cost for College employees, donations of useable items and clothing annually to organizations serving the needy
|
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:
|
The College has had its own internal green building policy since 1999, but has recently adopted a new set of standards which require a minimum of LEED-Silver certification standards for all new construction and major renovations. Document available at: http://www.middlebury.edu/sustainability/commitment/planning
|
42) Please provide the following information about LEED-certified buildings on your campus:
|
Total number of LEED-certified buildings:1
|
|
|
|
Combined gross square footage:
|
|
Building name(s):
|
|
Certified-level
|
|
|
|
|
|
Silver-level
|
|
|
|
|
|
Gold-level
|
|
|
|
|
|
Platinum-level
|
|
13,707
|
|
Franklin Environmental Center at Hillcrest
|
43) Please provide information about campus buildings that meet LEED certification criteria, but are not certified.
|
Total number of buildings that meet LEED criteria:9
|
|
|
|
Combined gross square footage:
|
|
Building name(s):
|
|
Certified-level criteria met, but not certified
|
|
|
|
|
|
Silver-level criteria met, but not certified
|
|
422,948
|
|
Atwater Dorms and Dining Hall, BiCentennial Hall, Library, Starr Axxin, Ross-Laforce Dorm and Dining Hall, Recycling
|
|
Gold-level criteria met, but not certified
|
|
|
|
|
|
Platinum-level criteria met, but not certified
|
|
|
|
|
44) Please provide information about buildings that are ENERGY STAR labeled.
Total number of ENERGY STAR buildings:-
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:
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: 8
|
Please provide additional details for up to ten of the most comprehensive projects:
|
Project name
|
|
Square footage
|
|
Former use
|
|
Current use
|
|
Additional details
|
|
Franklin Environmental Ctr.
|
|
13,707
|
|
Classrooms, offices, dorms
|
|
Classrooms, offices
|
|
retained status on Vermont Historic Register while earning LEED Platinum Certification
|
|
Axxin Ctr. at Starr Library
|
|
83,846
|
|
Classrooms, offices
|
|
same
|
|
|
|
Munford
|
|
11,227
|
|
Offices
|
|
dorms
|
|
|
|
Meeker
|
|
7,228
|
|
Offices
|
|
dorms
|
|
|
|
Old Stone Mill
|
|
5,000
|
|
Offices
|
|
arts and crafts and offices
|
|
|
|
Addison House
|
|
5,000
|
|
residential
|
|
offices
|
|
|
|
Old Courthouse
|
|
13,274
|
|
Offices
|
|
offices
|
|
|
|
Proctor
|
|
42,089
|
|
Offices, Dining, Retail
|
|
offices, dining, retail
|
|
|
|
Painter
|
|
5,808
|
|
residential
|
|
office
|
|
|
|
|
|
|
|
|
|
|
|
48) Please provide the student enrollment and gross square footage of buildings on campus in the 2000-2001 academic year.
Student enrollment (FTE):2,326
Square footage:2
49) Please provide the student enrollment and gross square footage of buildings on campus for the 2009-2010 academic year.
Student enrollment (FTE):2,709
Square footage:3
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:
|
While there is no formal policy, most of our operations and maintenance decisions and purchases are made with a conscious effort to assure that they meet our green standards.
|
51) Please provide the following information about LEED-EB certified buildings on your campus:
Total number of LEED-EB certified buildings:-
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:
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:
Water consumed (gallons):
Performance year (most recent year for which data are available)
Weighted campus users:Sorry , accurate data is not available
Water consumed (gallons):
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
|
|
not available
|
|
[ ]
|
|
Dual-flush toilets
|
|
|
|
[ ]
|
|
Gray water systems
|
|
|
|
[X]
|
|
Laundry technology
|
|
not available
|
|
[X]
|
|
Leak detection and reduction
|
|
not available
|
|
[X]
|
|
Low-flow faucets
|
|
not available
|
|
[X]
|
|
Low-flow showerheads
|
|
not avialble
|
|
[X]
|
|
Non-potable water usage
|
|
not available
|
|
[X]
|
|
Waterless urinals
|
|
not available
|
|
[ ]
|
|
Xeriscaping
|
|
N/A
|
|
[ ]
|
|
Weather-informed irrigation
|
|
N/A
|
|
[ ]
|
|
Other. Please describe below.
|
|
|
|
Other description:This information (% of buildings) is not readily available.
|
55) What stormwater management technologies or strategies are used on your campus?
