<< Back to Report Card
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 Utah
Date submitted: September 9, 2010
ADMINISTRATION
SUSTAINABILITY POLICIES
1) Does your school have its own formal sustainability policy and/or sustainability plan? Check all that apply.
[X] No
[ ] Yes, a sustainability policy. Please describe and provide the URL below.
[ ] Yes, a sustainability plan. Please describe and provide the URL below.
2) Has the president of your institution signed any commitments related to environmental stewardship and/or greenhouse gas reductions? Check all that apply.
[ ] None
[X] American College and University Presidents’ Climate Commitment (ACUPCC)
[ ] Talloires Declaration
[ ] Other. Please describe:
3) Is there a sustainability component in your institution's master plan and/or strategic plan? Check all that apply.
[ ] No
[X] Yes, in the master plan. Please describe and provide the URL below.
[ ] Yes, in the strategic plan. Please describe and provide the URL below.
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Description: 2008 Master Plan Seven Principles: 1. A lively campus; a magnet for student, faculty, staff and public life; 2. State of the art facilities to support the university’s mission for teaching, research and public life; 3. A setting to foster interdisciplinary collaboration and interaction; 4. Campus as a destination for the public; 5. Functional and sustainable transportation; 6. Capitalize on the natural landscape setting; and 7. Leadership in environmental stewardship.http://www.facilities.utah.edu/portal/site/facilities/menuitem.644f97a90e1e9fe6d0f3d010c1e916b9/?vgnextoid=ca2ab0a078f3d110VgnVCM1000001c9e619bRCRD&vgnextchannel=d00ab0a078f3d110VgnVCM1000001c9e619bRCRD
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ADMINISTRATIVE COMMITTEES
4) Does your school have any administrative councils, committees or task forces that advise on and/or implement sustainability policies and programs?
You may provide detailed information for up to three committees. If you have one advisory committee that is broken down into subcommittees, please indicate that you have one committee and answer the questions on the following page for the entire committee (the sum of data for all subcommittees).
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Please provide the number of committees: Three committees
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Committee I
5) Please provide the name of the committee and note the number of meetings held since August 2009.
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Committee name: President's Sustainability Advisory Board
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Number of meetings: minimum 4
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6) Please provide the number of stakeholder representatives on the committee.
When providing the data on each stakeholder group, you should provide the total number across all subcommittees (you do not need to numerate individual tallies for subcommittees).
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Number of representatives
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Administrators
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3
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Faculty
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3
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Staff
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2
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Students
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2
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Other. Please describe.
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1 community rep, 1 alumnus
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7) Please provide the name of the chair(s) of the committee for the 2009-2010 academic year, and indicate which stakeholder group the chair(s) represents.
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Name
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Position
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Chair 1
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Dr. David Chapman
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Faculty
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Chair 2
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Chair 3
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8) To whom does the committee report?
[X] President/Chancellor
[ ] Vice President/Vice Chancellor
[ ] Other:
9) Please indicate the key issues/programs that the committee has addressed or implemented since August 2009. For each issue addressed, please indicate and describe progress made.
“Moderate” progress indicates that issues were discussed thoroughly and projects are in the early stages of planning. “Significant” progress indicates that new policies or programs were implemented, or are in the final stages of planning and approval.
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Addressed
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Progress
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Description
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Academics
Examples: minor, major and concentration programs, curricular additions, research projects
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[X]
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Moderate
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Reimagining the U curriculum effort, pilot class 2011
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Administration
Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions
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[X]
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Significant
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endorsed U becoming STARS charter member
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Climate
Examples: draft climate action plan, greenhouse gas emissions inventory
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[X]
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Significant
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oversaw climate action planning effort, now completed
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Endowment
Examples: proxy voting guidelines, investment advisory committees
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[ ]
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Energy
Examples: conservation/behavioral change programs, retrofits and efficiency improvements
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[X]
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Significant
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component of climate action planning
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Food
Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens
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[X]
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Significant
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component of climate action planning
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Green Building
Examples: design or construction policy
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[X]
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component of climate action planning
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Student Involvement
Examples: speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus
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[X]
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Moderate
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component of climate action planning
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Transportation
Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit
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[X]
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Significant
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component ofclimate action planning
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Waste Reduction
Examples: recycling, composting, reducing consumption
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[X]
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Significant
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component of climate action planning
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Water
Examples: water conservation, reducing campus pollution, bottled water campaigns
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[X]
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Significant
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component of climate action planning
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Other
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[X]
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Significant
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participated in search for new Office of Sustainability Director; supported Office during interim after unexpected death of founding director
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Committee II
5b) Please provide the name of the committee and note the number of meetings held since August 2009.
