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Report Card 2011

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Princeton 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: Princeton University

Date submitted: August 3, 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: Anna Zhao

School Name: Princeton University

Name of student organization: Greening Princeton

Your position or title: Co-President

 

2)  Student Organization

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

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

 

Number of active members:

20

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

April 26, 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

[  ]

Moderate

Numerous speakers

Administration

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

[  ]

Significant

Working on getting a more central "green space"

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[  ]

Moderate

speakers

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[  ]

Moderate

CFL lightbulb exchange

Food

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

[  ]

Significant

No-food waste pledge

 

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

[  ]

Significant

Held 350 event and Earth Day event

Transportation

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

[  ]

Moderate

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[  ]

Significant

Ex. Reducing water bottle usage

Water

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

[  ]

Moderate

Other

[  ]

Significant

Green fashion show

 

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

Recyclemania

Frequency of competition

Annually

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.

Facilities, Eco-Reps

               

Participants:

 

Students

[X]

Faculty

[X]

Staff

[X]

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

[X]

Water conservation

[  ]

Other. Please describe

Recycling

 

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:

http://recyclemania.org/

 

Second competition

 

Name of competition

Inter-Residential College Energy Savings Competition

Frequency of competition

Annually

Year initiated

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

2009

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

[X]

Staff

[X]

Other. Please describe.

Students living in participating residential colleges (essentially, groups of dorms) participate to reduce their energy use; residential college staff and facilities can participate to help out their college by turning out lights in dining halls, etc.

 

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 winning residential college beats the other participating college, winning honor and the knowledge that they used less energy. There were study breaks, speakers, movies, and other common activities planned to get students excited, encourage the use of common spaces for studying, and to educate students about their environmental impact.

 

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

The ultimate goal of this competition is to raise student awareness about the small, easy, yet important steps that students can take on their own to reduce their energy consumption in their daily lives and encourage students to keep energy consumption in mind.  The concrete goal of the competition is for students to use as little energy as possible during the week-long competition.

 

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.

unknown

 

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

Inter-Residential College Clothing Drive

Frequency of competition

Annually

Year initiated

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

2010

Groups involved in coordinating

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

               

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?

 

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

[X]

Water conservation

[  ]

Other. Please describe

Reuse awareness

 

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.

unknown

 

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 clothing drive increased awareness of donating unwanted clothes at the end of the year, as many we had several bins filled with donated clothes at the end of the year collection sites.

 

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?

The Princeton USG (Undergraduate Student Government) created a "Sustainability Working Group" this spring. This working group's mission is "to encourage students to consciously engage in sustainable behaviors by enacting a culture change, supporting student environmental groups, and setting a good example as a USG".  On March 30th, 2009, the Sustainability Working Group presented its plans for a new sustainability initiative to the Council of the Princeton University Committee, expressing its aim to induce an overall culture shift in the student population. Examples of these initiatives include: establishing a printing quota for all students and a campus wide sustainability pledge.

 

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.

Greening Princeton was founded by graduate and undergraduate students in 2003 to bring a culture of sustainability to campus. It originally filled a niche working with university administrators and staff to make changes to purchasing, food, waste/recycling, energy and construction practices.  It also recommended that the university create an administrative branch specifically dedicated to sustainability. In 2006, the Office of Sustainability was created, with whom Greening Princeton has intimately worked. In light of the growing capacity of the Office of Sustainability, Greening Princeton has focused its efforts on education and advocacy. It also created two new groups: Greening Princeton's Farmers' Market, and the Garden Project. This year, Greening Princeton organized…

- An annual 5k walk/run fundraiser for a local organization (the 2010 run raised money for the Stony Brook/Millstone Watershed Association)

-"Do it in the Dark" campaign to increase energy use awareness.

-Initiated the USG's comprehensive sustainability pledge to increase awareness and so that students can commit themselves to sustainable practices in all areas of their lives: electricity, water, paper, etc.

