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Report Card 2011

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Seattle 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: Seattle University

Date submitted: July 21, 2010



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

 

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

 

1)  Contact Information

 

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

Name: Spencer Black

School Name: Seattle University

Name of student organization: Natural Leaders

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:

12, 8

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, 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]

Moderate, moderate

In spring quarter of 2009, Natural Leaders got involved with the education component of the Ban the Bottle Campaign by raising awareness of bottled water consumption. Through tabling, forums, flyers, protests, and petitioning, Natural Leaders educated the student body about the negative externalities of consuming bottled water., In spring quarter of 2009, Natural Leaders got involved with the education component of the Ban the Bottle Campaign by raising awareness of bottled water consumption. Through tabling, forums, flyers, protests, and petitioning, Natural Leaders educated the student body about the negative externalities of consuming bottled water.

Administration

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

[X]

Significant, significant

In the fall quarter of 2009, Natural Leader’s endorsed the ban the bottle campaign as its premier agenda for the upcoming school year.  As a result, Natural Leaders began working with the student government, Bon Appetite, and SU administration to come up with viable solutions to bottled water consumption. Currently, SU’s administration is looking over an official proposal, written and drafted by the club, in order to make a decision as to whether Aquafina will be officially banned in the upcoming Pepsi contract., In the fall quarter of 2009, Natural Leader’s endorsed the ban the bottle campaign as its premier agenda for the upcoming school year.  As a result, Natural Leaders began working with the student government, Bon Appetite, and SU administration to come up with viable solutions to bottled water consumption. Currently, SU’s administration is looking over an official proposal, written and drafted by the club, in order to make a decision as to whether Aquafina will be officially banned in the upcoming Pepsi contract.

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Moderate, moderate

Through the Ban the Bottle campaign SU has decreased bottled water consumption by over 30% (with more on its way). By decreasing demand of bottled water, Natural Leaders has helped the school to lower its carbon footprint. With less bottles being purchased, less petroleum is being used in production, distribution, refrigeration, trash maintenance. Furthermore, Natural Leader’s was the catalyst behind the Administration’s decision to only use compostable goods. This creates less waste on campus, and as a result, less petroleum is used for transportation of waste., Through the Ban the Bottle campaign SU has decreased bottled water consumption by over 30% (with more on its way). By decreasing demand of bottled water, Natural Leaders has helped the school to lower its carbon footprint. With less bottles being purchased, less petroleum is being used in production, distribution, refrigeration, trash maintenance. Furthermore, Natural Leader’s was the catalyst behind the Administration’s decision to only use compostable goods. This creates less waste on campus, and as a result, less petroleum is used for transportation of waste.

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[X]

Moderate, moderate

Natural Leaders has worked with the Committee on Responsible Investment to green the endowment,

Energy

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

[X]

Moderate, moderate

Less bottles = less energy used. Natural Leaders was also a part of the National Campaign against mountain top removal. The club collected hundred’s of petition signatures and had a part in the campaign succeeding., Less bottles = less energy used. Natural Leaders was also a part of the National Campaign against mountain top removal. The club collected hundred’s of petition signatures and had a part in the campaign succeeding.

Food

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

[X]

Moderate, moderate

Natural Leaders was apart of the decesion to move to compostable cups, silverware, and plates. We also expanded the composting program to unclude the entire campus., Natural Leaders was apart of the decesion to move to compostable cups, silverware, and plates. We also expanded the composting program to unclude the entire campus.

 

Green Building

Examples: Design or construction policy

[  ]

,

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[X]

Moderate, moderate

Natural Leaders has partnered with SU’s grounds department in the campaign to “end the cycle of waste”.  Each Natural Leader’s member is required to clean up trash in the nearby community for no less than an hour a week. The grounds department supplies trash bags and utensils to pick up the trash. Furthermore, in the upcoming weeks Natural Leaders is going to be selling plants out of recycled plastic water bottled  (using grounds soil and seeds)., Natural Leaders has partnered with SU’s grounds department in the campaign to “end the cycle of waste”.  Each Natural Leader’s member is required to clean up trash in the nearby community for no less than an hour a week. The grounds department supplies trash bags and utensils to pick up the trash. Furthermore, in the upcoming weeks Natural Leaders is going to be selling plants out of recycled plastic water bottled  (using grounds soil and seeds).