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[X]
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Living or vegetated roofs
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[ ]
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Porous pavement
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[X]
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Retention ponds
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[X]
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Stone swales
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[X]
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Vegetated swales
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[X]
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Other. Please describe: conversion of paved areas for parking to greenspace. Also have chosen to use gravel for some parking areas rather than paving. Also have a rain garden.
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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
|
|
Type of community
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Number of students involved
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Additional details
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Weybridge House
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House
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18
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Served all local meals all year (with a few minor ingredient exceptions) and used food they canned and preserved in the Fall and held once a week open suppers for any students. See http://www.middlebury.edu/sustainability/news-events/news/2010/06_newsletter/node/256780 and http://www.middfood.com/
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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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[X]
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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:
New students are given a reusable Nalgene bottle along with a "10 Ways To Be Green @ Middlebury" bookmark, a recycling guide, and a list of how to green their dorm room. A Sustainability table/exhibit is set up at the new student welcome center and students are given information about different student groups and activities related to sustainability. The Sustainability Integration Office and the Student Government Association Environmental Affairs committee sponsor a campus sustainability tour for all residential advisors and first year counselors and an optional tour for new students during one of their activity sessions during orientation.
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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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2-4
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8
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Unpaid positions
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2-4
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4
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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.”
|
We have Residential Sustainability Coordinator program this fall. Details below are in regard to this new program.
|
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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5
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8
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Positions that award academic credit.
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Uncompensated positions.
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16
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4
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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
|
Competition Name: PowerStrip: How much can you take off?
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Year Initiated:2008
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Website: http://www.middlebury.edu/sustainability/tools/ps
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Frequency that competition is run:Once each semester
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.
|
Participants in 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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[ ]
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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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Incentives for participation:
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Describe:
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[X]
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Cash
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Dinner for winning team at American Flatbread restaurant
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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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Describe:
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[X]
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Energy conservation
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personal baseline measurement of electricity usage using data logger, info and education about conservation, and second week measurements while undertaking conservation measures
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[ ]
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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:Average reduction in dorm room electricity usage (baseline week vs. conservation week) is about 40%.
Lasting effects of competition:Follow up surveys asking if participants learned new conservation techniques and whether they continue to use them indicate that at least a third of the participants say yes.
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.
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|
Participants in 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, 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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[ ]
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Other
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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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[ ]
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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:
Lasting effects of competition:
Additional Information:
Third 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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[ ]
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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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|
Describe:
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[ ]
|
|
Energy conservation
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[ ]
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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:
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
|
|
URL
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Sunday Night Group
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|
We have a group of students known as the Sunday Night Group who meet every Sunday evening to initiate and continue a wide range of sustainability initiatives both on and off campus. This past year they developed a student led campaign to raise awareness and support efforts to delicense a nuclear power plant that is up for relicensing and to support state efforts to move more aggressively toward use of renewable energy. They have partnered with the Vermont League of Consrvation Voters. See more at Race to Replace: http://www.racetoreplace.org/rtr/index.html The SNG also initiated the consideration of adopting a carbon neutrality by 2016 goal and worked with faculty staff and other students to provide the research and information requested by Trustees prior to making the decision to adopt this new goal. They also raised funds and organized the participation of 200 Middlebury students in PowerShift 2009. They have also spun off several projects in the West Virginia coal region to help organize efforts there to address mountain top removal for coal.
