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Report Card 2011

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Southern Methodist University

Campus 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: Southern Methodist University

Date submitted: August 13, 2010

 

ADMINISTRATION

 

SUSTAINABILITY POLICIES

 

1)  Does your school have its own formal sustainability policy and/or sustainability plan? Check all that apply.

[X]  No

[  ]  Yes, a sustainability policy. Please describe and provide the URL below.

[  ]  Yes, a sustainability plan. Please describe and provide the URL below.

 

Description:

 

2)  Has the president of your institution signed any commitments related to environmental stewardship and/or greenhouse gas reductions? Check all that apply.

[X]  None

[  ]  American College and University Presidents’ Climate Commitment (ACUPCC)

[  ]  Talloires Declaration
[  ]  Other. Please describe:


3)  Is there a sustainability component in your institution's master plan and/or strategic plan? Check all that apply.
[X]  No
[  ]  Yes, in the master plan. Please describe and provide the URL below.

[  ]  Yes, in the strategic plan. Please describe and provide the URL below.

 

Description:

 

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).

Yes

 

Please provide the number of committees: One committee

 

Committee I

 

5)  Please provide the name of the committee and note the number of meetings held since August 2009.

 

Committee name: SMU Sustainability Committee

Number of meetings: 9

 

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).

 

 

 

Number of representatives

Administrators

 

2

Faculty

 

4

Staff

 

11

Students

 

8

Other. Please describe.   

 

2 - Community Members/without voting privileges

 

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.

 

 

 

Name       

 

Position

Chair 1   

 

Michael Paul  

 

Administrator

Chair 2

 

   

 

Chair 3

 

   

 

 

8)  To whom does the committee report?
[  ]  President/Chancellor
[X]  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.

 

 

 

Addressed       

 

Progress     

 

Description

Academics

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

 

[X]

 

Significant

 

New Environmental Sustainability Program in Dedman College

Administration

Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions

 

[X]

 

Significant

 

Purchasing Policy

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[X]

 

Significant

 

Strategies Contract

 

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

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

 

[X]

 

Significant

 

Endorsed the installation of a PV Solar Array

Food

Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens

 

[X]

 

Significant

 

Food Waste Recycling

Green Building

Examples: design or construction policy

 

[X]

 

Significant

 

University already making major strides

Student Involvement

Examples:  speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus

 

[X]

 

Significant

 

Students for a Better Society/Barefoot on the Blvd.

Transportation

Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit     

 

[X]

 

Significant

 

University already making major strides

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[X]

 

Significant

 

Restroom recycling, Standard Public Container

 

Water

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

 

[X]

 

Significant

 

University already making major strides

Other

 

[  ]

 

 

 

Committee II

 

5b)  Please provide the name of the committee and note the number of meetings held since August 2009.

 

Committee name:

Number of meetings:

 

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).

 

 

 

Number of representatives

Administrators

 

Faculty

 

Staff

 

Students

 

Other. Please describe.     

 

 

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.

 

 

 

Name      

 

Position

Chair 1    

 

 

Chair 2

 

 

Chair 3

 

 

 

8b)  To whom does the committee report?
[  ]  President/Chancellor
[  ]  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.

 

 

 

Addressed  

 

Progress 

 

Description

Academics

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

 

[  ]

 

 

 

Administration

Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions

 

[  ]

 

 

Climate

Examples: draft 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: policies to increase purchase of local/sustainably produced foods, implementing campus gardens

 

[  ]

 

 

Green Building

Examples: design or construction policy

 

[  ]

 

 

Student Involvement

Examples:  speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus

 

[  ]

 

 

Transportation

Examples: incentives for use of environmentally-preferable commuting options, 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

 

[  ]

 

 

 

Committee III

 

5c)  Please provide the name of the committee and note the number of meetings held since August 2009.

 

Committee name:

Number of meetings:

 

6c)  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).

 

 

 

Number of representatives

Administrators

 

Faculty

 

Staff

 

Students

 

Other. Please describe.     

 

 

7c)  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.

 

 

 

Name      

 

Position

Chair 1    

 

 

Chair 2

 

 

Chair 3

 

 

 

8c)  To whom does the committee report?
[  ]  President/Chancellor
[  ]  Vice President/Vice Chancellor
[  ]  Other: 

 

9c)  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.

 

 

 

Addressed  

 

Progress  

 

Description

Academics

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

 

[  ]

 

 

Administration

Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions

 

[  ]

 

 

Climate

Examples: draft 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: policies to increase purchase of local/sustainably produced foods, implementing campus gardens     

 

[  ]

 

 

Green Building

Examples: design or construction policy

 

[  ]

 

 

Student Involvement

Examples:  speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus

 

[  ]

 

 

Transportation

Examples: incentives for use of environmentally-preferable commuting options, 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

 

[  ]

 

 

 

 

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.

Yes

 

Please provide details below.

 

Office name: Facilities Management & Sustainability

Year created: 2008

Description: Facilities Management/Sustainability throughout the campus

Number of staff in office (in FTE): 200

 

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).

Yes

 

Please provide details below.

 

Title: ED FM&S

Department: FM&S

Time worked (in FTE): 1

Job description: Initiate Sustainability Programs, within FM&S, Promote & Support Sustainability initiatives throughout the campus

 

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).

 

Title      

 

Department      

 

Time worked (in FTE)      

 

Job description

Env. & Recycle Manager

 

FM&S

 

1

 

Enviromental & Recycle

Director

 

FM&S

 

1

 

Landscape

Director

 

Purchasing

 

1

 

Purchasing

Director

 

Dining Services

 

1

 

Dining

Director

 

Public Affairs

 

1

 

Public Relations

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEBSITE


13) Does your school have a website detailing its sustainability initiatives?

