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Report Card 2011

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Texas Christian 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: Texas Christian University

Date submitted: August 2, 2010

 

ADMINISTRATION

 

SUSTAINABILITY POLICIES

 

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

[  ]  No

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

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

 

Description: TCU has taken many steps towards realized sustainability.  Starting with the signing of the ACUPCC agreement, the physical plant has made significant efforts to make TCU more energy efficient and environmentally sustainable.  The Chancellor has also charged the Institute for Environmental Studies with finding ways to communicate sustainability issues across the student body as well as the faculty and staff.  The following sites should help clarify past, present, and future efforts:http://www.chancellor.tcu.edu/plan.asphttp://www.physicalplant.tcu.edu/sustainability.asphttp://www.physicalplant.tcu.edu/pdfs/GBA_TCU_Sustainablility.pdf

 

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

[  ]  None

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

[  ]  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.
[  ]  No
[X]  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: http://www.chancellor.tcu.edu/plan.asp

 

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: Three committees

 

Committee I

 

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

 

Committee name: Environmental Council

Number of meetings: 2

 

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

 

3

Faculty

 

20

Staff

 

2

Students

 

35

Other. Please describe.   

 

 

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   

 

Dr. R. Nowell Donovan  

 

Faculty

Chair 2

 

Dr. Michael Slattery  

 

Faculty

Chair 3

 

   

 

 

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

 

9)  Please indicate the key issues/programs that the committee has addressed or implemented since August 2009. For each issue addressed, please indicate and describe progress made.
“Moderate” progress indicates that issues were discussed thoroughly and projects are in the early stages of planning. “Significant” progress indicates that new policies or programs were implemented, or are in the final stages of planning and approval.

 

 

 

Addressed       

 

Progress     

 

Description

Academics

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

 

[X]

 

Significant

 

Chasing Carbon, an applied projects class created as a response to the ACUPCC signing.  Class allows students to gain valuable experience while ensuring that TCU complies with committment.  Currently project underway to build a sustainability focused credit into all school majors.

Administration

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

 

[X]

 

Moderate

 

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[X]

 

Significant

 

 

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

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

 

[X]

 

Significant

 

Completed first green house gas inventory report for this last fiscal year.

Food

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

 

[  ]

 

 

Green Building

Examples: design or construction policy

 

[X]

 

Significant

 

All new major construction projects to meet at least LEED Silver.

Student Involvement

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

 

[X]

 

Moderate

 

Implementation of Eco-Reps on every student housing floor.  Also began a sustainability component into Frog Camp (a one week team building course designed for incoming students).

Transportation

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

 

[X]

 

Significant

 

TCU Go Cards provided to all students, faculty, and staff allowing for free public transportation in the DFW area.  Purple Bike program loans university bikes to students for the semester.

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[X]

 

Moderate

 

 

Water

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

 

[X]

 

Moderate

 

All sprinklers have been upgraded to automatic systems to conserve money when it rains.  Low flow fixtures have been installed in all new constructions and old ones are being replaced with low flow as needed.  Dual flush valves have been installed in 10 buildings.

Other

 

[  ]

 

 

 

Committee II

 

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

 

Committee name: Climate Committment Curriculum Council

Number of meetings: 10

 

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

 

1

Faculty

 

8

Staff

 

Students

 

2

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    

 

Dr. Michael Slattery

 

Faculty

Chair 2

 

 

Chair 3

 

 

 

8b)  To whom does the committee report?
[X]  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

 

[X]

 

Significant

 

Based out of the Institute for Environmental Studies, the C4 committee works to bring environmental and sustainability components to all TCU majors.

 

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: Chasing Carbon

Number of meetings: 20+

 

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

 

1

Faculty

 

3

Staff

 

Students

 

38

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    

 

Becky Richards

 

Faculty

Chair 2

 

Stephanie Sunico

 

Faculty

Chair 3

 

 

 

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

 

[X]

 

Significant

 

Applied projects class and committee designed to meet  ACUPCC.  Encourages campus wide involvement and education.

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

 

[X]

 

Significant

 

Helped complete first green house gas inventory, allowing TCU to address energy needs and ways at reducing our environmental impact.