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|
http://www.facebook.com/pages/Middlebury-College-Sunday-Night-Group/196226524318
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Student Government Association
|
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Environmental Affairs Committee
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|
Race to Replace
|
|
Active effort to raise awareness and action to decommission Vermont Yankee nuclear power plant
|
|
http://www.racetoreplace.org/rtr/index.html
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350.org
|
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Global grassroots effort to address climate change legislation and policies to address problem - started at Middlebury with Middlebury students, now it's own non-profit org
|
|
http://350.org
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Bike Repair shop
|
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Student run bike shop with tools and instructors to teach students, faculty and staff how to maintain and repair bikes. Also sell abandoned bikes that have been fixed up to college members to help fund the shop.
|
|
http://www.middlebury.edu/sustainability/transportation/bikeshop
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Middlebury Outdoors Program
|
|
Offers PE credit-bearing courses in a wide variety of outdoor activities. Canoeing and kayaking, rock and ice climbing, telemark skiing, backpacking, and winter camping are among the courses offered.
|
|
http://www.middlebury.edu/studentlife/ccal/mop
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Middelbury Alternative Breaks
|
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MAlt coordinates February break volunteer service trips to Miami, New Mexico, Nicaragua and Dominica, as well as a fall break service trip to Merck forest in Vermont and a spring break service trip to Burlington
|
|
http://community.middlebury.edu/~vcc/2010/AwardsProgram10_web.pdf
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Middlebury Chapter Habitat for Humanity
|
|
A partner with the local Addison County Habitat chapter to address the need of simple, decent, affordable housing by working on local building sites, fundraising for the Addison County chapter, assisting in its publicity and fundraising events, strengthening our partnership with the Asheville Area Habitat for Humanity over alternative spring break trips, and educating peers at Middlebury about the pressing need for affordable housing around the world.
|
|
http://www.middlebury.edu/newsroom/node/255279
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Community Friends
|
|
Middlebury College students are matched as mentors with Addison County children. Pairs usually get together once a week for a few hours. Sometimes Middlebury students bring their friends onto campus to a hockey game or for dinner in the dining hall.
|
|
http://www.middlebury.edu/media/view/258984/original/NewsletterSpring10.pdf
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|
|
Solar Decathlon
|
|
Middelbury students were successful in making the final selection for the 2011 competition on the Mall in DC. They have formed a student club and are in the process of designing and building a net zero house to be installed on the Mall in Oct. 2011 for the two week competition
|
|
http://www.middlebury.edu/sustainability/design/solardec
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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.
88
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
|
|
27
|
|
[ ]
|
|
Diesel-electric hybrid
|
|
|
|
[ ]
|
|
Fueled with B20 or higher biofuel for more than 6 months of the year
|
|
|
|
[ ]
|
|
Fueled with E85 or higher ethanol for more than 6 months of the year
|
|
|
|
[X]
|
|
Gasoline-electric hybrid
|
|
2
|
|
[ ]
|
|
Hydrogen fueled
|
|
|
|
[ ]
|
|
Plug-in hybrid
|
|
|
|
[X]
|
|
Other. Please describe:
We use B20 in our Gators and lawn mowers. We also use it in furnaces that heat buildings not on the central heating system - approx. 175,000 gallons per year
|
|
|
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
|
|
|
|
Public transit
|
|
|
|
Single-occupancy vehicle
|
|
|
|
Walking
|
|
|
65) What percentage of employees commute via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool)?
If data are available, please provide the percentage of employees who commute by each of the following means.
|
|
|
Percentage
|
|
Bicycle
|
|
12%
|
|
Carpool/vanpool
|
|
25%
|
|
Public transit
|
|
6%
|
|
Single-occupancy vehicle
|
|
80%
|
|
Walking
|
|
16%
|
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:Free bus rides for employees on county transportation system. We offer discount charter buses to airports in Burlington, Boston, New York at the end of each semester and during breaks to minimize single occupancy vehicle travel during these times.
|
Please check and describe carpooling incentives provided for faculty/staff. Check all that apply.
|
|
|
|
|
Description
|
|
[X]
|
|
Carpool matching
|
|
Physical rideshare board in student center and participation in Vermont online ride share program
|
|
[ ]
|
|
Financial remuneration
|
|
|
|
[ ]
|
|
Preferential parking
|
|
|
|
[X]
|
|
Other
|
|
Showers in some buildings for people who ride/walk/run to work
|
Please check and describe carpooling incentives provided for students. Check all that apply.