If yes, please provide URL

smu.edu/sustainability

 

GREEN PURCHASING


14) Does your school have a formal green purchasing policy?

Yes

 

If yes, please indicate the areas to which your policy pertains, and whether purchase is required or encouraged:

 

 

 

Required      

 

Encouraged      

Appliances

 

[X]

 

[X]

Cleaning products

 

[X]

 

[X]

Computers/electronics

 

[X]

 

[X]

Lighting

 

[X]

 

[X]

Office supplies

 

[X]

 

[X]

Paper products

 

[X]

 

[X]

Reduced packaging for purchases               

 

[X]

 

[X]

Other. Please describe below.

 

[  ]

 

[  ]


Other description: SMU Green Purchasing Policy & SustainabilityPurpose: To establish a policy for the procurement of environmentally preferred products and services. SMU is committed to the use and purchase of environmentally and socially responsible materials and products.  Attributes: When determining whether a product is environmentally preferable all phases of the product’s life cycle will be considered, including: raw materials acquisition,  production, manufacturing, packaging, distribution, operation, maintenance, disposal, potential for reuse and ability to be recycled. The following environmental attributes should be considered desirable:• Biodegradable   • Low-toxicity• Carcinogen-free• Chlorofluorocarbon (CFC) – free• Compostable• Durable• Energy Efficient• Heavy metal free (e.g. no lead, mercury, cadmium)• Less Hazardous• Locally manufactured or grown• Low volatile organic compound (VOC) content• Lower embodied energy• Renewable materials• Persistent, bio-accumulative toxin (PBT) – free• Preservation & enhancement of local economy• Recyclable• Recycled post consumer content• Reduced greenhouse gas emissions• Reduced packaging• Refurbished• Resource efficiency• Reusable• Upgradeable• Water efficient• Third-party sustainability certificationThe goal of this policy is to reduce the adverse environmental impact of our purchasing decisions by buying goods and services from manufacturers and vendors who share our commitment to the environment. High Level Goals:I. Maintain high environmental standards: Purchase products that meet the latest and most credible environmental standards available. Any product that earns LEED credits will be considered a priority.II. Consider economic, ethical, social and environmental impacts for all contracts and purchases.III. Integrate High Environmental Standard into Building and Facilities Management by integrating green purchasing concepts and products into designs, construction documents, final construction and outfitting of all SMU buildings, renovations of property or facilities owned by SMU.IV. Research and Procure Alternative Energy by procuring alternative energy from reliable, certified alternative energy suppliers.V. Safety by ensuring that the products and services purchased by SMU improve and strengthen the health of the campus community and natural resources. Additional Goals:1. To utilize environmentally responsible biodegradable solvents and citrus-based, rather than oil-based, cleaners.2. To utilize bio-based products, fuels and solvents (e.g. soy-based inks and lubricants).3. To make use of recycled paper4. To procure recycled content office supplies (folders, writing pads, etc).5. To procure environmentally responsible and ergonomically designed furniture and furnishings including floor coverings and window treatments. 6. To reuse packing material and plastic bags. 7. To increase recycled content offerings across all commodities. 8. To recycle ink and toner cartridges. 9. To reuse, return or negotiate with suppliers the reduction or elimination of all packing materials.10. Discourage the use of Styrofoam for any use on campus and when appropriate consider paying a premium for alternatives.  Continuous improvement in the elimination of Styrofoam is desired with a final objective of 100% elimination.11. To recycle wood pallets; recommend alternative pallets or develop a reuse-return program12. To recycle fluorescent bulbs13. To recycle all mercury-type bulbs14. To recycle lead acid batteries15. To ensure that proper MSDS (Material Safety Data Sheets) are identified in all contract specifications and kept on record.16. To ensure that SMU contract suppliers maintain and practice global standards of corporate social, ethical and environmental stewardship through the market they serve, including sub-contracted suppliers by posting the supplier’s annual corporate, social, ethical and environmental reports and other supporting documentation. 17. To work with suppliers to develop and implement corporate social, ethical and environmental reports for those supplies who do not have programs in place. 18. Continuous improvement for organic efforts, for instance within our dining facility. Latest and Most Credible Environmental Standards1. Cleaning Supplies, paint, windows, doors, etc. – Green Seal certified2. Lumber – Forest Stewardship Council certified3. Floorings – Floor Score certified, Green Label Plus, or SCS Sustainable                       Choice certified4. Appliances – Energy Star approved5. Computers – EPEAT certified6. Products for indoor environments (paints, bedding, furniture) – GreenGuardPolicy1. Cost EffectiveThe cost of following these policies must be fair and reasonable and be balanced with issues of product performance, cost and availability.2. EnergyAll desktop computers, notebooks and monitors purchased must meet, at a minimum, all Electronic Product Environmental Assessment Tool (EPEAT) environmental criteria designated as “required” (bronze registration) or higher as contained in the IEEE 1680 Standard for the environmental Assessment of Personal Computer Products. All electrical products purchased by SMU, including leased or individually purchased for personal use, shall meet the EPA Energy Star certification when available and practicable. Copiers leased and printers purchased shall be compatible with the use of recycled content and remanufactured products. When acquiring or replacing inefficient interior or exterior lighting, energy efficient equipment shall be purchased. The University shall purchase/lease less polluting alternatives to diesel. 3. WaterPurchase only the most water efficient appliances available. This includes high performance toilets, waterless urinals, low-flow faucets and aerators and upgraded irrigation systems.4. Toxins and PollutantsCleaning solvents should be biodegradable, phosphate free and citrus-based when their use will not compromise quality of service. 5. Bio-based ProductsBio-based plastic products that are biodegradable and compostable, such as bags, film, food and beverage containers and cutlery, shall be acquired by the University and/or used by our contracted vendors.6. RecyclingA standard of 25% post consumer waste recycled paper for all applications shall be the standard when quality of service is not compromised nor the health and safety of employees prejudiced. 7. PackagingPackaging that is reusable, recyclable or compostable is preferred, when suitable uses and programs exist, as in eliminating packaging or using the minimum amount necessary for product protection to the greatest extent practicable.8. Green BuildingAll carpet distributors and/or manufacturers of carpet installed at the University should have a carpet recycling plan. The use of chlorofluorocarbon and halon-containing refrigerants, solvents and other products shall be phased out and new purchases of heating/ventilating/air conditioning, refrigeration, insulation and fire suppression systems shall not contain them. Glue, adhesives, paints, carpets, furniture, and wood products installed in buildings will be VOC free or meet the most recent LEED New Construction requirements.9. LandscapingAll landscape renovations, construction and maintenance performed by internal staff members or contractors providing landscaping services shall employ sustainable landscape management techniques for design, construction and maintenance whenever possible. This includes, but is not limited to, integrated pest management, drip irrigation, composting and use of mulch and compost that give preference to those produced form regionally generated plant debris and/or food waste programs. Landscape structures constructed of recycled content materials are encouraged. The amount of impervious surfaces in the landscape shall be limited, whenever practicable. Permeable substitutes, such as permeable asphalt or pavers, are encouraged for walkways, patios and driveways.Plants should be selected to minimize waste by choosing species that are appropriate to the microclimate.  Native and draught-tolerant plants that require no or minimal watering once established should be purchased.