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

 

[X]

 

Significant

 

Student driven class and committee, helps to promote student knowledge and increase involvement.

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

 

[X]

 

Moderate

 

Has helped promote campus wide recycling.

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.

 

Please provide details below.

 

Office name:

Year created:

Description:

Number of staff in office (in FTE):

 

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: Professor of Professional Practice

Department: Institute for Environmental Studies

Time worked (in FTE): 1

Job description: Sustainability Initiative Coordinator

 

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

Provost of Academic Affairs

 

Administration

 

1

 

Chair/Director

Brian Gutierrez

 

Administration

 

1

 

Chief Financial Officer

Associate Provost, Leo Munson

 

Admin/Faculty

 

1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEBSITE


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

If yes, please provide URL

http://www.sustainability.tcu.edu/

 

GREEN PURCHASING


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

No

 

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

 

 

 

Required      

 

Encouraged      

Appliances

 

[  ]

 

[X]

Cleaning products

 

[  ]

 

[X]

Computers/electronics

 

[  ]

 

[X]

Lighting

 

[  ]

 

[X]

Office supplies

 

[  ]

 

[X]

Paper products

 

[  ]

 

[X]

Reduced packaging for purchases               

 

[  ]

 

[X]

Other. Please describe below.

 

[  ]

 

[X]


Other description: All departments are encouraged to purchase ENERGY STAR appliances and recycled products.

 

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

 

 

[X]

 

Building products

 

 

[X]

 

Computers/electronics     

 

 

[X]

 

Heating and cooling

 

 

[X]

 

Lighting and fans

 

 

[  ]

 

Plumbing

 

 

 

Additional comments: Confirmed that ENERGY STAR products are purchased but at time of submission exact percentages could not be attained.

 

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

No

 

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

 

 

 

 

Paper towels

 

 

 

 

Other. Please describe.

 

 

 

 

 

Additional comments:

 

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

 

HP and Apple monitors

Product 2

 

All

 

100

 

HP and Apple desktops

Product 3

 

All

 

100

 

HP and Apple laptops

 

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

 

[  ]

 

Revolving loan fund for sustainability projects

 

[  ]

 

Student green fee

 

[X]    

 

Other. Please describe.

 

Wind energy research grant from Nextera Energy

 

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

[  ]

 

Departmental sustainability liaisons

 

[  ]

 

Green office certification program

 

[  ]

 

Green office tips posted online or on staff bulletin boards

 

[  ]

 

Incorporation of sustainability issues into new employee orientation

 

[X]

 

Other

 

Faculty members are receiving sustainability information and training and are being encouraged to incorporate information within their repective departments.


Back to top

 

CLIMATE CHANGE & ENERGY

 

Please note: Unless otherwise indicated, when providing data about greenhouse gas emissions levels, please provide data based on scopes 1 & 2 emissions. Scope 1 emissions refer to GHG emissions directly resulting from sources owned or operated by the institution (e.g. on-campus combustion of fossil fuels, emissions from campus vehicles). Scope 2 emissions refer to emissions generated indirectly due to the production of electricity that the institution consumes. Scope 3 emissions refer to all other indirect emissions that result from activities of the institution (e.g. employee travel).

 

GREENHOUSE GAS INVENTORY


20)Has your school completed a greenhouse gas (GHG) emissions inventory?Please check all that apply.

The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.

[  ]  No
[]In progress. Please describe status and provide estimated completion date:

[X]  Yes.  Please provide total annual GHG emissions (Scopes 1 & 2, as well as scopes 1, 2 & 3 in metric tons of CO2e). Include the start date for each year as well as the URL to each inventory, if available online, or attach the document.

 

 

Start Date          

 

Emissions level

(Scopes 1 & 2)

 

Emissions level

(Scopes 1, 2 & 3)

 

URL          

 

Notes

2009

 

2009

 

59773.8

 

94150.5

 

 

Scope 3 was only gathered for the most recent year

2008

 

2008

 

57864.6

 

 

 

2007

 

2007

 

58770

 

 

 

2006

 

2006

 

57571.3

 

 

 

2005

 

2005

 

55114.4

 

 

 

 

UploadedTCU_GREEN HOUSE GAS REPORT 9-28 -9_PC-1.docx - 1969 KB

 

COMMITMENT TO GREENHOUSE GAS EMISSIONS REDUCTION

 

21) Has your school made a commitment to reduce GHG emissions a specific amount by a target year?