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Committee name: Campus Sustainability Working Group
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Number of meetings: 10
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6b) Please provide the number of stakeholder representatives on the committee.
When providing the data on each stakeholder group, you should provide the total number across all subcommittees (you do not need to numerate individual tallies for subcommittees).
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Number of representatives
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Administrators
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Faculty
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Staff
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Students
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Other. Please describe.
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open membership, variable, 30+ on roster, mainly staff, admin, faculty
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7b) Please provide the name of the chair(s) of the committee for the 2009-2010 academic year, and indicate which stakeholder group the chair(s) represents.
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Name
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Position
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Chair 1
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Jen Colby
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Staff
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Chair 2
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Chair 3
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8b) To whom does the committee report?
[ ] President/Chancellor
[ ] Vice President/Vice Chancellor
[X] Other: Director, Office of Sustainability
9b) Please indicate the key issues/programs that the committee has addressed or implemented since August 2009. For each issue addressed, please indicate and describe progress made.
“Moderate” progress indicates that issues were discussed thoroughly and projects are in the early stages of planning. “Significant” progress indicates that new policies or programs were implemented, or are in the final stages of planning and approval.
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Addressed
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Progress
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Description
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Academics
Examples: minor, major and concentration programs, curricular additions, research projects
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[ ]
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Administration
Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions
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[ ]
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Climate
Examples: draft climate action plan, greenhouse gas emissions inventory
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[X]
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Significant
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most members actively participated in climate action planning effort, reviewed progress and drafts.
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Endowment
Examples: proxy voting guidelines, investment advisory committees
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[ ]
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Energy
Examples: conservation/behavioral change programs, retrofits and efficiency improvements
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[X]
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Moderate
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Food
Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens
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[X]
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Moderate
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Green Building
Examples: design or construction policy
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[X]
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Moderate
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Student Involvement
Examples: speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus
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[ ]
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Moderate
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Transportation
Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit
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[X]
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Moderate
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Waste Reduction
Examples: recycling, composting, reducing consumption
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[X]
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Moderate
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Water
Examples: water conservation, reducing campus pollution, bottled water campaigns
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[X]
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Moderate
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Other
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[X]
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Moderate
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group serves primarily as a networking and information sharing hub for our large, decentralized campus. Topics change monthly.
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Committee III
5c) Please provide the name of the committee and note the number of meetings held since August 2009.
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Committee name: Green Committee, J. Willard Marriott Library
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Number of meetings: 10
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6c) Please provide the number of stakeholder representatives on the committee.
When providing the data on each stakeholder group, you should provide the total number across all subcommittees (you do not need to numerate individual tallies for subcommittees).
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Number of representatives
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Administrators
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Faculty
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4
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Staff
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10
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Students
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Other. Please describe.
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2, Liaisons from Eccles & Quinney Libraries
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7c) Please provide the name of the chair(s) of the committee for the 2009-2010 academic year, and indicate which stakeholder group the chair(s) represents.
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Name
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Position
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Chair 1
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Karren Nichols
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Staff
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Chair 2
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Daureen Nesdill
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Faculty
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Chair 3
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8c) To whom does the committee report?
[ ] President/Chancellor
[ ] Vice President/Vice Chancellor
[X] Other: Planning and Assessment Council
9c) Please indicate the key issues/programs that the committee has addressed or implemented since August 2009. For each issue addressed, please indicate and describe progress made.
“Moderate” progress indicates that issues were discussed thoroughly and projects are in the early stages of planning. “Significant” progress indicates that new policies or programs were implemented, or are in the final stages of planning and approval.
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Addressed
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Progress
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Description
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Academics
Examples: minor, major and concentration programs, curricular additions, research projects
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[ ]
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Administration
Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions
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[X]
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Significant
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1) Modified purchasing practice to purchase refillable pens and refills in place of disposable pens. 2) Designated 10% of Karren Nichols job to fulfill role as Sustainability Coordinator for the Marriott Library.