 

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.

 

 

 

 

 

Percentage purchased  

 

Description

[X]

 

Appliances

 

100%

 

Encouraged & included in contractual descruotuibs

[X]

 

Building products

 

no percentage

 

we do purchase some building products from Energy Star

[X]

 

Computers/electronics     

 

100%

 

100% for computers for University standards HP&Dell.

[X]

 

Heating and cooling

 

no percentage

 

we do purchase some Energy Star

[X]

 

Lighting and fans

 

100%

 

100% for lighting products which resulted in a separate RFP to determine the Preferred Providers for purchasing & recycling lighting products. This does not include fans.

[X]

 

Plumbing

 

no percentage

 

we purchase Energy Star Plumbing

 

Additional comments: As Energy Starb does not cover building products, heating & cooling equipment and plubing fixtures adaquately, other more stringent standards are used for these areas.

 

16)  Does your school purchase environmentally preferable paper products (e.g., 100 percent post-consumer recycled content, certified by the Forest Stewardship Council)?

Yes

 

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.

               

 

 

Percentage
post-consumer
recycled content     

 

Percentage
Forest Stewardship
Council certified   

 

Percentage
chlorine-free
 processed     

 

Description

Envelopes

 

 

 

 

Facial tissues

 

 

 

 

Napkins

 

 

 

 

Notepads

 

 

 

 

Office paper

 

 

100%

 

 

All copy paper throughout the campus

Paper towels

 

100%

 

 

 

all restrooms throughout the campus

Other. Please describe.

 

80%

 

 

 

Toilet Paper & it's coreless

 

Additional comments: We require our Preferred Provider, Office Depot, to provide an online Green section for recycled office products.

 

17)  Does your school purchase computers or electronics that are Electronic Product Environmental Assessment Tool (EPEAT) certified?

Yes

 

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).

 

 

 

Portion
EPEAT certified      

 

Percentage
EPEAT certified      

 

Product description (e.g. computers, printers)

Product 1

 

All

 

100%

 

Desktops/Notebooks/and Displays from HP & Dell

Product 2

 

 

0%

 

Voice Data are not EPEAT certified

Product 3

 

 

0%

 

Data Center Servers are not EPEAT certified

 

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.

 

 

 

 

 

Description

[  ]

 

Alumni green fund

 

[  ]

 

Capital budget

 

[  ]

 

Endowment investment in on-campus sustainability projects    

 

[X]

 

Operating budget

 

$42,000.00

[  ]

 

Revolving loan fund for sustainability projects

 

[  ]

 

Student green fee

 

[  ]    

 

Other. Please describe.

 

 

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.

 

 

 

 

 

Description

[X]

 

Departmental sustainability liaisons

 

E-reps, Recycling Ambassadors (just starting)

[  ]

 

Green office certification program

 

[X]

 

Green office tips posted online or on staff bulletin boards

 

Office Depot Webpage

[  ]

 

Incorporation of sustainability issues into new employee orientation

 

[  ]

 

Other

 


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
[X]In progress. Please describe status and provide estimated completion date:

Currently in the data collection stage for July 1, 2009: estimated completion date: December 2010

[  ]  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

 

 

 

 

 

2008

 

July 1, 2008

 

59,304

 

81,171

 

 

2007

 

July 1, 200

 

57,074

 

83,455

 

 

2006

 

July 1, 2006

 

56,844

 

83,621

 

 

2005

 

July 1, 2005

 

59,606

 

86,792

 

 

 

 

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.

No


If yes, please list details below.

 

Reduction level (percentage):

Baseline year:

Baseline emissions level:

Target year:

 

Additional comments:

 

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.)

Yes


If yes, please list details below.