The commitment should be to reducing actual campus greenhouse gas emissions, and does not include offsets or renewable energy credits (purchase of RECs is addressed in question 31). For example, if the university is committed to reaching carbon neutrality by 2030, and aims to do so by reducing campus emissions by 50 percent and buying offsets for the remaining 50 percent, you would indicate “50%” as the reduction level.

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.)

No


If yes, please list details below.

 

Percentage reduced:

Baseline year:

Baseline emissions level:

Year achieved:

 

Additional comments: We hope to be able to make real progress now that an actual baseline has been established.

 

23) Please provide GHG emissions figures in terms of gross square feet on campus for the past four years. Answers should be based on scopes 1 & 2 emissions.
Per-gross-square-foot emissions = Total CO2e in metric tons / Total maintained building space

 

The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.

 

 

 

2009:

 

0.017

2008:

 

0.017

2007:

 

0.019

2006:

 

0.019

2005:

 

0.018


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:

 

7.82

2008:

 

7.63

2007:

 

7.87

2006:

 

7.85

2005:

 

7.57

 

ENERGY EFFICIENCY                                                 

 

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

No


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:
  
Gross square feet of building space:

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

Building energy consumption :

Gross square feet of building space :

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

[  ]    Temperature setbacks

[  ]    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

[  ]

 

Back pressure turbines

 

[  ]

 

Economizers

 

[X]

 

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

 

100

[  ]

 

Gas-fired hydronic heating systems

 

[  ]

 

Heat recovery systems

 

[  ]

 

LED lighting

 

[X]

 

Lighting sensors

 

100

[  ]

 

Metering—chilled water

 

[  ]

 

Metering—electric

 

[  ]

 

Metering—steam

 

[  ]

 

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

 

[  ]

 

Performing system tune-ups

 

[  ]

 

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

 

[  ]

 

Steam turbines

 

[  ]

 

Steam-line insulation

 

[X]

 

Timers for temperature control

 

100

[  ]

 

Variable speed drives

 

[  ]

 

Vending machine sensors

 

[X]

 

Other. Please describe below.

 

 .

 

Description: Usage of 3 high efficiency chiller plants, one with ice storage.  Chillers operate on two closed loop systems, providing an efficient way to cool buildings.  This is done by creating ice at night when utility prices are lower and then using produced ice to cool buildings during the afternoon.  This saves money and reduces energy use.


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

[  ]

 

Energy monitoring website or dashboard displays for buildings

[X]

 

Energy reduction competitions among departments and/or offices

[X]

 

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    

[  ]

 

Trade-in or rebate programs for inefficient appliances (e.g. CFLs, refrigerators)

[  ]

 

Other. Please describe:

 

RENEWABLE ENERGY GENERATION

 

28) Does your school generate renewable energy?

No

 

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

 

 

[  ]

 

Photovoltaics

 

 

[  ]

 

Wind

 

 

[  ]

 

Other. Please specify below.    

 

 

 

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

 

52

Natural Gas

 

38

Nuclear

 

Petroleum

 

10

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

 

Other. Please specify:

 



Percentage of overall electricity consumption purchased from the grid:


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 .

No

 

If yes, please describe below.

Date of most recent purchase:
Length of contract:
Average annual quantity (kWh):
Average percentage of your total annual electric energy use that it represents:

 

ON-SITE COMBUSTION

 

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

174,057

 

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):

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

Total waste generated (garbage + recycling + compost):

 

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

[  ]

 

Plastics (all)

[X]

 

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).

75%

 

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

 

[  ]

 

[  ]

Computers

 

[  ]

 

[X]

Light bulbs

 

[  ]

 

[  ]

Printer cartridges

 

[  ]

 

[X]

Other E-waste. Please list items:

 

[  ]

 

[X]

Electrical transformers

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?

60%+


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

No

 

If yes, please provide details below.