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Climate
Examples: draft climate action plan, greenhouse gas emissions inventory
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[X]
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Significant
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Representatives actively participated in climate planning process; have added element in job descriptions that staff will contribute to ACUPCC goals
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Endowment
Examples: proxy voting guidelines, investment advisory committees
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[ ]
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Energy
Examples: conservation/behavioral change programs, retrofits and efficiency improvements
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[ ]
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Food
Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens
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[ ]
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Green Building
Examples: design or construction policy
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[ ]
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Student Involvement
Examples: speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus
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[ ]
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Transportation
Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit
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[X]
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Significant
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Presented our first annual Transportation Fair which includes educational information and demonstrations to staff/faculty/students/public regarding environmentally- preferable commuting options and connects students with public transit.
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Waste Reduction
Examples: recycling, composting, reducing consumption
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[X]
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Significant
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Recommended, planned and implemented Waste Pod project throughout all staffing areas within library. This project increases materials recycled, reduces consumption, requires all staff involvement and changes behavior.
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Water
Examples: water conservation, reducing campus pollution, bottled water campaigns
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[ ]
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Other
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[ ]
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OFFICE OR DEPARTMENT
10) Does your school have an office or department exclusively dedicated to furthering sustainability on campus? Please note: this does not include academic programs focused on sustainability.
Please provide the number of staff in the office in terms of full-time equivalent (FTE). FTE for a full-time staff member would be 1, FTE for a half-time staff member would be 0.5.
Please provide details below.
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Office name:Office of Sustainability
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Year created:2007
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Description:pan-campus sustainability office
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Number of staff in office (in FTE):4
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SUSTAINABILITY STAFF
Please provide your answers to questions 11-12 in terms of full-time equivalent (FTE). For example, FTE for a half-time staff member would be 0.5.
11) Does your school employ a sustainability coordinator, director, or manager?
Your response may include faculty/staff who, in addition to their regular responsibilities, are overseeing campus sustainability initiatives (similar to the responsibilities of a full-time sustainability coordinator). For those faculty/staff partially assigned to sustainability work, please indicate time allotted for sustainability efforts in full-time equivalent (FTE).
Please provide details below.
Title:Director
Department:Facilities Management
Time worked (in FTE):1.0
Job description:manages OS, leads and fosters numerous sustainability intiatives
12) Please list the titles and a brief job description for all other full- and part-time staff who are engaged in planning, implementing or managingsustainability initiatives on your campus (e.g. Assistant Sustainability Coordinator, Food Services Sustainability Coordinator, Green Office Program Manager).
Your response may include faculty/staff who, in addition to their regular responsibilities, are overseeing campus sustainability initiatives (similar to the responsibilities of a full-time sustainability coordinator). For those faculty/staff partially assigned to sustainability work, please indicate time allotted for sustainability efforts (in FTE).Your response may include graduate assistants.
Your response should exclude academic researchers, administrative assistants, technical support staff, and recycling/compost collections staff. Your response should also exclude information about undergraduate student interns and student employees. This information should be provided in the Student Involvement section of the survey (questions 56-61).
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Title
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Department
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Time worked (in FTE)
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Job description
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Coordinator
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Office of Sustainability
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1.0
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http://www.hr.utah.edu/comp/jobdescriptions/viewjd.php?id=833
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Sustainable Campus Inititative Fund Coordinator
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Office of Sustainability
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0.8
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develops and coordinates SCIF program
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Outreach and Education Coordinator
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Office of Sustainability
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1.0
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coordinates a variety of programs, esp. student engagement; serves as webmaster
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Energy Manager
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Plant Operations
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1.0
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leads energy conservation efforts
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Behavioral Energy Project Coordinator
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Plant Operations
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1.0
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leads behavioral energy conservat
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Marriott Library Sustainability Coordinator
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Marriott Library
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0.1
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part of overall staff responsibilities, leads green committee and initiatives for library. FTE may be expanded soon.
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Food Service Sustainability Coordinator
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Chartwells
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0.5
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student employment position, new this year, assists director with green initiatives
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Graduate Assistant
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Office of Sustainability
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0.5
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Communication Specialist, develops PR, social marketing, other media strategies and pieces
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Graduate Assistant
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Office of Sustainability
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0.5
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GHG analyst; special projects
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Graduate Assistant
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Office of Sustainability
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0.5
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farmers market manager; campus gardens project leader
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WEBSITE
13) Does your school have a website detailing its sustainability initiatives?
If yes, please provide URL
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www.sustainability.utah.edu
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GREEN PURCHASING
14) Does your school have a formal green purchasing policy?