 

Percentage reduced: 6.5%

Baseline year: 2005

Baseline emissions level: 86,792

Year achieved: 2008

 

Additional comments: Reduction can be attributed to our PV solar array, energy reductions associated with our $15M energy performance contract, and purchases of REC for our LEED buildings (committed to 100% renewable energy)

 

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:

 

2008:

 

0.012

2007:

 

0.011

2006:

 

0.012

2005:

 

0.013


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:

 

2008:

 

6.450

2007:

 

6.328

2006:

 

6.250

2005:

 

6.404

 

ENERGY EFFICIENCY                                                 

 

25) Has your school achieved a reduction in building energy consumption compared to a 2005 baseline?

Yes


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:
493,307   
Gross square feet of building space: 4,381,500

Performance year (most recent year for which data are available)

Building energy consumption : 527,971

Gross square feet of building space : 4,910,611

26) Please indicate which programs or technologies your school has implemented to improve energy efficiency since 2000. Check all that apply.
[  ]    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

 

100%

[X]

 

Economizers

 

98%

[X]

 

Energy management system; building automation system, energy information system, or monitoring-based commissioning (MBCx) system

 

100%

[X]

 

Gas-fired hydronic heating systems

 

100%

[X]

 

Heat recovery systems

 

100%

[X]

 

LED lighting

 

Induction Lighting - 2%

[X]

 

Lighting sensors

 

75%

[X]

 

Metering—chilled water

 

80%

[X]

 

Metering—electric

 

100%

[X]

 

Metering—steam

 

30%

[X]

 

Other energy-efficient lighting (e.g. T5 or T8)

 

100%

[X]

 

Performing system tune-ups

 

70%

[X]

 

Retrocommissioning of HVAC systems (buildings must have been commissioned, retrocommissioned or re-commissioned within the last 10 years)

 

70%

[X]

 

Steam turbines

 

100%

[X]

 

Steam-line insulation

 

100%

[X]

 

Timers for temperature control

 

100%

[X]

 

Variable speed drives

 

100%

[  ]

 

Vending machine sensors

 

[X]

 

Other. Please describe below.

 

 .

 

Description: We attempted the vending machine, but it caused massive errors with the automated ourchasing capabilities.


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

[X]

 

Energy reduction competitions among departments and/or offices

[  ]

 

Fume hoods in science buildings

[  ]

 

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: e-Reps, campus wide bulb give-aways

 

RENEWABLE ENERGY GENERATION

 

28) Does your school generate renewable energy?

Yes

 

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

[  ]

 

Biomass

 

 

[  ]

 

Concentrated solar power

 

 

[  ]

 

Geothermal (shallow depth)

 

 

[  ]

 

Low-impact hydropower

 

 

[X]

 

Photovoltaics

 

0.1%

 

15 KVA demonstration PV Solar Array - low roof for easy access, open access to all production and historical data

[  ]

 

Wind

 

 

[X]

 

Other. Please specify below.    

 

0.001%

 

Currently purchasing a solar tracking parabolic heating dish - for demonstration purposes.

 

Other description:


29) Does your school have solar hot water systems?

No

 

If yes, please specify number of systems and total MBtus generated annually, if available.

 

Number of systems:

Total MBtus generated annually:

 

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

 

39

Natural Gas

 

40

Nuclear

 

12

Petroleum

 

0

Renewables (biomass, solar, wind, low-impact hydropower, photovoltaics, geothermal)      

 

5

Other. Please specify:

 

4



Percentage of overall electricity consumption purchased from the grid: 97%


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 .

Yes

 

If yes, please describe below.

Date of most recent purchase: 9/22/09
Length of contract: 2 years
Average annual quantity (kWh): 6,710,000
Average percentage of your total annual electric energy use that it represents: 8.7

 

ON-SITE COMBUSTION

 

32) Please provide total MBtus of energy for heating and cooling generated annually from on-site combustion:

300,000

 

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

 

Coal

 

Geothermal

 

Natural gas

 

100%,

Petroleum

 

Other. Please specify:

 



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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:
Total waste generated (garbage + recycling + compost): 1,149

Performance year (most recent year for which data are available)
Weighted campus users:
2,009
Total waste generated (garbage + recycling + compost): -2,311

 

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)

[  ]

 

Other. Please list:

 

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).

67%

 

RECYCLING OF ELECTRONIC WASTE


37) Does your institution have an electronics recycling program?

Yes

 

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]

Cell phones

 

[  ]

 

[X]

Computers

 

[  ]

 

[X]

Light bulbs

 

[  ]

 

[X]

Printer cartridges

 

[  ]

 

[X]

Other E-waste. Please list items:

 

[  ]

 

[  ]

e-waste: Fax Machines, Hard Drives, Docking Stations, Monitors, PC Case, Projectors, Server, Tape Drive, Telephones, Televisions, Type Writers

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:

 

COMPOSTING (APART FROM DINING FACILITIES)


38) What percentage of your campus's landscaping waste is composted or mulched?

100%


39) Do you provide composting receptacles around campus in locations other than dining halls (e.g., in residence halls, offices, academic buildings)?

Yes

 

If yes, please provide details below.

[  ]  

 

Academic buildings

[  ]  

 

Offices

[  ]  

 

Outdoors

[  ]  

 

Residence halls

 

Description:

30 yard roll off dumpster for brush, limbs, leaves, dirt, pallets, construction wood. Chipper Truck for leaves and small limbs.

 

SOURCE REDUCTION


40) Does your campus run any source-reduction initiatives (e.g., end-of-semester furniture or clothing swaps and collections)?

Yes

 

If yes, please check and describe all of the programs below that are in place at your institution:

 

 

 

 

Description

[X]  

 

Limited printing

 

limit printers and central copy machines

[  ]  

 

Move-in waste reduction

 

[  ]  

 

Move-out waste reduction

 

[  ]  

 

Year-round materials exchange programs     

 

[X]  

 

Other

 

Collect and reuse furniture


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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?