[  ]  

 

Academic buildings

[  ]  

 

Offices

[  ]  

 

Outdoors

[  ]  

 

Residence halls

 

Description:

 

SOURCE REDUCTION


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

No

 

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

 

 

 

 

Description

[  ]  

 

Limited printing

 

[  ]  

 

Move-in waste reduction

 

[  ]  

 

Move-out waste reduction

 

[  ]  

 

Year-round materials exchange programs     

 

[  ]  

 

Other

 


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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:

All new major building constructions on campus will be designed to meet LEED Silver or better ratings.

http://www.physicalplant.tcu.edu/pdfs/GBA_TCU_Sustainablility.pdf http://www.physicalplant.tcu.edu/sustainability.asphttp://www.sustainability.tcu.edu/design.asp


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   

 

 

Silver-level

 

 

Gold-level

 

149,403

 

Sherley Hall and Scharbauer Hall

Platinum-level   

 

 

 

43) Please provide information about campus buildings that meet LEED certification criteria, but are not certified.

Total number of buildings that meet LEED criteria :

 

 

 

Combined gross square footage:    

 

Building name(s):

Certified-level criteria met, but not certified

 

97,961

 

Brown Lupton Student Center

Silver-level criteria met, but not certified

 

34,000

 

Milton Daniel Hall

Gold-level criteria met, but not certified

 

 

Platinum-level criteria met, but not certified   

 

 

 

44) Please provide information about buildings that are ENERGY STAR labeled.

Total number of ENERGY STAR buildings:

Combined gross square footage:
Building names:

 

45) Please provide information about buildings on your campus that meet the standards of other third-party green building certifications (e.g. Green Globes).

Certification type:

Total number of buildings:

Combined gross square footage: 

Building names:

 

46) For the 2009-2010 academic year, what percentage of your institution's non-hazardous construction and demolition waste was diverted from landfills?

 

ADAPTIVE REUSE

 

47) Please provide information about adaptive reuse projects your campus has completed since the year 2000.

Total number of adaptive reuse projects completed since the year 2000:   >1


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

 

Project name     

 

Square footage  

 

Former use       

 

Current use      

 

Additional details

Brown Lupton Student Center

 

97,961

 

Student Center

 

Student Center

 

92% of materials were reused

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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

 

Student enrollment (FTE): 7,775

Square footage: 2,367,623

 

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

 

Student enrollment (FTE): 8,696

Square footage: 3,495,971

 

OPERATIONS AND MAINTENANCE


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

Yes

 

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

http://www.physicalplant.tcu.edu/pdfs/GBA_TCU_Sustainablility.pdf


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

Total number of LEED-EB certified buildings:
Combined gross square footage:
Building names:

 

52) Please provide the following information about buildings that meet LEED-EB certification criteria but are not certified:

Total number of buildings that meet LEED-EB criteria but are not certified:
Combined gross square footage:
Building names:

 

WATER MANAGEMENT

 

53) Has your institution reduced its water consumption per weighted campus user, as compared to a 2005 baseline?
Weighted campus users = (1 * number of on-campus residents) + (0.75 * number of non-residential or commuter full-time students, faculty and staff members) + (0.5 * number of non-residential or commuter part-time students, faculty, and staff members) .

 

If yes, please provide the following information:

2005 baseline year
Weighted campus users:

Water consumed (gallons):

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

Water consumed (gallons):

 

54) Please indicate which of the following water-conservation technologies have been installed in existing buildings on campus. Check all that apply. For each item, please indicate the percentage of possible campus building space in which the technology has been installed.

For example, if dual-flush toilets have been installed in all bathrooms on campus, you would indicate “100” as the percentage of building space in which the technology has been installed.

 

 

 

 

Percentage of building space     

[X]  

 

Building water metering

 

100

[X]  

 

Dual-flush toilets

 

[  ]  

 

Gray water systems

 

[  ]  

 

Laundry technology

 

[  ]  

 

Leak detection and reduction  

 

[X]  

 

Low-flow faucets

 

[X]  

 

Low-flow showerheads

 

[  ]  

 

Non-potable water usage

 

[  ]  

 

Waterless urinals

 

[  ]  

 

Xeriscaping

 

N/A

[X]  

 

Weather-informed irrigation

 

N/A

[X]  

 

Other. Please describe below.  

 

 

Other description: Low flow fixtures are installed in all new construction and are used to replace old units as needed.