If yes, please indicate the areas to which your policy pertains, and whether purchase is required or encouraged:
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Required
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Encouraged
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Appliances
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[ ]
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[ ]
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Cleaning products
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[ ]
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[ ]
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Computers/electronics
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[ ]
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[ ]
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Lighting
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[ ]
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[ ]
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Office supplies
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[ ]
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[ ]
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Paper products
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[ ]
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[ ]
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Reduced packaging for purchases
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[ ]
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[ ]
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Other. Please describe below.
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[ ]
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[ ]
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Other description:
15) Please indicate in which categories you regularly purchase ENERGY STAR qualified products. Check all that apply. If possible, provide the percentage of products purchased that are ENERGY STAR qualified for each category.
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Percentage purchased
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Description
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[ ]
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Appliances
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[ ]
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Building products
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[X]
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Computers/electronics
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can't quantify at this time
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[ ]
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Heating and cooling
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[ ]
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Lighting and fans
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[ ]
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Plumbing
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16) Does your school purchase environmentally preferable paper products (e.g., 100 percent post-consumer recycled content, certified by the Forest Stewardship Council)?
If yes, please provide details below.
For each of the items below, please indicate the percentage of purchases that contain post-consumer recycled content, are chlorine-free processed, and/or are Forest Stewardship Council (FSC) certified. Please provide approximate data, to the best of your ability, if your institution uses a decentralized purchasing structure.
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Percentage
post-consumer
recycled content
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Percentage
Forest Stewardship
Council certified
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Percentage
chlorine-free
processed
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Description
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Envelopes
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Facial tissues
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Napkins
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Notepads
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Office paper
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Paper towels
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Other. Please describe.
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Additional comments:Purchasing is largely decentralized and accounting system does not currently allow quantification of specific categories or certified products at this level of detail. Many departments are implementing their own purchasing guidelines and buying EPP products.
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17) Does your school purchase computers or electronics that are Electronic Product Environmental Assessment Tool (EPEAT) certified?
If yes, please describe below.
Please indicate the portion of computer or electronics purchases that are EPEAT certified. Please provide the percentage of each product purchased that is EPEAT certified, where data are available. Note which products have been purchased in the “Product description” column (e.g., desktop computers, laptops).
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Portion
EPEAT certified
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Percentage
EPEAT certified
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Product description (e.g. computers, printers)
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Product 1
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as above, products are being purchased by departments but we cannot quantify at this time
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Product 2
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Product 3
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FUNDING MECHANISMS
18) What mechanisms does your school use to fund sustainability projects on campus? Check and describe all that apply. If no specific mechanisms are in place, indicate as such and move on to question 19.
Data collected for this question is for informational purposes only and will not be evaluated for grading.
[ ] No specific mechanisms are in place.
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Description
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[X]
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Alumni green fund
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www.windpower.utah.edu - voluntary contributions accepted
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[X]
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Capital budget
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buiding projects incorporate green features
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[ ]
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Endowment investment in on-campus sustainability projects
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[X]
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Operating budget
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funds Office of Sustainability and many annual initiatives
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[ ]
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Revolving loan fund for sustainability projects
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[X]
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Student green fee
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$2.50 per student per semester, called SCIF; renewable energy campaign fee ($1/semester), invested in RECs
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[X]
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Other. Please describe.
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utilities efficiency fund, not technically a revolving loan fund; rebates from utilities; PPA for solar PV in development
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EMPLOYEE OUTREACH OPPORTUNITIES
19) What programs does your school facilitate that encourage sustainable behavioral change among departments, offices, faculty and staff? Check all that apply.
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Description
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[X]
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Departmental sustainability liaisons
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department-level green teams, green team leader network
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[ ]
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Green office certification program
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[X]
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Green office tips posted online or on staff bulletin boards
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via green teams, staff/faculty FYI newsletter, other media
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[X]
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Incorporation of sustainability issues into new employee orientation
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primarily transportation-related
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[X]
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Other
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challenges (Clear the Air); limited parking/permits and fees/transit and alt. transportation promotions; fairs and events; guest speakers, trainings, workshops
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Back to top
CLIMATE CHANGE & ENERGY
Please note: Unless otherwise indicated, when providing data about greenhouse gas emissions levels, please provide data based on scopes 1 & 2 emissions. Scope 1 emissions refer to GHG emissions directly resulting from sources owned or operated by the institution (e.g. on-campus combustion of fossil fuels, emissions from campus vehicles). Scope 2 emissions refer to emissions generated indirectly due to the production of electricity that the institution consumes. Scope 3 emissions refer to all other indirect emissions that result from activities of the institution (e.g. employee travel).
