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Report Card 2011

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University of California–Davis

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 California - Davis

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: Valentina Cekovski

School Name: University of California - Davis

Name of student organization: Project Compost

Your position or title: Office 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:

12

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

April 25, 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

[  ]

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[  ]

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[  ]

Food

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

[X]

Significant

Our organization is about turning food waste into compost and we've managed to divert a lot of the school's organic waste to compost as well as helping students and members of the community do the same.

 

Green Building

Examples: Design or construction policy

[  ]

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[  ]

Student Involvement

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

[X]

Moderate

We highly encourage student involvement and our organization would not be able to function without the volunteers. We do outreach events to get other students on campus involved.

Transportation

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

[X]

Moderate

We use an electric vehicle to pick up our compost and we also have a bike cart that can carry 2-3 small toter bins.

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant

Our entire organization focuses on diverting as much food waste (as well as other biodegradable materials). We currently pick up food matter, plant matter, and coffee grounds from about 10 places on campus and compost this waste on our student farm. In addition to that, we hold 2 quarterly workshops per quarter to teach people how to compost on their own (with a pile or with worms). This helps reduce waste on an individual level rather than just an industrial level.

Water

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

[  ]

Other

[  ]

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

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

 

First competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

                                                                                                         

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

                                                                                                         

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

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

Groups involved in coordinating

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

                                                                                                         

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

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

 

Goals of competition:

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

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

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

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

 

Lasting effects of competition:

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

 

Website:

                                                                                                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

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

Yes

 

If yes. Please describe below:

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

Our Associated Student Government has a sustainability committee, of whose function I am not completely aware of. We also have an organization called Campus Center for the Environment (CCE), which connects all of the sustainability organizations on campus.

 

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.

Project Compost is the go-to group for composting resources on campus. We just recently helped get compost bins implemented in our Memorial Union and Coffee House in collaboration with CCE and the Coffee House staff. And for the Whole Earth Festival, we collect food waste and compost it.

 

 

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 California - Davis

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: Lauren Jabusch

School Name: University of California - Davis

Name of student organization: California Student Sustainability Coalition

Your position or title: Member

 

2)  Student Organization

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

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

 

Number of active members:

10

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

April 5, 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

Talked with vice provosts and assistant vice chancellor of student affairs

Administration

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

[X]

Significant

Monthly conversations with Environmental Stewardship and Sustainability

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[  ]

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[X]

Moderate

Asking finances offices about our funding

Energy

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

[  ]

Food

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

[X]

Moderate

Work with Students for Sustainable Ag on Real Food Week

 

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

Education for Sustainable Living Program

Transportation

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

[  ]

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Moderate

plastic bans

Water

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

[  ]

Other

[  ]

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

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

 

First competition

 

Name of competition

RecycleMania

Frequency of competition

Annually

Year initiated

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

2001

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.

2

                                                                                                         

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?

Housing area party

 

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.

13% diversion rate

 

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?

Environmental Policy and Planning Commission - EPPC is committed to providing environmental representation of legislation to ASUCD, creating new environmental legislation, and enforcing past environmental legislation.Campus Center for the Environment - The purpose of the Campus Center for the Environment (CCE) is to increase the visibility, capacity, and effectiveness of individuals and groups engaged in activities to improve environmental education, awareness, ecological health, and environmental justice at UC Davis.

 

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):

California Student Sustainability Coalition is associated with Energy Action Coalition via the state wide network.

 

_______________________________

 

School name: University of California - Davis

Date submitted: May 25, 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: Manny Rin

School Name: University of California - Davis

Name of student organization: CalPIRG

Your position or title: Student 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:

50

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

May 25, 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

Textbooks Campaign

Administration

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

[  ]

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Significant

Global Warming Solutions Campaign

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

Energy

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

[X]

Significant

Global Warming Solutions Campaign

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

Global Warming Solutions Campaign

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

[  ]

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[  ]

Water

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

[X]

Significant

Ocean Conservation Campaign

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?

Environmental Planning and Policy Commission is a commission that is a part of UC Davis Associated Student Government. Made up of 8-12 student elected representatives that oversee environmental legislation and other environmental issues brought up by ASUCD Government. Campus Center for the Environment is a unit that is part of ASUCD in charge of sustainability efforts by students at UC Davis also in the community.

 

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.

