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Report Card 2011

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Ohio Wesleyan University

Student Survey

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With the publication of the College Sustainability Report Card 2011, more than 1,100 school survey responses from over 300 institutions are now available online. In total, these surveys offer more than 10,000 pages of data collected from colleges and universities during the summer of 2010 . To access surveys from other schools, go to the  surveys section  of the website. To see grades, or to access additional surveys submitted by this school, please click the "Back to Report Card" link at the beginning or end of the survey.

 

School name: Ohio Wesleyan University

Date submitted: July 20, 2010



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

 

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

 

1)  Contact Information

 

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

Name: Veronica Malencia

School Name: Ohio Wesleyan University

Name of student organization: The Tree House

Your position or title: Moderator

 

2)  Student Organization

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

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

 

Number of active members:

12

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

May 2, 2010

Frequency of meetings:

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

Weekly

 

Key issues addressed and programs implemented since August 2009:

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

 

 

Addressed     

Progress           

Describe

Academics

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

[X]

Significant

One house member as an independent study project did all the necessary research and calculations and then created an outline and a detailed proposal for a Revolving Fund at OWU. He and another student applied for funding and discussed the idea with the appropriate school administrators and staff and completed the beginning steps for putting this plan into action. Next year the Sustainability Task Force and Tree House members have decided to make this project a priority so that the Fund can be set up and begin providing OWU with financial support for sustainability projects as soon as possible.

Administration

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

[X]

Moderate

6 house members along with a few faculty and staff attended a January conference held at Denison that addressed sustainability and how it’s being addressed at the different Great Lakes Colleges. Three house members also served on the Sustainability Task Force and worked within that group to advocate for a sustainability coordinator at OWU.

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Moderate

A house member orchestrated a trip for 30 OWU students to attend Powershift Ohio in October, a follow up conference to the Powershift Spring 2009 National Conference on Climate Change and Climate Legislation. We also obtained signatures from OWU students to send to Ohio representatives that attended the conference.

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[X]

Significant

House members organized a trip to West Virginia to participate in a rally organized by Coal River Mountain Watch protesting Mountain Top Removal Coal Mining in Appalachia.A house member hosted two events on campus that focused on Mountain Top Removal Coal Mining. During the events a documentary on MTR was shown and then a prominent speaker on MTR spoke about the issue. Letter Writing and discussion followed each screening. An energy meter was purchased and installed in our house to measure the amount of energy we use each day and from what. This meter will help us to find ways to improve on and measure our energy efficiency. We retrofitted our house by using water saving showerheads, window and door sealers that reduce heat loss, and energy efficient light bulbs to reduce our energy use. We also practice conservative living within the house, such as not using napkins/paper plates, unplugging electronics and appliances when not in use, turning off all unnecessary lights etc.

Food

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

[X]

Significant

,1. Drafted and applied for school grant program to supply start up funding for a campus/community garden after meeting with the director of food service, alumni relations faculty, and buildings and grounds staff. Received funding in early 2010 and began gardening in small garden plots in May. Two student summer positions currently exist, and major potential exists for garden expansion and education programs in the future. (the garden project has been described in greater detail in a different survey).

2. The house has biweekly Veggie Meal Nights. These dinners are advertised and open to anyone on campus. Their purpose is to increase awareness of beneficial environmental effects of buying locally and provide an example of how to eat healthily without meat in every meal.

3. Our house also hosts a Veggie Thanksgiving Dinner for campus which again is aimed at providing people with a yummy alternative to meat and educating students on the environmental benefits of local, organic, vegetarian and vegan food.

4. The Tree House also composts all of its food waste and a member of our house did the preliminary research and worked with Buildings & Grounds and Smith Dining Hall to create a system to compost all of the food waste from our buffet style dining hall on campus. This project will be continued by house members next fall and will hopefully be put into effect next year.

 

Green Building

Examples: Design or construction policy

[  ]

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[  ]

Student Involvement

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

[X]

Significant

1. All of the Tree House projects are open to all students and are aimed at raising awareness, understanding and action on environmental issues. The Bike Movement, Veggie Meal Nights and the Water Taste test are examples of these events. The house also promotes itself and its ideas at campus fairs and campus events.

2. One house member held a position on the committee that planned EarthFest and our house cosponsored the event. EarthFest was a festival that featured different on and off campus groups (including the Beehive Collective - an environmental activist artist collective) and focused on environmental issues. The event was largely attended and some of the proceeds went to what will be the OWU Revolving Fund.

3. One house member updated the Tree House website (last changed in the ‘90s) in efforts to better promote our house to the OWU and outside community 

4. The Tree House and Environmental & Wildlife Club had a booth at Earth Day Delaware and the Harvest Fair hosted by Stratford (an Ecological Center and Organic Farm)

Transportation

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

[X]

Significant

The Bike Movement - a Treehouse project started last year and run by house members and other students provided 30+ bikes for students to use on campus. Any student could be part of the program by purchasing a key for a small charge that unlocks all of the Bike Movement bike.

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant

1. One house member held the position of Student Recycling Educator for Campus this year. This was the first time this position existed as this was the first year students were not required to facilitate the collection of recycling on campus, instead Buildings and Grounds and housekeeping did this part of the process and the student job focused instead of awareness, improvement and education on recycling. 

