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Report Card 2011

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University of Arizona

Student Survey

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

 

School name: University of Arizona

Date submitted: May 3, 2010



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

 

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

 

1)  Contact Information

 

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

Name: Jill Ramirez

School Name: University of Arizona

Name of student organization: Residence Life Recycling and Sustainability Program

Your position or title: coordinator of sustainability education

 

2)  Student Organization

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

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

 

Number of active members:

22

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

April 27, 2010

Frequency of meetings:

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

Weekly

 

Key issues addressed and programs implemented since August 2009:

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

 

 

Addressed     

Progress           

Describe

Academics

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

[  ]

Administration

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

[X]

Moderate

There were changes to office procedures as well as to the recycling program.  The addition of Terracycling and plastic bag recycling were great changes to our administrative framework.

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Moderate

We supported the 360 climate action day, with a booth on the mall, spreading the word about climate change and the importance of intervening.

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[X]

Significant

We held our first utility competition this year, with a focus on energy savings.

Food

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

[  ]

 

Green Building

Examples: Design or construction policy

[  ]

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[  ]

Student Involvement

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

[X]

Significant

We hosted an internal recycle mania competition, as well as hosting an Earth Hour event.  We engaged over 4000 students with sustainability programming in the halls during Recycle Mania.

Transportation

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

[  ]

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Moderate

The Terracycle program is diverting some of our waste away from the landfills.  That is the focus of the program for students.

Water

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

[X]

Moderate

We made a display featuring 1500 water bottles (the amount bought daily on campus).  We coupled this with messaging about using reusable bottles.

Other

[X]

We participated in the UN's Billion Tree campaign.  We raised enough money to plant over 400 trees.

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

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

 

First competition

 

Name of competition

Recycle Mania

Frequency of competition

Annually

Year initiated

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

2008

Groups involved in coordinating

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

Residence Life Eco-Reps, Hall Councils, RAs

               

Participants:

 

Students

[X]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

The winning hall receives $250 to be spent on something sustainable.  2nd place receives $150, and 3rd place $75.

 

Goals of competition:

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

 

Energy conservation

[X]

Waste reduction

[X]

Water conservation

[  ]

Other. Please describe

Recycling, sustainability programming

 

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

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

Electricity conservation: saved 1516 MMBTUs

 

Lasting effects of competition:

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

In total, we recycled 21.8 tons of material, and hosted over 270 programs (with over 4000 students in attendance).

 

Website:

http://www.life.arizona.edu/recycle/recycle_mania.asp

 

Second competition

 

Name of competition

Battle of the Utilities

Frequency of competition

Annually

Year initiated

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

2009

Groups involved in coordinating

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

Residence Life Eco-Reps

               

Participants:

 

Students

[X]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

Winner: $150 to be spent on something sustainable for the hall.  2nd place: $75, 3rd place: $50.

 

Goals of competition:

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

 

Energy conservation

[X]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

All together we saved 1881 MMBTUs of energy!

 

Lasting effects of competition:

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

This is a chance to teach good habits, and get students excited about turning out lights, etc.

 

Website:

http://www.life.arizona.edu/recycle/2009_recycling_numbers.asp#utility

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

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

Yes

 

If yes. Please describe below:

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

There is an extensive group of students working for sustainability in student government.  They should be included in this survey.

 

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

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

 

 

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

 

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

 ______________________________________

School name: University of Arizona

Date submitted: August 5, 2010



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

 

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

 

1)  Contact Information

 

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

Name: Travis Borrillo-Hutter

School Name: University of Arizona

Name of student organization: Energy Effciency Group

Your position or title: Chair

 

2)  Student Organization

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

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

 

Number of active members:

52

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

March 29, 2010

Frequency of meetings:

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

Weekly

 

Key issues addressed and programs implemented since August 2009:

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

 

 

Addressed     

Progress           

Describe

Academics

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

[X]

Moderate

Inform UA students of ways to reduce their emissions.

Administration

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

[  ]

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Moderate

Worked on means to reduce greenhouse gas reduction on campus (i.e. motion light switches)

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[X]

Moderate

Try impliment more energy efficent equipment on campus.