|
|
|
|
|
Description
|
|
[X]
|
|
Carpool matching
|
|
Physical rideshare board in student center and participation in Vermont online ride share program
|
|
[ ]
|
|
Financial remuneration
|
|
|
|
[ ]
|
|
Preferential parking
|
|
|
|
[ ]
|
|
Other
|
|
|
67) Does your school offer subsidies for the use of public transportation?
|
Free transit bus passes are given to students. A free commuter busline was created by the college for staff and faculty. Additionally, when the local bus routes began charging fares in November 2008, Middlebury College began covering weekday fares for faculty and staff who show their college IDs. And free bus service is provided from the campus to the College ski area 15 miles away
|
|
|
|
Eligible community members:
|
|
Size of the discount (as a percent of full price)
|
|
[X]
|
|
Faculty
|
|
100
|
|
[X]
|
|
Staff
|
|
100
|
|
[X]
|
|
Students
|
|
100
|
[ ]Check here if subsidy takes the form of pre-tax payroll deduction. Please describe below:
68) Does your school provide free transportation around campus?
|
Addison County Transit system travels through campus and into Addison County local destinations which are free to people with a College ID. Addison County Transit also operates a free winter service to ski areas to decrease the need for personal cars.
|
69) Does your school operate a free transportation shuttle to local off-campus destinations?
BICYCLE PROGRAM
70) Does your school offer a bicycle sharing/rental program?
If yes, please provide details below.
Year created:2010
Number of bikes available:TBD
Usage fee per hour:TBD
Usage fee per day:TBD
Annual membership fee for students:
Annual membership fee for faculty, staff, and administrators:
Other annual membership fee:
71) Does your school offer bicycle repair services?
If yes, please provide details below:
Year created:2007
Service fee:No
Description:Middlebury students operate a bike shop which offers routine repairs and free maintenance lessons to promote cycling on campus. Workshops are also provided to students, faculty, and staff about how to maintain and do routine bike repairs. The bike shop is funded by the Public Safety department and with an annual sale of salvaged/unclaimed bikes that are fixed up by the bike shop and sold to College staff, faculty and summer workers.
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:2
Usage fee per hour:$8.50
Usage fee per day:$60/24 hr.
Annual membership fee for students: $35
Annual membership fee for faculty, staff, and administrators: $35
Other annual membership fee:
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)?
|
The Master Plan has specific recommendations for a bike/pedestrian friendly campus, such as widening pathways, providing showers, etc.
|
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:
|
|
[X]
|
|
Telecommuting
|
|
100%
|
|
Not explicitly expressed in handbook but available to all employees whose jobs do not require them to be present every day - with approval of their supervisor
|
|
[X]
|
|
Condensed work week
|
|
100%
|
|
Available to all employees with approval of their supervisor. http://www.middlebury.edu/about/handbook/employee/employment/scheduling_hours_operation
|
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):
|
2,727 includes language school FTE
|
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 run organic garden.
|
|
|
|
|
|
|
|
[ ]
|
|
Disposable water bottle ban
|
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[X]
|
|
Environmental science/studies major (undergraduate-level)
|
|
Typically one of the most popular majors - usually in top 3. Oldest undergraduate ES program in US
|
|
|
|
|
|
|
|
[X]
|
|
Environmental science/studies minor or concentration (undergraduate-level)
|
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[ ]
|
|
Graduate-level environmental studies program (graduate-level)
|
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|
[ ]
|
|
Graduate-level sustainability studies program
|
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[X]
|
|
Outdoors club
|
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|
|
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|
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[X]
|
|
Participation in Recyclemania
|
|
|
|
|
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|
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|
[X]
|
|
Single-stream recycling
|
|
We have a separation system but Rrecycling staff will sort waste to retrieve recyclables when a sufficient quantity can be recovered.
|
|
|
|
|
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|
[ ]
|
|
Student trustee position
|
|
|
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|
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|
[ ]
|
|
Sustainability major, minor or concentration (undergraduate-level)
|
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Back to top
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