GREENHOUSE GAS INVENTORY
20)Has your school completed a greenhouse gas (GHG) emissions inventory?Please check all that apply.
The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.
[ ] No
[]In progress. Please describe status and provide estimated completion date:
[X] Yes. Please provide total annual GHG emissions (Scopes 1 & 2, as well as scopes 1, 2 & 3 in metric tons of CO2e). Include the start date for each year as well as the URL to each inventory, if available online, or attach the document.
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Start Date
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Emissions level
(Scopes 1 & 2)
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Emissions level
(Scopes 1, 2 & 3)
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URL
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Notes
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2009
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January 1
|
|
197439
|
|
288785
|
|
|
|
not published yet
|
|
2008
|
|
January 1
|
|
200421
|
|
286817
|
|
|
|
not published yet
|
|
2007
|
|
January 1
|
|
203893
|
|
283077
|
|
http://acupcc.aashe.org/ghg/808/
|
|
corrected from original ACUPCC submission
|
|
2006
|
|
|
|
|
|
|
|
|
|
pilot inventory conducted; not fully systematic, test run so no data available for reporting purposes
|
|
2005
|
|
|
|
|
|
|
|
|
|
none conducted (2007 first formal inventory)
|
COMMITMENT TO GREENHOUSE GAS EMISSIONS REDUCTION
21) Has your school made a commitment to reduce GHG emissions a specific amount by a target year?
The commitment should be to reducing actual campus greenhouse gas emissions, and does not include offsets or renewable energy credits (purchase of RECs is addressed in question 31). For example, if the university is committed to reaching carbon neutrality by 2030, and aims to do so by reducing campus emissions by 50 percent and buying offsets for the remaining 50 percent, you would indicate “50%” as the reduction level.
If yes, please list details below.
|
|
|
Reduction level (percentage):
|
|
Baseline year: 2007
|
|
Baseline emissions level:
|
|
Target year:
|
|
Additional comments:Direct emissions reductions are part of overall ACUPCC commitment, but specific reductions targets have not yet been set.
|
REALIZED GREENHOUSE GAS EMISSIONS REDUCTIONS
22) Has your school achieved a reduction in GHG emissions? Answer should be based on scopes 1 & 2 emissions.
Please indicate whether your school has achieved actual reductions in greenhouse gas emissions. This does not include the purchase of carbon offsets or renewable energy credits. (Purchase of RECs is considered in question 31.)
If yes, please list details below.
|
|
|
Percentage reduced:3.2
|
|
Baseline year:2007
|
|
Baseline emissions level:203893
|
|
Year achieved:2009
|
|
Additional comments:The University of Utah's first co-generation plant became fully operational in late 2009. A new high efficiency central chiller plant is currently under construction. Despite growth in GSF, we are pleased to be achieving scope 1 and 2 GHG emissions. We did not start comprehensively inventorying GHG emissions until 2007; therefore we cannot answer Q25 accurately (there is no 'not available' choice, unfortunately).
|
23) Please provide GHG emissions figures in terms of gross square feet on campus for the past four years. Answers should be based on scopes 1 & 2 emissions.
Per-gross-square-foot emissions = Total CO2e in metric tons / Total maintained building space
The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.
|
|
|
|
|
2009:
|
|
.0173
|
|
2008:
|
|
.0176
|
|
2007:
|
|
.0182
|
|
2006:
|
|
|
|
2005:
|
|
|
24) Please provide GHG emissions figures per full-time student equivalent for the past four years. Answers should be based on scopes 1 & 2 emissions.
Per full-time student equivalent emissions = Total CO2e in metric tons / Total number of full-time equivalent students.
The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.
|
|
|
|
|
2009:
|
|
8.67
|
|
2008:
|
|
8.85
|
|
2007:
|
|
9.04
|
|
2006:
|
|
|
|
2005:
|
|
|
ENERGY EFFICIENCY
25) Has your school achieved a reduction in building energy consumption compared to a 2005 baseline?
If yes, please list details below.
Data must be provided in terms of MBtus (one thousand British thermal units).