Food

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

[  ]

 

Green Building

Examples: Design or construction policy

[X]

Moderate

Developed a motion light swtich proposal to reduce energy on lights.

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[  ]

Student Involvement

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

[  ]

Transportation

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

[X]

Moderate

Developed a bike pass to reduce vechular use.

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[  ]

Water

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

[X]

Moderate

Tried to quantify UA water used to a carbon footprint.

Other

[  ]

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

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

 

First competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

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

Yes

 

If yes. Please describe below:

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

Students for Sustainability (SfS) is composed of various sub-committees that are dedicated to an array of campus sustainability issues. There is the Climate Action Plan committee that worked on programs to reduce the CO2 emissions from campus (such as installing motion light switches in campus buildings). There is General Sustainability committee that worked on developing a GIS map of campus that showed areas were water harvesting could be used. Another sub-group was the Composting committee that tried to implement a composting program for the university food court to reduce unnecessary waste.

 

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

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

I was involved in trying to implement thermal motion light switches in restrooms on campus. Every restroom in every building on campus keeps the lights on 24 hours a day, seven days a week. This is a tremendous about of energy that is wasted every day. I believed installing thermal light switches that could detect people through stalls would promote both safety and sustainability.Another committee within Students for Sustainability called Community Outreach did a sustainable fashion show in the spring semester. They ran a fashion show displaying various articles of clothing that were produce "sustainably". Meaning they were made from organic material (non-chemical or synthetic).Earth Day was a campus wide event that was mainly organized by the sub-committee called the Earth Day committee. However, it was an event that involved every member that was apart of Students for Sustainability. It involved vendors from every aspect of the "Green" business ranging from companies promoting alternative energy and fuel to local organic produce vendors. There were approximately 150 vendors as well as local musicians. At the event there were also a number of guest lecturers talking about sustainability related topics and university students displaying research that related to environmental topics. All of this was successfully run by Students of Sustianability.

 

 

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

 

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

Peace Corp, Student Conservation Association, United States Geological Service, Energy Action Coalition, Mayors Climate Protections Center, Climate Leadership Group

 

_______________________________________

 

School name: University of Arizona

Date submitted: July 2, 2010



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

 

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

 

1)  Contact Information

 

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

Name: Katherine Weingartner

School Name: University of Arizona

Name of student organization: Posada San Pedro Solar Powered

Your position or title: President

 

2)  Student Organization

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

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

 

Number of active members:

15

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

April 23, 2010

Frequency of meetings:

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

Weekly

 

Key issues addressed and programs implemented since August 2009:

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

 

 

Addressed     

Progress           

Describe

Academics

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

[  ]

Administration

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

[X]

Significant

Currently at the University of Arizona, no residence halls are equipped with photovoltaic panels. Our group’s goal is to retrofit halls with such systems, recognizing that doing so would create new sustainability policy across the university and serve as a model for the surrounding community. Our administration has been very forward thinking in the value they place on developing sustainable initiatives on the campus, especially those led by students. We are in local and campus partnerships to enact new sustainable building policies for the university. Not only has our group been working to fund this project in partnership with other student groups, the community and the administration, but we have played a vital role in helping to develop the new Office of Sustainability at the university which will include several resources as well as allow for a strong student voice on sustainability issues at the institution. We have not only worked with those responsible for establishing the office by entering into dialogues about what would be useful resources to include in the office for students as well as ways for each student sustainability group to be involved directly with the office, but we have advised campus leaders about how best to utilize the new sustainability staff positions of the office.

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[  ]

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[X]

Significant

Our organization works with other campus student groups, our university administration, local interest groups, engineering firms, and both local and national solar installers as well as solar manufacturers.  We are working to retrofit University of Arizona residence halls with a cogeneration system combining solar hot water heating and photovoltaic panels as well as investing into PV installations to reduce our carbon footprint, provide students with a hands-on lab for learning about panels, and educate the community about solar technologies through roof tours of the system. Once installed, students can monitor energy savings from the new system and engage in comparative studies to analyze the benefits of the systems in relation to halls without the systems, compiling concrete data to show efficiency improvements. Tours of the system on hall roofs by students will be a program inspiring campus and community members alike to change their behavior towards energy conservation in the first place and then investment in cleaner energy forms such as solar. The entire project is student led; giving the students involved the experience of working in professional settings, applying for funding, giving presentations, networking, working with large scale budgets, and more. Our group has also been heavily involved in the planning of the Office of Sustainability being formed at the University of Arizona which, as previously stated, opens up the opportunities for more effective and plentiful sustainability education programs through the Residence Hall Association led by groups such as ours and other partnerships that promote conservation and investment into more green behaviors.