Student Involvement

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

[X]

Moderate, moderate

Natural Leaders has partnered with multiple teachers to allow campaign work to be included in service learning. As a result, dozens of students have gotten involved with the ban the bottle campaign in order to meet service learning requirements for the classes., Natural Leaders has partnered with multiple teachers to allow campaign work to be included in service learning. As a result, dozens of students have gotten involved with the ban the bottle campaign in order to meet service learning requirements for the classes.

Transportation

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

[  ]

,

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant, significant

Natural Leaders has already made significant progress in declining the amount of plastic bottles thrown away/recycling. Hopefully in the next year we will get to a point where NO bottles are thrown away or recycling on campus., Natural Leaders has already made significant progress in declining the amount of plastic bottles thrown away/recycling. Hopefully in the next year we will get to a point where NO bottles are thrown away or recycling on campus.

Water

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

[X]

Significant, significant

In order to preserve clean water, Natural Leaders has taken on the Ban the Bottle Campaign. Through campaign work, we have convinced Bon Appetite to sell reusable water bottles, gotten the administration to install easy fill spouts on all water fountains, as well as convinced student government to give out reusable waters to freshman in the upcoming school year., In order to preserve clean water, Natural Leaders has taken on the Ban the Bottle Campaign. Through campaign work, we have convinced Bon Appetite to sell reusable water bottles, gotten the administration to install easy fill spouts on all water fountains, as well as convinced student government to give out reusable waters to freshman in the upcoming school year.

Other

[  ]

,

 

Additional Comments

For the second year in a row, Natural Leaders members (Spencer Black,Will Piro, Carli Redfield, and Carey De-Victoria) attended the Clinton Global Initiative Univeristy conference.This year we represented SU and the Ban the Bottle campaign, while the previous year we created a revolving loan fund, incorporated a sustainability clause into the University's endowment, and directed a student sustainability conference., 4 Natural Leaders members (Spencer Black,Will Piro, Carli Redfield, and Carey De-Victoria) attending the 2010 Clinton Global Initiative Univeristy). We represented SU and the Ban the Bottle campaign.

 

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

Seattle University Revolving Fund

Frequency of competition

Ongoing

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.

I was apart of the Committe on Responsible Investment that started the Revolving Loan Fund

               

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?

The fund was set up by the Committee of Responsible Investment and endorsed by the student government. $13,000 was allocated for the fund, and its purpose is to promote sustainability/retrofitting projects on campus. Any student or staff can propose an idea (with an outline and budget). If it meets the requirements and is found to be a necessary upgrade the project will be funded.

 

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

[X]

Water conservation

[X]

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?

SURF will be active until administration decides otherwise (its ongoing and the cost's saved through energy and waste reduction go back into the fund).

 

Website:

http://www.seattleu.edu/assu/inner.aspx?id=19134

 

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?

We have a committee called the "SURF Board" that oversees the processing of applications and arbitrates recipients of the grant.

 

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.

Post Consumer Composting, Ban the Bottle campaign, campaign against cycle of waste, and a student leadership initiative to provide education on how to run successful environmental campaigns in collaboration with the national Sierra Student Coalition.

 

 

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):

Cascade Climate Network, Sierra Student Coalition, and Energy Action Coalition

 

 

 

 

______________________________

 

 

 

 

School name: Seattle University

Date submitted: May 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: Maura Rendes

School Name: Seattle University

Name of student organization: Sustainable University Revolving Fund (SURF)

Your position or title: Chair

 

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 12, 2010

Frequency of meetings:

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

Monthly

 

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

[  ]

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[  ]

Food

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

[  ]

 

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]

Moderate

Student project proposal applications available

Transportation

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

[  ]

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[  ]

Water

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

[  ]

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

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?

The Sustainable University Revolving Fund addresses these sustainability issues by allowing the university community to propose sustainability projects

 

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):

Energy Action Coalition, Responsible Endowments Coalition, Sierra Student Coalition, Campus InPower, Cascade Climate Network, the NICE

 

 

 

 

 

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