UC Davis CALPIRG takes part in an energy efficiency in on campus research labs with the guidance of the Sustainability Management Team which is a part of the UC Davis Administration. CALPIRG works with the administration to spread awareness of energy efficiency in research labs with goals to save 1,000s of kilowatt hours of energy and millions of dollars on the school's energy bill. CALPIRG also works with the Cool Davis Initiative, a group made up of community officials, members, as well as on campus students, with the goal of making the City of Davis carbon neutral by 2050. CALPIRG raises awareness on of their efforts to do this through large events, educational activities, and academic classes.

 

 

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):

CALPIRG

 

_______________________________

 

School name: University of California - Davis

Date submitted: June 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: Jessica Bray

School Name: University of California - Davis

Name of student organization: Campus Center for the Environment (CCE)

Your position or title: Co-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:

75

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

May 10, 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

[X]

Moderate

Creating a Introduction to Sustainability Freshmen Seminar for Fall 2010, will have at minimum 3 sections of 15 students each. What is the point of understanding theoretical answers to climate change, if you don’t know how to compost or recycle? What’s the point of composting or recycling if you are the only one doing it? Through this class, students will not only learn the basic mechanics of sustainable behaviors and the big picture behind it, but will learn how to engage their friends around them in these same behaviors. In a first for freshmen seminars, this class will be co-led by instructors and undergraduate students to create a fun environment to learn the basics of sustainability from those who practice these behaviors everyday. Students will also keep a journal to record how they are adopting these practices in their daily lives, with the goal of reducing their carbon footprint by 5000 lbs annually, and an increased overall environmental consciousness.  We also offer internships for academic credit to students, and work with professors on group study projects, such as the biodiesel project described below.

Administration

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

[X]

Moderate

Have monthly meetings with the office of Environmental Stewardship and Sustainability Office to see where we can collaborate

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Moderate

Working with the City of Davis to implement the Cool Davis Initiative, a campaign to inspire and empower our community to reduce GHG emissions while having fun. This campaign is targeted towards individuals changing their behavior with others as opposed to implementing costly technologies.

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[X]

Moderate

We are working with the Marketing Department to develop a sustainability section within the framework of the Comprehensive Campaign, UC Davis’ ambitious donor campaign to be rolled out in the near future. We are looking to create a fund that will enhance both student jobs as well as student spaces, similar to the idea of a Green Collar Economy. We are very much in preliminary talks.

Energy

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

[X]

Moderate

Energy savings will be a byproduct of the Cool Davis Initiative

Food

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

[X]

Significant

We have worked with CalPIRG to establish a fruit tree orchard on campus as well as with the Salad Bowl Garden, a 600 square foot edible garden in front of the Plant and Environmental Sciences Building. We are also working to develop a plan for establishing edible gardens in the residence halls, though we have yet to receive permission from Student Housing.

 

Green Building

Examples: Design or construction policy

[X]

Moderate

We are working with the City’s Partners for a Greener Davis program, to help certify Davis businesses as “green businesses.”

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 recently advocated for, and received 5 paid positions by the Student Government for the Campus Center for the Environment. We have 5 positions:  Director- Ensures smooth operations within CCE, while representing CCE with external groups (suggested prior experience with CCE) Campus Club Coordinator- Builds an e-coalition among campus environmental groups to coordinate campaigns Volunteer Coordinator- Coordinates a team of volunteers, sustainability workdays, and manages and advocates for edible gardens on the main campus Marketing/Education Coordinator-Promotes change at the individual level through community based social marketing, manages the website, and social networks Sustainability Adviser- Assists non environmentally-focused groups on making their events and programs more sustainable

Transportation

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

[X]

Significant

We are working with University Dining Services, the Student Farm, and the Chemistry Department to develop a procedure for converting waste oil from the Dining Halls to biodiesel for use at the Student Farm. We are looking into the possibility of creating a lab procedure for this conversion, which would be done by students in the Organic Chemistry classes.

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant

We facilitated the implementation of post-consumer composting in our student union through a pilot program for Spring Quarter. It was very successful. "The ASUCD Coffee House, Campus Unions, Project Compost, Campus Center for the Environment, ASUCD, University Dining Services, R4 Recycling and the Davis Honors Challenge are collaborating to coordinate the education and operations. During the first two weeks of Spring Quarter, Davis Honors Challenge and R4 Recycling conducted a physical waste audit and visual assessment of the composting program. They found that approximately 70-75% of the waste in the MU is compostable, with a current composting rate of around 40-50%. This program will be fine-tuned over the course of the quarter to aid in the roll-out of the expanded Coffee House in Fall 2010."