Yes

 

If yes, please describe policy and provide URL to the full policy, if available:

We have an informal policy that all new contraaucted buildings will seek LEED Silver certification.


42) Please provide the following information about LEED-certified buildings on your campus:

Total number of LEED-certified buildings:2

 

 

 

Combined gross square footage:      

 

Building name(s):

Certified-level   

 

0

 

Silver-level

 

0

 

Gold-level

 

55,000

 

Embrey Engineering Building & New Student Casita

Platinum-level   

 

0

 

 

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

 

20,000

 

Prothro Hall

Gold-level criteria met, but not certified

 

117,000

 

Caruth Hall, Simmons Education, 6 renovated student casitas

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?

78%

 

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:   0%


Please provide additional details for up to ten of the most comprehensive projects:

 

Project name     

 

Square footage  

 

Former use       

 

Current use      

 

Additional details

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


48) Please provide the student enrollment and gross square footage of buildings on campus in the 2000-2001 academic year.

 

Student enrollment (FTE): 11,665

Square footage: 4,037,710

 

49) Please provide the student enrollment and gross square footage of buildings on campus for the 2009-2010 academic year.

 

Student enrollment (FTE): 12,267

Square footage: 4,480,262

 

OPERATIONS AND MAINTENANCE


50) Does your school have a formal green building policy specifically pertaining to operations and maintenance?

No

 

If yes, please describe policy and provide URL to the full policy, if available:

As the Facilities Management (FM&S) department has voluntarily been tasked with sustainability, all departments inside or outside FM&S are highly encouraged to implement sustainability initiatives.Electricity Using wind-generated electricity. • SMU uses wind-generated electricity in the Embrey Engineering Building.  This means that 3% of the electricity consumed by SMU is from wind, and the University has joined the EPA Green Power Partnership program.Central Plant and HVAC Controls Upgrade• The chilled water side of the Central Plant was completely renovated with new efficient chillers and cooling towers.• Every building’s heating and air-conditioning control system were upgraded to the latest technology.Exit sign light bulbs• All exit sign light bulbs have been replaced with LED bulbs that have a life expectancy of 80 years.  This compares to the incandescent bulbs that lasted only three months.  The program paid for itself in a year.Incandescent to Compact Fluorescent• Many of the campus 60-100w incandescent lamps were changed to 14-22w compact fluorescent bulbs.Room lighting• Occupancy sensors, which automatically turn off the lights in unoccupied rooms, have been added to 1,500 classrooms, offices, and conference rooms.Flat-screen computer monitors• Flat-screen monitors, which consume much less electricity than CRT monitors, are used throughout the campus.  This reduced the amount of electricity consumed and resulted in an annual savings of about $10,000.Energy Performance Contract• The university has entered into an energy performance contract to upgrade various equipment and entirely paid by the energy saving. Phase 1 has been completed, which added a new 2400 ton chiller, upgraded about 750,000 ft2 of lighting, added about 80 variable frequency drives and replaced about 100 motors. Phase 2 will concentrate on water use reductions (waterless urinals, low flow showers, water closets and sinks) and upgrade about 200,000 ft2 of lighting.Long Term Electricity Contract• SMU has contract with Integrys Energy for a flat rate cost for electricity for 10 years. The contract, although not environmental significant, will save the university at least $1 M per year.• SMU is investigating purchasing the entire output of a biomass generation project in Mesquite, Texas for 9 years, which may save $200K per year. Water ConservationRain water recovery• Rain water that falls on the roof of Patterson Hall is captured in tanks and used to water lawns and flowerbeds.  This program is being expended to other buildings on campus.Condensation recovery• Fin water – also known as condensation – is being recovered at 10 locations on campus and used in the campus chill water system.  This reduces the water demand and improves the quality of indoor air by eliminating potential mold conditions from air handling unit drains. Cooling water• Water used to cool ice machines and walk-in coolers is being recycled rather than going down the drain.  This has led to a savings of more than 1 million gallons a year.• Water nozzles used in cooling towers were changed to high-distribution nozzles, resulting in a more efficient use of water to cool buildings.Trash and Recycling• The University has switched to single stream recycling in offices, which means all recyclable waste goes into the same container.  Recyclables include paper, glass, pop cans, plastic containers and tin cans.• The University has implemented a Landscaping and Wood recycling program that collects construction wood, pallets, and landscape material. This product will be diverted from the landfill and will be recycled as compost or mulch.  Custodial• The University has mandated that Custodial Contractors use Green Seal Certified chemicals.• The University converted to roll paper towels made with 40% recycled material and reduces waste. In locations where roll towels could not be implemented we use a 100% recycle content multi-fold hand towels. Both products are Green Seal Certified. • The University has switched to a Green Seal Certified coreless toilet tissue made with 20% recycle material.  The elimination of the cores and the decrease packing material has reduces the amount of waste going to the landfills.   • The University has converted to High Density Liners. The switch to High Density Liners was based on Source Reduction. Source Reduction is considered the best “Green Option” based on less raw material consumed, less energy consumed, less packaging required and lower material handling cost, reduces the amount of waste that is placed in landfills by the manufacturer.  • The University conducted an audit to properly size the liners for trash and recycle containers which eliminated the unnecessary usage of oversized bags.  Energy Recovery• Excess energy is being recovered from the steam system and used to generate electricity in the Central Plant.  It saves about 500 kilowatts, or $80,000, annually.• Heat recovery devices have been placed on boilers to recover heat that would normally go into the air and return it back to the water system. Air Quality• The University has purchased an Aircuity portable unit for testing air quality in buildings.  The unit detects temperature, relative humidity, CO, CO2, small particles, large particles, radon, ozone and volatile organic compounds (VOC).  It is used in tracking down any air quality problems and assures building occupants they are working in a clean environment.