Food

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

[  ]

 

Green Building

Examples: Design or construction policy

[X]

Significant

Our student organization is working to retrofit residence halls with solar paneling. As part of that process, we have had to speak with engineers as well as explore building blueprints and codes for the University of Arizona. Numerous considerations have to be taken into account for a project of this scale including weight limitations on the roof, plumbing for solar hot water heating, mounting, and the like, all of which students are finding the answers to alongside administration and staff. Construction of a cogeneration system or a PV system on the residence halls must be unique to those halls and thus requires our investment into the proper design and construction of such systems. Once design is approved for the university, construction policy must change accordingly. Our group along with the other student groups helping us in this project is involved in all levels of design and construction policy.

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[  ]

Student Involvement

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

[X]

Significant

Not only is this project entirely student led, but our group is also collaborating with other student groups on campus to more effectively reach our goals, fostering a sense of community amongst students of similar interests. From this collaboration, the project has seen greater progress and as a result, Ecoalition, a student coalition that used to exist composed of members of all student environmental groups on campus, has been revived to address the greater environmental concerns of our time. This coalition is also only student led and is in the process of being included in the developing office of sustainability so that student projects not only have a greater voice to administration, but also so that students wanting to get involved have easier access and can more easily determine which group fits their interests. Students can collaborate on other sustainability projects and assure two groups are not doing the same thing, fostering better communication between all students working to better the environment. The President of our organization is currently the head of this Ecoalition which we also participate in. Our organization works with local students through such things as Solar Rock, our University Earth Day and Jr. Scientists Day to educate about the benefits of solar paneling. As previously mentioned, our plan to implement student led tours of the completed solar paneling roof systems serves to involve students and the monitoring system we will install along with the system to track energy production and savings will provide students with data that they can analyze and compare to the neighboring halls without the system, acting as a control for comparison. Currently, the project is in the approval stages, but students will continue to work on the project in the coming years to assure its completion. There exists a large network of students involved in the environment on this campus, ours being a leading organization of many.

Transportation

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

[  ]

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Moderate

Posada San Pedro Solar Powered is so named because its founding members were all part of the honors residence hall Posada San Pedro and it is the first residence hall we hope to retrofit with paneling. Because of this tie to the residence hall, we conduct educational programs in union with their hall council to educate residents about the importance of solar paneling, but also the value in environmental conservation as a whole, including recycling and conservation. We ourselves advocate the importance of conservation in all talks that we give and all of us practice conservation and recycling in our day to day lives. In our solar demonstrations, we are using old solar panels to reuse panels no longer ideal for commercial installation as well so that we may practice conservation as we educate the community.

Water

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

[X]

Moderate

Our group is focused primarily on PV panel installations, but our partnership with the Solar Dorm Initiative which focuses on solar hot water heating to install at some point a cogeneration system onto residence halls allows us to also work with water conservation. Solar hot water heating in combination with PV would greatly reduce our energy consumption as well as the amount of energy used to heat water.

Other

[X]

Significant

Our efforts to make the University of Arizona a more environmentally responsible university have had the impact of uniting the university to its surrounding community. Reaching out to local groups such as the Metropolitan Energy Commission, Pima Association of Governments, and Solar Partnerships has brought local efforts to make Tucson more sustainable together with the interests of the campus. Extensive collaboration has existed between our group and these groups and this has created the opportunity for local organizations to get student feedback and involvement in other projects. When solar panels are installed on residence halls, administration and our group plan to conduct student led tours on residence hall roofs to educate the community and bring together members of the community with the university, making this project one that strengthens the bond between the university and the community that surrounds it. Our group has spoken at community discussions called Solar 101 through Gabrielle Gifford’s office, requested funding from the Metropolitan Energy Commission, presented for support our project to Pima Association of Governments and Solar Partnerships as well as showed solar demonstrations at events such as the Biosphere 2 Saturday events and Earth Day, our campus Earth Day, and various other community events. We have networked to the point of being securely integrated into the environmental community of Tucson, speaking to its leaders and being in communication with other key players such as Tucson Electric Power, the local energy provider. We are also in contact with people in the Phoenix area as well as throughout the U.S. such as SunDrum based in Massachusetts. One of the many noteworthy components of our group is that it builds a stronger relationship with our community.