-Earth Day event

-350 Climate day event

-environmental documentary film screenings (ex. Fresh)

 

 

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):

NJ State PIRGNJ Water watch National Teach-In for Climate ChangeReal Food Challenge

 

 

 

 

______________________________

 

 

 

 

 

School name: Princeton University

Date submitted: August 5, 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: Bing Chiu

School Name: Princeton University

Name of student organization: EcoReps

Your position or title: Co-President

 

2)  Student Organization

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

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

 

Number of active members:

10

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

May 4, 2010

Frequency of meetings:

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

Biweekly

 

Key issues addressed and programs implemented since August 2009:

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

 

 

Addressed     

Progress           

Describe

Academics

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

[  ]

Administration

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

[X]

Moderate

Attempted to get Green Space at student center, obtained a kiosk for posting information

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[  ]

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[X]

Moderate

CFL light bulb exchange; LED research

Food

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

[X]

Moderate

Participated with Green Dining to find greener alternatives

 

Green Building

Examples: Design or construction policy

[  ]

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[X]

Significant

Worked with Facility to increase recycling and reduce waste

Student Involvement

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

[X]

Significant

Recruitment; Goal of changing student culture

Transportation

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

[X]

Moderate

Bike Drive to collect unused bikes

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant

Plastic bag recycling; cell phone recycling; Reunions recycling; End of the year collections; etc.

Water

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

[X]

Moderate

Brita Water Filter handout; Water bottle (reusable) handout

Other

[  ]

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

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

 

First competition

 

Name of competition

Recyclemania

Frequency of competition

Annually

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.

EcoReps

               

Participants:

 

Students

[X]

Faculty

[X]

Staff

[X]

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?

Winning the competition between Yale, Harvard, and Princeton.

 

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

[X]

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.

Some reduction in waste. We have noticed a decrease in waste this past 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?

Awareness of recycling and waste issues around the Princeton campus.

 

Website:

http://www.recyclemaniacs.org/

 

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?

There is a sustainability chair who is part of the Princeton Environmental Network (PEN) that includes leaders from all of the green groups on campus. Biweekly meetings of PEN allow leaders to get together and share project updates as well as coordinate.

 

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.

End of the year recycling: End of the year move-outs result in a drastic increase in campus waste. We've begun a furniture drive to reduce waste and enable reuse. Last year we started a book drive, collecting over 1200 books and redistributing them back to the community. We worked with the SVC, Graduate Student Government, and Facilities to coordinate collection of clothing, school supplies, books, furniture, and other reusable materials for end of the 2009-10 academic year.

 

Reunions recycling: Reunions is one of the biggest events on campus and also has an equally large impact on the environment. Our project develops a detailed plan of the layout of recycling bin placement in Reunions tents. For the P-Rade, we provided waste stations with well-labeled trash cans and recycling bins. Overall this increased recycling rates by 25% at Reunions 2009. For 2010, we initiated pilot programs for the 5th and 25th reunion sites and have reduced waste by 10% as compared to 2009.

 

Plastic bags: We have given out some 700 reusable bags to increase awareness of plastic bag recycling and reduce plastic bag use. Currently, we have placed green bins in the laundry rooms on campus for recycling plastic bags. We are analyzing the effectiveness of having the bins in the laundry rooms and other possible ways of reducing plastic bag use. We're planning a pilot program with Facilities to install permanent plastic bag recycling and reuse receptacles in the laundry rooms.

 

Outdoor action sustainability project: Outdoor action (OA) is Princeton's annual outdoor orientation program for incoming freshmen where almost 60% of the class participates for a fun-filled week in the outdoors making new friends and learning about Princeton. Currently coordinatng with OA director to develop a curriculum for OA leaders to present sustainability early in the Princeton experience.

 

Freshman orientation week events: We are developing an effective residential education program for the freshman class each year. Currently, one of our main goals is to develop and finalize the interactive recycling game for the program. In addition to educational programs, a lot of trash (e.g. disposed packaging) is created during move-in week; as such, there is a lot of potential in coordinating recycling efforts during student move-in.

 

LED lightbulb research: The Undergraduate Student Government sponsored a CFL bulb exchange in Fall 2008. While this was an effective initiative, the Office of Sustainability was interested in newer technology, namely LED lightbulbs. The Eco-Reps took up the task of researching the cost effectiveness of providing LED lightbulbs versus CFL bulbs including quality of light, usability, cost, and energy use.

 

Water bottle handout / Brita water filters: Water usage and conservation has become increasingly important over the past year. As part of that effort and in conjunction with the campus "hydration station" initiative, the Eco-Reps funded a freshman water bottle hand-out for the class of 2013. In a Fall 2009 pilot program, Brita water filters were given out in Wilson College to help with the lack of water fountains. Both programs seem to have reduced the use of plastic bottled water around campus. We are analyzing the effectiveness of these two project and possible improvements.

 

Recyclemania: A yearly competition between different schools comparing the amount of recyclables collected to the amount of garbage produced. Though the measuring and submission of statistics is managed by Facilities, we have been involved with increasing awareness for the competition.

 

Waste audits: We are in the process of planning a waste audit of the amount of recyclable items put in trash bins in various dorms on campus. These statistics will be used by Princeton Facilities.

 

 

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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