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: 2
Combined gross square footage: 100,000
Building names: Junkins & Embrey

 

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) .

Yes

 

If yes, please provide the following information:

2005 baseline year
Weighted campus users:

Water consumed (gallons): 194,971,520

Performance year (most recent year for which data are available)
Weighted campus users:

Water consumed (gallons): 217,094,531

 

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

 

[  ]  

 

Dual-flush toilets

 

[X]  

 

Gray water systems

 

[  ]  

 

Laundry technology

 

[  ]  

 

Leak detection and reduction  

 

[X]  

 

Low-flow faucets

 

[X]  

 

Low-flow showerheads

 

[X]  

 

Non-potable water usage

 

[X]  

 

Waterless urinals

 

[X]  

 

Xeriscaping

 

N/A

[X]  

 

Weather-informed irrigation

 

N/A

[  ]  

 

Other. Please describe below.  

 

 

Other description:

 

55) What stormwater management technologies or strategies are used on your campus?

[  ]

 

Living or vegetated roofs  

[X]

 

Porous pavement

[  ]

 

Retention ponds

[  ]

 

Stone swales

[  ]

 

Vegetated swales

[X]

 

Other. Please describe: Rainwater collection and reused.

 

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.


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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:

 

Name of program     

 

Type of community     

 

Number of students involved     

 

Additional details

Service House

 

House

 

28

 

Although all students are encouraged to provide community service, especially fraternities and sororities, Then the SMU Service House is the place for you!  The 28 upper-class residents who live in the Service House are involved in 30 hours of community service each semester. This house is a close-knit community with an active House Council who plan house dinners, improve facilities and plan a wide variety of service opportunities. Service projects are chosen based on the interests of the residents and range from working with a homeless shelter to literacy programs. Residents must go through an interview process and sign the Service House Agreement as well as complete the Housing application and contract. Contact RLSH for further information about requirements and application process.

 

 

 

 

 

 

 

 

 

 

 

 

 

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:

[  ]  

 

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.

[X]  

 

Incorporating sustainability information into presentations made by RAs to individual hallways.

[X]  

 

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).

[  ]  

 

Making orientation more sustainable through efforts such as a zero-waste meal or carbon offsets.

[X]  

 

Other. Please describe:

Clubs and Organizations are highlighted - Especially the Environmental Society

 

INTERNSHIPS/OUTREACH OPPORTUNITIES


58) Does your school offer on-campus, office-based sustainability internships or jobs for students during the academic year?

Yes

 

If yes, please provide the number of students and average number of hours worked weekly per student below.

 

 

 

Number of students:     

 

Average hours worked weekly per student:     

Paid positions

 

1

 

15

Unpaid positions

 

 


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.”

http://smu.edu/sustainability/student-reps.asp

 

Please provide the following details about the number of students involved in program, their average working hours, and any compensation that they receive.

 

 

 

Number of students:     

 

Average hours worked weekly per student:

Paid positions.

 

6

 

4

Positions that award academic credit.  

 

 

Uncompensated positions.

 

 

 

SUSTAINABILITY CHALLENGES AND COMPETITIONS

 

60) Does your school organize any sustainability challenges/competitions for your campus and/or with other colleges?

Yes, three or more competitions.

 

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: Green Minute Video Contest

Year Initiated: 2009

Website: http://smu.edu/sustainability/videocontest.asp  &http://smu.edu/sustainability/green-minute-winner.asp

 

Frequency that competition is run: Once annually

 

Groups involved in coordinating the competition:

[X]

 

Students

[X]

 

Faculty

[X]

 

Staff

[  ]

 

Administrators

[X]

 

Other, please describe.  
SMU sustainability Committee

 

Participants in the competition:

[X]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[X]  

 

Cash

 

1st, 2nd & 3rd place winners  received cash prizes

[  ]  

 

Non-monetary prizes  

 

[X]  

 

Other

 

gift certificates from local sustainable businesses

 

Goals of competition:

 

 

 

 

Describe:

[X]  

 

Energy conservation  

 

All ideas were encouraged

[X]  

 

Waste reduction

 

All ideas were encouraged

[X]

 

Water conservation  

 

All ideas were encouraged

[X]  

 

Other

 

Alert students to the existence of the relatively new sustainability committee, the information abailable on the campus sustainability website, and tap into opportunities for student engagement.

 

Percent of energy and/or resource use reduction resulting from the competition: This was largely an awareness campaign, with no metrics in place to measure results specifically tied to the competition. It was designed to help identify the existence of the relatively new SMU Sustainability Committee and draw visitors to the sustainability web site.

Lasting effects of competition: The 2009 Green Minute Video competition was deemed so successful that the winner of the 2010 competition has been invited to premier his or her video at the TEDxSMU conference on Oct. 16, 2010. TEDxSMU is an extremely popular annual event that draws community opinion leaders from throughout Dallas and Forth Worth to brainstorm on "Ideas Worth Spreading", which means the sustainability message generated by SMU students will be spread to the larger Dallas-Forth Worth metropex and beyond. http://www.tedxsmu.com/

Additional Information:

 

Second Competition:

 

Competition Overview

 

Competition Name: Recyclemania

Year Initiated: 2009

Website: http://www.recyclemaniacs.org/index.htm  - http://blog.smu.edu/forum/2010/03/go green for st patricks day t.html  - http://www.smu.edu/News/2009/recyclemania-2009.aspx

 

Frequency that competition is run: Once annually

 

Groups involved in coordinating the competition:

[X]

 

Students

 

[X]

 

Faculty

 

[X]

 

Staff

 

[X]

 

Administrators

 

[  ]

 

Other, please describe.  