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

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

 

First competition

 

Name of competition

RecycleMania

Frequency of competition

Annually

Year initiated

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

2008

Groups involved in coordinating

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

Residence Hall Association, all campus residence halls, Residence Life, Residence Assistance throughout campus

               

Participants:

 

Students

[X]

Faculty

[X]

Staff

[X]

Other. Please describe.

 

Incentives/Rewards:

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

Winning the title of Recyclemania Champion, recycling a large amount of products to decrease our carbon footprint, unifying your residence hall, and I believe there is usually also an incentive given by each residence hall to their residents, such as a pizza party or the like.

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[X]

Water conservation

[  ]

Other. Please describe

 

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

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

I personally do not have this data, but the Residence Life and/or the Residence Hall Association should have it. However, information on pounds recycled can be found on the below website.

 

Lasting effects of competition:

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

By making this an annual event, it becomes a familiar part of students' college experience, students get very excited about it, RAs get excited and I have seen them do a wonderful job motivating their residents, students in the halls learn how to more effectively recycle and are exposed to such relatively new recycling methods as terracycling. Besides helping to change student behavior in regards to how they dispose of things and instilling in them a sense of importance when it comes to recycling made stronger by exposing them to it surrounded by their peers, the actual amount recycled is impressive. Each year, the halls try to do better than the year before so each year, more and more is trying to be recycled, making the lasting effects more powerful over time.

 

Website:

http://www.recyclemaniacs.org/university_detail08.asp?ID=84#material

 

Second competition

 

Name of competition

The Solar Decathlon Competition

Frequency of competition

Semesterly

Year initiated

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

2007

Groups involved in coordinating

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

U of A Solar Decathlon Team

               

Participants:

 

Students

[X]

Faculty

[X]

Staff

[X]

Other. Please describe.

 

Incentives/Rewards:

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

The goal of the national competion hosted by the U.S. Department of Energy is to "increasing awareness in the general public of the immense opportunities for solar powered innovation." The U of A team was accepted to be one of the 20 teams to show their original house design in Washington D.C. in 2009, at which time one design was selected to win the award for best overall design based on the criteria of the Department of Energy.

 

Goals of competition:

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

 

Energy conservation

[X]

Waste reduction

[X]

Water conservation

[X]

Other. Please describe

Practical building design

 

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

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

I do not know this information, but by contacting the University of Arizona Solar Decathlon Team at their website below, these answers can be provided.

 

Lasting effects of competition:

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

Student hands-on experience in sustainable architecture, application of student innovations resulting in product patents and possible market applications, collaboration between students and both faculty and staff, exposure at D.C. to other models throughout the country which can be used to further modify the team's own design, and the overall creation of an educational experience in which participating students put what they have learned in the classroom into practice, giving them the freedom of creativity at the same time through designing.

 

Website:

http://www.uasolardecathlon.com/

 

Third competition

 

Name of competition

AZ Solar Racing Team

Frequency of competition

Year initiated

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

1999

Groups involved in coordinating

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

AZ Solar Racing Team

               

Participants:

 

Students

[X]

Faculty

[X]

Staff

[X]

Other. Please describe.

 

Incentives/Rewards:

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

Winning competitions with the solar car is a point of pride for the university and also, over the years, the members can learn how to make the car more efficient, improving the model to reflect the best of our knowledge about solar powered vehicles.

 

Goals of competition:

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

 

Energy conservation

[X]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

I do not have this information, but by contacting the team via their website, the information can be provided.