 

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

[  ]

 

Living or vegetated roofs  

[  ]

 

Porous pavement

[  ]

 

Retention ponds

[  ]

 

Stone swales

[  ]

 

Vegetated swales

[  ]

 

Other. Please describe:

 

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

Green House Living and Learning Community

 

Hallway

 

42

 

Community of students focused on sustainable living.

 

 

 

 

 

 

 

 

 

 

 

 

 

NEW STUDENT ORIENTATION


57) Does a portion of your new student orientation specifically cover sustainability?

Yes

 

If yes, please check and describe all ways in which sustainability is incorporated into new student orientation:

[X]  

 

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:

All incoming students are exposed to sustainability concepts.  This last year, the first Eco-Frog Camp was held.  Team exercises focused on environmental and sustainability issues.http://www.magarchive.tcu.edu/articles/2008-03-FE2.asphttp://www.themesemester.tcu.edu/tcu_environmental_initiatives.asp

 

INTERNSHIPS/OUTREACH OPPORTUNITIES


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

No

 

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

 

 

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://www.rlh.tcu.edu/images/RHA_Constitution_Ratified_2010.pdf

 

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.

 

 

Positions that award academic credit.  

 

 

Uncompensated positions.

 

Not sure, see section IV-HC Members to see section Eco-Reps.  Newly instated program.

 

 

SUSTAINABILITY CHALLENGES AND COMPETITIONS

 

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

Yes, two 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: Recyclemania

Year Initiated: 2007

Website: http://www.themesemester.tcu.edu/recyclemania.asp

 

Frequency that competition is run: Once annually

 

Groups involved in coordinating the competition:

[X]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe.  

 

Participants in the competition:

[X]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[X]  

 

Non-monetary prizes  

 

Donated prizes

[  ]  

 

Other

 

 

Goals of competition:

 

 

 

 

Describe:

[  ]  

 

Energy conservation  

 

[X]  

 

Waste reduction

 

[  ]

 

Water conservation  

 

[  ]  

 

Other

 

 

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

Lasting effects of competition: Increased awareness regarding resources and waste.

Additional Information:

 

Second Competition:

 

Competition Overview

 

Competition Name: Green Theme Semester

Year Initiated: 2009

Website: http://www.themesemester.tcu.edu/index.asp

 

Frequency that competition is run: Ongoing

 

Groups involved in coordinating the competition:

[X]

 

Students

 

[  ]

 

Faculty

 

[  ]

 

Staff

 

[  ]

 

Administrators

 

[  ]

 

Other, please describe.  

 

 

Participants in the competition:

[X]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[X]  

 

Non-monetary prizes  

 

Recognition and peer support

[  ]  

 

Other

 

 

Goals of competition:

 

 

 

 

Describe:

[X]  

 

Energy conservation

 

[X]  

 

Waste reduction

 

[X]  

 

Water conservation  

 

[  ]  

 

Other

 


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

Lasting effects of competition: Current effort to use a community to encourage sustainable thinking as a lifestyle.

Additional Information:

 

Third Competition:

 

Competition Overview

 

Competition Name:

Year Initiated:

Website:

 

Frequency that competition is run:

 

Groups involved in coordinating the competition:

[  ]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe.

 

Participants in the competition:

[  ]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, describe:

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[  ]  

 

Non-monetary prizes

 

[  ]  

 

Other

 

 

Goals of competition:

 

 

Describe:

[  ]  

 

Energy conservation  

 

[  ]  

 

Waste reduction

 

[  ]  

 

Water conservation

 

[  ]  

 

Other

 


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

Lasting effects of competition:

Additional Information:

 

STUDENT ORGANIZATIONS


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

Yes

 

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

Name

 

Description

 

URL

TCU Environmental Club

 

 

 

 

 

 

 

Chasing Carbon

 

 

http://www.newsevents.tcu.edu/1414.asp

 

 

 

 

 

Green Roof Research

 

 

http://tcugreenroofs.wordpress.com/

 

 

 

 

 

TCU Sustainability Films

 

 

http://www.themesemester.tcu.edu/film_series.asp

 

 

 

 

 

Green Theme Semester

 

 

http://www.themesemester.tcu.edu/index.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.