 

 

Participants in the competition:

[X]

 

Students

[X]

 

Faculty

[X]

 

Staff

[X]

 

Administrators

[  ]

 

Other, describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[  ]  

 

Non-monetary prizes  

 

[X]  

 

Other

 

The competition was presented to the SMU community as a worthy, fun challenge that would earn the campus "pride points" for finishing ahead of rival colleges and universities

 

Goals of competition:

 

 

 

 

Describe:

[  ]  

 

Energy conservation

 

[X]  

 

Waste reduction

 

Students were encouraged to recycle all appropriate materials.

[  ]  

 

Water conservation  

 

[  ]  

 

Other

 


Percent of energy and/or resource use reduction resulting from the competition: SMU placed fifth out of 21 competing Texas universities in the Recyclemania "Per Capita Classic" division, beating Rice, Baylor, the University of Texas at Austin, the University of Houston, the University of North Texas and Texas A&M. "It was great that the campus community responded positively to that message, but even better that they responded practically, "said Kevin Salfen, acting chair of music history in the Meadows School of the Arts, who assisted with SMU's Recyclemania effort. "In the last week of the competition, Greek houses and apartmetns alone wiere responsible for generating about 1,830 pounds of recycle-able materials."

Lasting effects of competition: There were no metrics in place to measure increase in recycling from the competition period in 2009 to the competition period in 2010. However, the competition is believed to be one of the factors contributing to a dramatic jump in campus recycling numbers in the second quarter (immediately after the conclusion of the competition) from 38 percent to 51 percent.

Additional Information:

 

Third Competition:

 

Competition Overview

 

Competition Name: Environmental Jeopardy

Year Initiated: 2010

Website:

 

Frequency that competition is run: Once annually

 

Groups involved in coordinating the competition:

[X]

 

Students

[X]

 

Faculty

[X]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe.

 

Participants in the competition:

[X]

 

Students

[X]

 

Faculty

[X]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, describe:

 

Incentives for participation:

 

 

 

 

Describe:

[X]  

 

Cash

 

Winners received $25 - $50 cash cards

[  ]  

 

Non-monetary prizes

 

[  ]  

 

Other

 

 

Goals of competition:

 

 

Describe:

[  ]  

 

Energy conservation  

 

[  ]  

 

Waste reduction

 

[  ]  

 

Water conservation

 

[X]  

 

Other

 

The major goal of the game was to stimulate awareness. The game was set up on Campus Sustainability Day to draw students  to a table where they were invited to sign a green pledge after playing the gam. E-mails gleaned from the green pledges are being used to create a database for people interested in future sustainability events and bulletins.


Percent of energy and/or resource use reduction resulting from the competition:

Lasting effects of competition: The game proved popular enough that it was brought back for SMU's Earth Day celebration, "Barefoot on the Bloulevar." The game will be re-used for sustainability events throughout the year.

Additional Information:

 

STUDENT ORGANIZATIONS


61) Does your school have active student-run organizations devoted to sustainability efforts on campus?

Yes

 

If yes, please provide names of organizations, a brief description of each, and URLs for the organizations’ websites, if available:

Name

 

Description

 

URL

SBS

 

Students for a Better Society (SBS) is SMU’s progressive student club that deals with issues of social importance on our campus, community, and world including Darfur, environment, human rights, animal rights, and community service.

 

http://people.smu.edu/sbs/

 

 

 

 

 

Environmental Society

 

Concentrates on Environmental Issues

 

http://smu.edu/sustainability/student-initiatives.asp

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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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.

148

 

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

 

29

[  ]  

 

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    

 

[  ]  

 

Gasoline-electric hybrid

 

[  ]  

 

Hydrogen fueled

 

[  ]  

 

Plug-in hybrid

 

[  ]  

 

Other. Please describe:

 

 

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)?

20%

 

If data are available, please provide the percentage of students who commute by each of the following means.

 

 

 

Percentage

Bicycle

 

1%

Carpool/vanpool

 

Public transit

 

10%

Single-occupancy vehicle    

 

69%

Walking

 

20%

 

65) What percentage of employees commute via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool)?

5%

 

If data are available, please provide the percentage of employees who commute by each of the following means.

 

 

 

Percentage

Bicycle

 

0%

Carpool/vanpool

 

Public transit

 

5%

Single-occupancy vehicle    

 

95%

Walking

 

0%

 

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: The pass is $5, to pay for the card, renewal for faculty and staff is free. Ride free on Dallas Area Rapid Transit (DART) with your SMU transit pass.Why drive to campus when you can ride for free? Avoid traffic and parking hassles and leave the driving to DART.Eligible SMU employees and students can purchase their SMU transit pass at the Park N' Pony Office. The pass allows unlimited access to busses and trains throughout the DART system.


Please check and describe carpooling incentives provided for faculty/staff . Check all that apply.

 

 

 

 

 

Description

[  ]  

 

Carpool matching

 

[  ]  

 

Financial remuneration  

 

[X]  

 

Preferential parking

 

Electric Vehicle and Low Emmission Vehicles

[  ]  

 

Other

 


Please check and describe carpooling incentives provided for students . Check all that apply.

 

 

 

 

 

Description

[  ]  

 

Carpool matching

 

[  ]  

 

Financial remuneration  

 

[X]  

 

Preferential parking

 

Electric Vehicle and Low Emmission Vehicles

[  ]  

 

Other

 

 

67) Does your school offer subsidies for the use of public transportation?