 

Lasting effects of competition:

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

Similar to the rewards the group receives by participating in various competitions, the lasting effects of competing are the strengthening of the U of A as an institution excelling in solar transporation innovations as well as the improvement of our car model. The car is also used to educate members of the community about the future of solar automobiles as this group attends several events to expose more and more people to what they do. The competitions may also draw in new students wishing to get involved in this type of work, whether because it relates to their major or is simply a great interest to them.

 

Website:

http://solarcar.arizona.edu/team_history.html

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

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

Yes

 

If yes. Please describe below:

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

In the fall of 2008, the University of Arizona student government, ASUA, had for the first time several committees dedicated to addressing various environmental issues, including but not limited to energy conservation, climate change, composting, and water harvesting. In the year to follow, this program was turned into an internship program composed of 50 interns receiving course credit for their work led by an undergraduate director and an assisting director. In our student government, which is composed of several large programs such as SafeRide, a night taxi service to assure students are safe as they travel across the university, and ZonaZoo which is responsible for the student section of our university sports, most notably football, our sustainability program is the largest and has expanded rapidly. There has been a huge interest in this internship program to the point where several potential interns had to be turned away due to the lack of resources to take on more than 50. Students for Sustainability, as it is called, has their website at http://web.asua.arizona.edu/~sustain/Site/Home.html. Last year's projects included Climate Action Planning, General Sustainability, Education/Outreach, Sage Fund, Compost Go-Live, Garden in the Desert, and Solar Dorm Initiative which is working with my club, Posada San Pedro Solar Powered (PSPSP) to install panels onto university residence halls. They have also expanded past these project groups to put on events such as Project Greenway, a free fashion show consisting of completely sustainable outfits, to educate students about sustainability. Sustainability is a huge component of our large student government.

 

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

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

I have been working to revive Ecoalition which would bring together all student groups with interest in sustainability so that we could exist under the Office of Sustainability currently being formed to provide a more unified and organized voice for students to express their ideas to the administrationa and collaborate with each other on projects. I briefly mentioned it before, but wanted to distinguish it from the group that I run, PSPSP.

 

 

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

 

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

________________________________________ 

School name: University of Arizona

Date submitted: May 20, 2010



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

 

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

 

1)  Contact Information

 

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

Name: Richard Rushforth

School Name: University of Arizona

Name of student organization: Parasol

Your position or title: President

 

2)  Student Organization

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

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

 

Number of active members:

50

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

January 14, 2010

Frequency of meetings:

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

Monthly

 

Key issues addressed and programs implemented since August 2009:

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

 

 

Addressed     

Progress           

Describe

Academics

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

[  ]

Administration

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

[  ]

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[  ]

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[X]

Significant

completed extreme green makeover with local elementary school

Food

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

[  ]

 

Green Building

Examples: Design or construction policy

[X]

Significant

completed extreme green makeover with local elementary school

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[X]

Significant

completed extreme green makeover with local elementary school

Student Involvement

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

[X]

Significant

completed extreme green makeover with local elementary school

Transportation

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

[  ]

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant

completed extreme green makeover with local elementary school

Water

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

[X]

Significant

completed extreme green makeover with local elementary school

Other

[  ]

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

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

 

First competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

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

Yes

 

If yes. Please describe below:

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

There is a student sustainability internship program with about 80 students.  The workload is equivalent a 3-credit hour course.

 

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

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

Parasol has helped create an officially listed course on 'Rainwater Harvesting'.

 

 

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

 

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

 _________________________________________

 

School name: University of Arizona

Date submitted: August 6, 2010



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

 

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

 

1)  Contact Information

 

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

Name: Lesley Ash

School Name: University of Arizona

Name of student organization: Students for Sustainability

Your position or title: Director

 

2)  Student Organization

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

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

 

Number of active members:

55

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

May 2, 2010

Frequency of meetings:

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

Weekly

 

Key issues addressed and programs implemented since August 2009:

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

 

 

Addressed     

Progress           

Describe

Academics

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

[X]

Significant

Administration

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

[X]

Moderate

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Moderate

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

None

Energy

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

[X]

Significant

Food

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

[X]

Significant

 

Green Building

Examples: Design or construction policy

[  ]

None

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[X]

Significant

Student Involvement

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

[X]

Significant

Transportation

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

[X]

Moderate

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant

Water

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

[X]

Moderate

Other

[  ]