2005 baseline year
Building energy consumption:
Gross square feet of building space:
Performance year (most recent year for which data are available)
Building energy consumption:
Gross square feet of building space:
26) Please indicate which programs or technologies your school has implemented to improve energy efficiency since 2000. Check all that apply.
[X] Cogeneration
[X] Temperature setbacks
[X] Steam trap systems
For the following technologies and programs, please indicate the percentage of possible campus building space in which they have been implemented.
|
|
|
|
|
Percentage of building space
|
|
[ ]
|
|
Back pressure turbines
|
|
|
|
[X]
|
|
Economizers
|
|
80
|
|
[X]
|
|
Energy management system; building automation system, energy information system, or monitoring-based commissioning (MBCx) system
|
|
75
|
|
[X]
|
|
Gas-fired hydronic heating systems
|
|
90
|
|
[ ]
|
|
Heat recovery systems
|
|
|
|
[X]
|
|
LED lighting
|
|
2
|
|
[X]
|
|
Lighting sensors
|
|
30
|
|
[X]
|
|
Metering—chilled water
|
|
60
|
|
[X]
|
|
Metering—electric
|
|
70
|
|
[X]
|
|
Metering—steam
|
|
10
|
|
[X]
|
|
Other energy-efficient lighting (e.g. T5 or T8)
|
|
90
|
|
[X]
|
|
Performing system tune-ups
|
|
75
|
|
[X]
|
|
Retrocommissioning of HVAC systems (buildings must have been commissioned, retrocommissioned or re-commissioned within the last 10 years)
|
|
3
|
|
[ ]
|
|
Steam turbines
|
|
|
|
[X]
|
|
Steam-line insulation
|
|
90
|
|
[X]
|
|
Timers for temperature control
|
|
75
|
|
[X]
|
|
Variable speed drives
|
|
|
|
[X]
|
|
Vending machine sensors
|
|
coming very soon!
|
|
[ ]
|
|
Other. Please describe below.
|
|
.
|
27) What programs does your school facilitate that encourage members of the campus community to reduce energy use? Check all that apply.
|
[X]
|
|
Audits or investigations of individual energy use
|
|
[X]
|
|
Cash incentives for energy reductions among departments
|
|
[X]
|
|
Energy monitoring website or dashboard displays for buildings
|
|
[ ]
|
|
Energy reduction competitions among departments and/or offices
|
|
[X]
|
|
Fume hoods in science buildings
|
|
[X]
|
|
Green IT policies (e.g. enabling power management)
|
|
[X]
|
|
PR campaigns (increased/innovative signage, newsletters, slogans, saturation), demonstrations to raise awareness, pledge drives
|
|
[ ]
|
|
Trade-in or rebate programs for inefficient appliances (e.g. CFLs, refrigerators)
|
|
[ ]
|
|
Other. Please describe:
|
RENEWABLE ENERGY GENERATION
28) Does your school generate renewable energy?
If yes, please provide details below.
Please check all types of renewable energy that are generated, and provide data on the percentage of your total energy consumption fulfilled by each renewable source listed. If less than one percent is fulfilled by a given source, leave percent box blank. For each type of renewable energy, please describe the production source.
|
|
|
Renewable
energy type
|
|
Percent of
total energy
consumption
|
|
Production
source description
|
|
[ ]
|
|
Biomass
|
|
|
|
|
|
[ ]
|
|
Concentrated solar power
|
|
|
|
|
|
[ ]
|
|
Geothermal (shallow depth)
|
|
|
|
|
|
[ ]
|
|
Low-impact hydropower
|
|
|
|
|
|
[X]
|
|
Photovoltaics
|
|
less than 1
|
|
3 small PV arrays (17 kW total)
|
|
[ ]
|
|
Wind
|
|
|
|
|
|
[ ]
|
|
Other. Please specify below.
|
|
|
|
|
29) Does your school have solar hot water systems?
If yes, please specify number of systems and total MBtus generated annually, if available.
|
Number of systems:
|
|
Total MBtus generated annually:
|
RENEWABLE ENERGY PURCHASE
30) What is the fuel mix of electricity purchased from the grid for your campus? Please provide the percentage for each source.
If less than one percent of a source is purchased, leave the percent box blank.
|
Energy source
|
|
Percent of total energy purchase
|
|
Coal
|
|
34.4
|
|
Natural Gas
|
|
10.8
|
|
Nuclear
|
|
19.3
|
|
Petroleum
|
|
0.3
|
|
Renewables (biomass, solar, wind, low-impact hydropower, photovoltaics, geothermal)
|
|
2.3
|
|
Other. Please specify:
|
|
48.6
|
Hydro, large scale. These are all EPA EGRID NWPP/WECC figures estimated from website.
|
Percentage of overall electricity consumption purchased from the grid:81%
|
31) Has your school purchased electric energy from renewable sources or renewable energy credits (RECs)?