 

The transit pass cost $5 per year at most, you get unlimited travel with the pass

 

 

 

 

Eligible community members:

 

Size of the discount (as a percent of full price)

[X]  

 

Faculty

 

99

[X]  

 

Staff

 

99

[X]  

 

Students   

 

99


[  ] Check here if subsidy takes the form of pre-tax payroll deduction. Please describe below:

 

68) Does your school provide free transportation around campus?

 

Saddle up and ride -- for free -- the Mustang Express (DART Route 768).

 

 

69) Does your school operate a free transportation shuttle to local off-campus destinations?

 

To & From Train/Bus Station and surrounding apartments. Saddle up and ride -- for free -- the Mustang Express (DART Route 768).

 

 

BICYCLE PROGRAM

 

70) Does your school offer a bicycle sharing/rental program?

Yes

 

If yes, please provide details below.


Year created: 2008
Number of bikes available: 19
Usage fee per hour: $0
Usage fee per day: $0

 

Annual membership fee for students:  15.00 per semester

Annual membership fee for faculty, staff, and administrators: 15.00 per semester

Other annual membership fee: 

 

Description: SMU is scheduled to purchase 15 new bicycles for the Fall semester.The program is very successful. We get so many request for bikes,for the Fall and Spring, that we have a lottery drawing.

 

71) Does your school offer bicycle repair services?

No

 

If yes, please provide details below:


Year created:
Service fee:
Description:

 

CAR SHARING PROGRAM

 

72) Does your school partner with a car-sharing program?

No

 

If yes, please provide details below.

Year created:
Total number of vehicles: 
Number of hybrid vehicles:
Usage fee per hour:
Usage fee per day:


Annual membership fee for students: 

Annual membership fee for faculty, staff, and administrators: 

Other annual membership fee: 

 

Description: Very close to setting up a lon term deal with Zip Car

 

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)?

Pedestrian Mall connecting the north campus to the south campus. Crosswalks at major intersections and lighted crosswalks at designated areas.

 

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

 

All employees are eligible on a case by case basis, to be worked out with their supervisor

 

Flextime, Flexplace/Telecommuting, and Jobsharing

[X]  

 

Condensed work week  

 

Preventative Maintenance Workers and Central Plant Operators

 

3.5 and 4 day work week

 

Additional comments: Flextime, Flexplace/Telecommuting, and JobsharingFlextime is working the same amount of time within a non-traditional work schedule.Flexplace is working the same schedule within a non-traditional work place at least part of the time.Jobsharing is when two employees share one full time position. Each employee is considered regular part time and works 20 or more hours per week.Alternative Work Schedule Agreement InstructionsAn employee and manager must fill out a Voluntary Alternative Work Schedule Agreement form. A copy of the win-win documentation must be attached to the Alternative Work Schedule Agreement form. An employee and manager should each retain a copy of their agreement form and win-win documentation. Completed form must be submitted to the Department of Human Resources at Box 0232.With final signature from the Department of Human Resources, the Voluntary Alternative Work Schedule Agreement will be filed in the employee’s personnel file. With the final signature, Human Resources will contact the manager. Upon contact, the manager should begin a search for the additional employee who will share the existing full time position with the existing employee; the search process should be conducted through standard procedures of Human Resources. Implementation of Job Sharing is dependent on filling the additional position with a qualified candidate.Contact Human Resources for Quality of Life consultation and/or facilitation support at employeerelations@smu.edu or 8-3311.Note: Any voluntary alternative work schedule is valid as long as it is approved by the employee’s manager/supervisor and a representative from Human Resources. A Flextime agreement may be terminated at any time by the manager or employee (appropriate paperwork must accompany agreement termination).


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STATISTICS

 

75) Campus setting:        

Suburban

 

76) Total number of buildings on campus:

60

 

77) Combined gross square footage of all buildings on campus: 

4,480,262

 

78) Full-time enrollment (undergraduate + graduate, headcount at start of academic year): 

9,613

 

79) Part-time enrollment (undergraduate + graduate, headcount at start of academic year): 

2,654

 

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

 

http://blog.smu.edu/landmgmt/2009/06/smus_community_garden_at_patte.html

 

 

 

 

 

[X]    

 

Disposable water bottle ban

 

Certain departments either encourage water bottles or have banned them

 

 

 

 

 

[X]    

 

Environmental science/studies major (undergraduate-level)

 

http://smu.edu/esp/

 

 

 

 

 

[X]    

 

Environmental science/studies minor or concentration (undergraduate-level)   

 

http://smu.edu/environmentalstudies/

 

 

 

 

 

[X]    

 

Graduate-level environmental studies program (graduate-level)

 

http://smu.edu/education/liberalstudies/mls/Concentration%20Brochures%20in%20PDF/MLS%20Environmental%20Sustainability%20Concentration%20Brochure.pdf

 

 

 

 

 

[X]    

 

Graduate-level sustainability studies program

 

http://www.smu.edu/Lyle/Departments/ENCE/Programs/Certificates.aspx

 

 

 

 

 

[X]    

 

Outdoors club

 

http://smu.edu/recsports/adventure/

 

 

 

 

 

[X]     

 

Participation in Recyclemania

 

http://www.smu.edu/News/2009/recyclemania-2009.aspx

 

 

 

 

 

[X]    

 

Single-stream recycling

 

http://smu.edu/fms/Single_Stream_Recycle.asp

 

 

 

 

 

[X]    

 

Student trustee position

 

http://blog.smu.edu/forum/2009/04/deadline_for_student_trustee_a.html

 

 

 

 

 

[  ]    

 

Sustainability major, minor or concentration (undergraduate-level)   

 

 


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