 

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

 

10

[  ]  

 

Diesel-electric hybrid

 

[  ]  

 

Fueled with B20 or higher biofuel for more than 6 months of the year

 

[  ]  

 

Fueled with E85 or higher ethanol for more than 6 months of the year    

 

[X]  

 

Gasoline-electric hybrid

 

4

[  ]  

 

Hydrogen fueled

 

[  ]  

 

Plug-in hybrid

 

[X]  

 

Other. Please describe:

Vehicle fleet has been downsized from full-sized trucks to compact vehicles and golf carts.  All vehicles meet Texas Clean Fleet Compliant requirements. Licensed Low Emission or Ultra Low Emission Vehicles.  On campus maintenance vehicles are now electric.

 


COMMUTE MODAL SPLIT

64) What portion of the student body commutes via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool/vanpool)?

 

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

 

 

 

Percentage

Bicycle

 

Carpool/vanpool

 

Public transit

 

Single-occupancy vehicle    

 

Walking

 

 

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

 

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

 

 

 

Percentage

Bicycle

 

Carpool/vanpool

 

Public transit

 

Single-occupancy vehicle    

 

Walking

 

 

LOCAL TRANSPORTATION ALTERNATIVES

 

66) Does your school offer incentives for carpooling to faculty, staff and/or students? Check all that apply, and describe below.

[X] No

[  ] Yes, to faculty and staff

[  ] Yes, to students

 

Description:


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

 

 

 

 

 

Description

[  ]  

 

Carpool matching

 

[  ]  

 

Financial remuneration  

 

[  ]  

 

Preferential parking

 

[  ]  

 

Other

 


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

 

 

 

 

 

Description

[  ]  

 

Carpool matching

 

[  ]  

 

Financial remuneration  

 

[  ]  

 

Preferential parking

 

[  ]  

 

Other

 

 

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

 

TCU students, faculty, and staff receive free passes for public transportation in the DFW metroplex.

 

 

 

 

Eligible community members:

 

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

[X]  

 

Faculty

 

100

[X]  

 

Staff

 

100

[X]  

 

Students   

 

100


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

 

68) Does your school provide free transportation around campus?

 

Frog shuttle runs shuttles from far parking lots every 10 minutes.  They operate on compressed natural gas.

 

 

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

 

 

 If not applicable, please explain: Urban environment, public transportation already provided.

 

BICYCLE PROGRAM

 

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

Yes

 

If yes, please provide details below.


Year created: 2006
Number of bikes available: 75
Usage fee per hour: $0
Usage fee per day: $0

 

Annual membership fee for students:  $0

Annual membership fee for faculty, staff, and administrators: $0

Other annual membership fee:  $0

 

Description: Funded by private grant.

 

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:

 

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)?

TCU police recently purchased two T3 Motion Transporters to adapt to an increasingly pedestrian friendly campus.

 

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:

[  ]  

 

Telecommuting

 

 

[  ]  

 

Condensed work week  

 

 

 

Additional comments:


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STATISTICS

 

75) Campus setting:        

Urban

 

76) Total number of buildings on campus:

50

 

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

3496743

 

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

7,645

 

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

1,051

 

80) Percent of full-time students that live on campus: 

46%

 

 

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)

[  ]    

 

Campus garden or farm

 

 

 

 

 

 

[  ]    

 

Disposable water bottle ban

 

 

 

 

 

 

[X]    

 

Environmental science/studies major (undergraduate-level)

 

B.S. Env. Science

 

 

 

 

 

[X]    

 

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

 

Minor in Env. Studies

 

 

 

 

 

[X]    

 

Graduate-level environmental studies program (graduate-level)

 

M.S., M.A., M.E.M. in Environmental Science

 

 

 

 

 

[  ]    

 

Graduate-level sustainability studies program

 

 

 

 

 

 

[  ]    

 

Outdoors club

 

 

 

 

 

 

[X]     

 

Participation in Recyclemania

 

Annually

 

 

 

 

 

[  ]    

 

Single-stream recycling

 

 

 

 

 

 

[  ]    

 

Student trustee position

 

 

 

 

 

 

[X]    

 

Sustainability major, minor or concentration (undergraduate-level)   

 

In development

 


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