RECs and electricity from renewable sources must be Green-e Certified or meet the requirements of the Green-e standards.
If yes, please describe below.
Date of most recent purchase:8/5/10
Length of contract:3 yr (currently in 2nd year - 1st of 2 years annual renewal option)
Average annual quantity (kWh):62,857
Average percentage of your total annual electric energy use that it represents:23.11
ON-SITE COMBUSTION
32) Please provide total MBtus of energy for heating and cooling generated annually from on-site combustion:
1,623,638
33) Please list each fuel source used in on-site combustion for heating and cooling, and note the percentage of overall BTUs derived from that source:
If less than one percent of a source is purchased, leave the percent box blank.
|
Energy Source
|
|
Percent of overall BTUs
|
|
Biomass
|
|
|
|
Coal
|
|
|
|
Geothermal
|
|
|
|
Natural gas
|
|
100
|
|
Petroleum
|
|
|
|
Other. Please specify:
|
|
|
Back to top
FOOD & RECYCLING
Please note: The food portion of this category and information about waste reduction in dining services is covered in a separate dining survey.
WASTE REDUCTION
34) Please provide the following information pertaining to trends in waste generation per weighted campus user.
2005 baseline year
Weighted campus users:
Total waste generated (garbage + recycling + compost):
Performance year (most recent year for which data are available)
Weighted campus users:
Total waste generated (garbage + recycling + compost):
RECYCLING OF TRADITIONAL MATERIALS
35) Please indicate which traditional materials your institution recycles. Check all that apply.
|
[ ]
|
|
None
|
|
[X]
|
|
Aluminum
|
|
[X]
|
|
Cardboard
|
|
[X]
|
|
Glass
|
|
[X]
|
|
Paper
|
|
[ ]
|
|
Plastics (all)
|
|
[X]
|
|
Plastics (some)
|
|
[X]
|
|
Other. Please list: separate programs for office pack and mixed pack paper
|
36) Please indicate the campus-wide diversion rate of recyclable waste from traditional disposal.
The diversion rate should be calculated based on the diversion of traditional recyclables (paper, plastics, aluminum, cardboard, glass). Please do not include recycled electronic waste, recycled construction waste, or composted food and landscaping waste in the calculation of this figure.
The diversion rate is equal to the (total amount of traditional recycled materials) divided by the (total amount of landfill waste plus the total amount of traditional recycled materials).
RECYCLING OF ELECTRONIC WASTE
37) Does your institution have an electronics recycling program?
If yes, please provide details below.
Please indicate recycling of the following items is available for students (through receptacles on campus, recycling drives, or other means), and/or for institutional electronics waste. Check all that apply.
|
|
|
For waste generated by students
|
|
For waste generated by the institution
|
|
Batteries
|
|
[X]
|
|
[X]
|
|
Cell phones
|
|
[X]
|
|
[X]
|
|
Computers
|
|
[X]
|
|
[X]
|
|
Light bulbs
|
|
[ ]
|
|
[X]
|
|
Printer cartridges
|
|
[X]
|
|
[X]
|
|
Other E-waste. Please list items:
|
|
[X]
|
|
[X]
|
Peripherals (printers etc) and miscellaneous items such as TVs. University tiers to state contract for university-owned equipment disposal; university hosts annual e-waste collection event for privately owned items (students, staff, faculty, neighbors) in partnership with Salt Lake City and Salt Lake County agencies.
If possible, describe the organization and/or company you are using to collect your e-waste for recycling, and the environmental and social safeguards that they take in disposal:
|
Metech (formerly GRX); e-steward certified (BAN).
|
COMPOSTING (APART FROM DINING FACILITIES)
38) What percentage of your campus's landscaping waste is composted or mulched?
39) Do you provide composting receptacles around campus in locations other than dining halls (e.g., in residence halls, offices, academic buildings)?
If yes, please provide details below.
|
[ ]
|
|
Academic buildings
|
|
[ ]
|
|
Offices
|
|
[ ]
|
|
Outdoors
|
|
[ ]
|
|
Residence halls
|
Description:
SOURCE REDUCTION
40) Does your campus run any source-reduction initiatives (e.g., end-of-semester furniture or clothing swaps and collections)?