2. She surveyed all of the recycling bins on campus, surveyed the entire campus community on their views and understanding of the program (with over 300 responses it was clear people care about improving OWU recycling).  She then distributed a Recycling Guide to the whole campus community that address uncertainties mentioned in the survey responses.

3. She with the help of the other house members went about moving around and adding more recycling bins to make them more accessible to everyone and also added more informative and helpful labels to each bin.

4. She also planned a fieldtrip for a handful of students and faculty to go to the recycling and compost centers that OWU is involved with to better understand and document the recycling process.

5. In the spring Buildings and Grounds adjusted how the collected recycling so that only paper/cardboard needed to be put in a separate bin from all other recyclables – further helping to make recycling easy and convenient.

6. In the spring she planned a recycling expo event with the help of the Environment and Wildlife Club that was aimed at answering common questions about recycling and teaching students about the importance of recycling on campus. A video of the recycling process taken from the previous fieldtrip footage was also shown.

7. Finally she began a paper recycling campaign with the help of Abitibi Recycling to try and increase the amount of paper recycled on campus. By the fall 2010 the goal is to have a paper recycling container in every office on campus that will be collected by housekeeping.

Water

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

[X]

Moderate

In the fall a house member had a Water Taste Test on campus. Students tasted bottled and tap water and then had to identify what they drank. The purpose of the event was to raise awareness about the negative environmental consequences of bottled water and to debunk the myths that surround bottled water. She also created an art structure in central campus out of water bottles and screened the documentary Tapped in the spring all to discourage bottled water use on campus.

Other

[X]

Moderate

Two house members serve as OWU representatives for the Ohio Student Environmental Coalition (OSEC) and our house hosted their annual conference this spring.

 

Additional Comments

Members of the Tree House are required to complete a project each semester that promotes our theme of environmentalism and social justice. Many of the initiatives mentioned above come from these projects which can either be campus wide or in-house events.

 

3)  Sustainability Competitions and Challenges

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

 

First competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

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

Yes

 

If yes. Please describe below:

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

WCSA is our student government and within that governing body there is an environmental committee of 5-7 people. I am not aware how often the committee meets but three major events this year one of which was providing students with free plastic reusable waterbottles as an alternative to bottled water and another involved awareness about the amount of trash produced on campus each day. The committee is new and thus still working to become established on campus and to find its role in sustainability efforts at OWU. It did a decent job of working with other environmental groups and the Sustainability Task Force, and its future looks promising for being an important part of campus sustainability.

 

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

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

 

 

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

 

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

OSEC - Ohio Student Environmental Committee

 

 

 

 

______________________________

 

 

 

 

 

School name: Ohio Wesleyan University

Date submitted: May 24, 2010



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

 

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

 

1)  Contact Information

 

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

Name: John Romano

School Name: Ohio Wesleyan University

Name of student organization: Green Map Project

Your position or title:

 

2)  Student Organization

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

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

 

Number of active members:

12

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

May 19, 2010

Frequency of meetings:

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

Weekly

 

Key issues addressed and programs implemented since August 2009:

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

 

 

Addressed     

Progress           

Describe

Academics

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

[  ]

Administration

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

[  ]

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Moderate

Addressed the impacts of energy use on the atmosphere and Climate Change.

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[X]

Significant

Mapped out energy use by building on Ohio Wesleyan's campus.  I presented the energy map at Earth Day Delaware along with a fact sheet of energy use in Ohio and in Delaware as well as a few tips to reduce person energy use.

Food

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

[  ]

 

Green Building

Examples: Design or construction policy

[X]

Significant

I assessed the potential for a rainwater harvesting system by mapping out the total amount of water that could be collected off of rooftops on Ohio Wesleyan's campus. I am also working on a proposal to the University to implement a rainwater harvesting system on campus as well.

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[  ]

Student Involvement

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

[  ]

Transportation

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

[X]

Moderate

A couple of students mapped out various paths that a few selected students took while driving in their cars for a week. They were then able to generally assess how much students drive around campus and the economic and environmental impacts.

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[  ]

Water

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

[  ]

Other

[X]

Significant

A few students created an "Ohio Wesleyan Birding Map" that showed various places to find different bird habitats. They also provided a guided walkthrough of the birding on campus and made bird "trading cards" for people to "collect them all."  These cards had pictures of the birds, information about them and where to find them.

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

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

 

First competition

 

Name of competition

Dorm Energy Savings

Frequency of competition

Annually

Year initiated

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

2008

Groups involved in coordinating

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

               

Participants:

 

Students

[X]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

The dorm that conserves the most energy gets a free dorm pizza party

 

Goals of competition:

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

 

Energy conservation

[X]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

Unsure

 

Lasting effects of competition:

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

The competition has been held at least once during the school year for the past couple of years. Hopefully it will become a tradition from year to year.

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

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

Yes

 

If yes. Please describe below:

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

Sustainability Task Force is a committee that oversees sustainable development on campus.

 

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

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

 

 

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

 

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

 

 

 

 

 

 

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