 

Additional Comments

Students for Sustainability (SfS) is an entirely student run internship program whose mission is to:1) Provide student interns with practical knowledge and skills needed to successfully carry out ‘green’ projects both on the University of Arizona campus and in a real-life setting.2) Transform the University of Arizona’s campus into a learning laboratory of sustainable technologies through proactive student involvement, education, and outreach. 3) Demonstrate how higher education’s ideas can be turned into real world solutions. 4) Ensure the University of Arizona’s President’s accountability to the President’s Climate   Commitment.As an internship program, student interns are assigned to one of eight teams, each of which works to implement a project with the goal of making the University of Arizona a more sustainable campus. These past two years, Students for Sustainability has made significant progress in each of these projects. Our Compost Cats initiative began working to implement a large scale in-vessel campus composting program. In spring of 2009, a grant was submitted to apply for funding through the Arizona Department of Environmental Quality (ADEQ).  Compost Cats project was in fact chosen for award for the amount of $104,000. Although the ADEQ award was rescinded in August 2009, due to state budget cuts, Compost Cats successfully applied for additional grants and worked with UA administration to secure enough funding to purchase an in-vessel composting system. A request for proposals for an in-vessel system was submitted this past summer with the goal of project go-live to occur early this fall semester. Compost system operations and business management will be entirely student run and managed. The Solar Dorm Initiative purchased PV panels in fall 2009 and is currently working with Residence Life and an independent engineering firm for site development. $50,000 was secured for this purpose and the target installation date for this project is also early this fall semester. The Garden in the Desert team completed their first demonstrative and productive garden, One Tree Garden. Funding was secured to begin a second, much larger garden this coming year. This prospective garden will serve as a productive garden, in which produce will be sold to the campus Student Union. This garden will also be a community garden, giving students the opportunity garden directly on campus. The Earth Day team held its second Earth Day on April 22nd, this year focusing on campus sustainability initiatives that brought together numerous campus departments. The Education/Outreach team focused on developing a sustainability curriculum to provide to surrounding elementary and middle schools. They also held Project Greenway a fashion show highlighting eco-friendly and sustainable clothing. The LOCALE team began building a social media website using maps and geo-spatial data in order to engage the university community on the issue of sustainably developing our campus. The Climate Assessment Planning began researching and exploring methods to reduce campus green house gas emissions. The SAGE Fund was a new program founded by Lon Huber. The SAGE Fund was created as a sister organization to Students for Sustainability and provides financial support for projects that reduce the University of Arizona environmental footprint and save the campus money. Although SfS interns worked to implement this program it is not under the umbrella of ASUA and is separate from SfS. As a result of our hard work, the Arizona Board of Regents voted to approve a percentage of student tuition dollars to be allocated to this program.In addition to the above projects, Students for Sustainability also emphasizes education through workshops and lecture series. All interns attend an overnight retreat each semester that allows students to explore the multiple disciplines of sustainability. In fall 2009, SfS spent the night at Biosphere2, listened to several talks covering a multitude of sustainability disciplines and took a behind the scenes tour of Biosphere 2. In spring 2010, SfS participated in a two day series of hands-on workshops at Bean Tree Farm, a local eco-village.For further information please visit our website at:http://sustainability.asua.arizona.edu/Site/Home.html

 

3)  Sustainability Competitions and Challenges

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

 

First competition

 

Name of competition

Recycle Mania

Frequency of competition

Annually

Year initiated

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

Groups involved in coordinating

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

EcoReps, Residence Life

               

Participants:

 

Students

[X]

Faculty

[X]

Staff

[X]

Other. Please describe.

 

Incentives/Rewards:

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

Students for Sustainability does not host this competition. I am not sure of the details surrounding it.

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[X]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

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

Yes

 

If yes. Please describe below:

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

Students for Sustainability is under the umbrella of ASUA (Associated Students of the University of Arizona). The SfS Director is hired by the ASUA Administrative Vice President.

 

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

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

Please see previous pages for project details. These projects include: Compost Cats, Garden in the Desert, Solar Dorm Initiative, Earth Day, Education/Outreach, LOCALE, Climate Assessment Planning, SAGE Fund

 

 

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

 

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

 

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