Water

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

[X]

Moderate

We have conducted research on water issues, and posted it on our website.

Other

[X]

Moderate

Workshops and events on Personal Sustainability and Equity

 

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

America’s Greenest Campus

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.

CCE, ASUCD, EPPC, CSSC

                                                                                                         

Participants:

 

Students

[X]

Faculty

[X]

Staff

[X]

Other. Please describe.

Alumni

 

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 school with the most signups received $5000, while the school with the greatest CO2 reduction also received $5000. At Davis we offered a $50 prize to a randomly selected winner.

 

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

CO2 reductions

 

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.

1.12% reduction in CO2 emissions among participants.

 

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?

500 people signed up and completed a carbon footprint, which is the first step towards recognizing the impacts of our action. This was a good first step, and we will expand upon this in the Cool Davis Initiative.

 

Website:

http://climateculture.com/americas_greenest_campus/

 

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?

Campus Center for the Environment is a student government unit, which has 5 paid positions and several interns, who can receive academic credit.Director- Ensures smooth operations within CCE, while representing CCE with external groups (suggested prior experience with CCE)Campus Club Coordinator- Builds an e-coalition among campus environmental groups to coordinate campaignsVolunteer Coordinator- Coordinates a team of volunteers, sustainability workdays, and manages and advocates for edible gardens on the main campusMarketing/Education Coordinator-Promotes change at the individual level through community based social marketing, manages the website, and social networksSustainability Adviser- Assists non environmentally-focused groups on making their events and programs more sustainableOur student government also has the Environmental Policy and Planning Commission, which has one paid chair, and 9 volunteer commissioners. Picnic Day, another student government unit, recently received a paid position to focus on sustainability within the large event, which draws upwards of 100,000 people every year.Project Compost is an older student government unit, and has 4 paid positions devoted to educating people about composting, and collecting compost on campus.

 

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.

Campus Center for the Environment 2009-2010Club Collaboration• Held monthly meetings with environmental groups on campus, averaging about 15 people per meeting and a total of 15 different clubs attended• Updated 30+ club information on CCE WebsiteProjectsCurrent ProjectsBiodiesel Project:Aims to convert waste oil in Student Housing’s Dining Commons to develop biodiesel for the Student Farm by creating a Chemistry 8b lab procedureGreen Business Project: Interns communicate with businesses in Davis to get them Green Business certified, which promotes awareness on environmental regulations and demonstrates measures to reduce water waste, energy consumption, solid waste, and pollutionEdible Campus:Expand and work to get edible gardens on campus, which students, faculty, or bystanders may pick from for consumptionCool Davis Initiative:The goal of the Cool Davis Initiative is to engage 3/4 of Davis households in reducing their energy use through a variety of means, including the Low Carbon Diet, installing solar, retrofit ramp-ups, eating local food, biking, and more.
The city plans to launch the Cool Davis Initiative for the general public in fall of 2010.Art Recycle Contest:R4 and CCE put on an art contest to redesign the multi-bins (for ink cartridges and batteries) to increase their visibility on campus. Music on the Green:A musical event promoting environmentalism in collaboration with Entertainment Council, External Affairs Commission, EPPC, and CALPIRGPlastic Reduction Project:Kimberly Sasaki, a Fall Quarter CCE Intern, researched plastic bag usage and consequences, which created the foundation for the Senate resolution; a CCE Co-Director, CCE Intern, and ASUCD Senator wrote legislation that promotes reduction of plastic usageOngoing ProjectsCampus Collaboration:A collection of campus leaders brought together once a month to network and work on larger scale cross-campus projectsResearch Collection:Meeting with environmental student groups to collect informationInformation dissemination:During office hours, as well as on the CCE website, information is dispersed to any student group interested by marketing outreachResearch:UC Davis students research environmental issues concerning the campus, which is then compiled into a handbookWebsite Maintenance:Posting of news articles, calendar updating, and hand book maintenanceZero Waste Kits:Apply the R4 system to be used by student services that will outreach to student organizations, fraternities, and sororities about zero waste eventsNewsletters:Monthly newsletters with tips and articles sent through the listserv

 

 

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):

California Student Sustainability Coalition, CalPIRG

 

 

 

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