If yes, please check and describe all of the programs below that are in place at your institution:
|
|
|
|
|
Description
|
|
[ ]
|
|
Limited printing
|
|
|
|
[ ]
|
|
Move-in waste reduction
|
|
|
|
[X]
|
|
Move-out waste reduction
|
|
event started by a student internship project for campus housing, now run by housing student leaders and staff
|
|
[X]
|
|
Year-round materials exchange programs
|
|
departments can donate/sell used electronics and items internally
|
|
[X]
|
|
Other
|
|
Surplus and Salvage department, also open to the public
|
Back to top
GREEN BUILDING
DESIGN AND CONSTRUCTION
41) Does your school have a formal green building policy pertaining to design and construction for new buildings and major renovations?
If yes, please describe policy and provide URL to the full policy, if available:
|
The University of Utah is bound by the State of Utah Division of Facilities and Construction Management (DFCM Design Requirements, Section 5.0 HIGH PERFORMANCE BUILDING RATING SYSTEM (2009) to be LEED Silver Certification minimum plus mandatory credits for:1) WE Credit 1.1: Water Efficient Landscaping: Reduce by 50%, 2) EA Credit 3 Enhanced Commissioning , 3) EQ Credit 3.1 Construction IAQ Management Plan: During Construction, 4) EQ Credit 4.1: Low-Emitting Materials: Adhesives and Sealants, and 5) EQ Credit 4.2: Low-Emitting Materials: Paints and Coatings (Found at: http://dfcm.utah.gov/downloads/design_manual/design_requirements.pdf).In addition, University of Utah Design Standards, Page 14 of 42: 1.2.2 #1 (http://www.facilities.utah.edu/static-content/facilitiesmanagement/files/pdf/DesStand/DesStand_CH-01_General-Guidelines_02-JUL-10.pdf) states that each building must also achieve a minimum of 5 points minimum (20% reduction) for energy performance (EA Credit 1) for all hospitals and clinics and a minimum of 15 points (40% reduction) for all other building types. This aggressive new campus energy standard will address carbon emissions from campus in a much more meaningful way than simply requiring LEED Gold or Platinum Certification (which don’t necessarily equate to reduced energy consumption).
|
42) Please provide the following information about LEED-certified buildings on your campus:
|
Total number of LEED-certified buildings:2
|
|
|
|
Combined gross square footage:
|
|
Building name(s):
|
|
Certified-level
|
|
156,000
|
|
Spencer F. and Cleone P. Eccles Health Sciences Education Building
|
|
Silver-level
|
|
0
|
|
|
|
Gold-level
|
|
92,000
|
|
Frederick Albert Sutton Building
|
|
Platinum-level
|
|
0
|
|
|
43) Please provide information about campus buildings that meet LEED certification criteria, but are not certified.
|
Total number of buildings that meet LEED criteria:2
|
|
|
|
Combined gross square footage:
|
|
Building name(s):
|
|
Certified-level criteria met, but not certified
|
|
155,016
|
|
John and Marva Warnock Engineering Building, Carolyn Tanner Irish Humanities Building
|
|
Silver-level criteria met, but not certified
|
|
0
|
|
|
|
Gold-level criteria met, but not certified
|
|
0
|
|
|
|
Platinum-level criteria met, but not certified
|
|
0
|
|
|
44) Please provide information about buildings that are ENERGY STAR labeled.
Total number of ENERGY STAR buildings:0
Combined gross square footage:
Building names:
45) Please provide information about buildings on your campus that meet the standards of other third-party green building certifications (e.g. Green Globes).
Certification type:n/a
Total number of buildings:
Combined gross square footage:
Building names:
46) For the 2009-2010 academic year, what percentage of your institution's non-hazardous construction and demolition waste was diverted from landfills?
ADAPTIVE REUSE
47) Please provide information about adaptive reuse projects your campus has completed since the year 2000.
|
Total number of adaptive reuse projects completed since the year 2000: 11
|
Please provide additional details for up to ten of the most comprehensive projects:
|
Project name
|
|
Square footage
|
|
Former use
|
|
Current use
|
|
Additional details
|
|
Ft, Douglas House
|
|
|
|
residential (military)
|
|
interfaith center
|
|
2002 Olympics-related project
|
|
Pierre Lassonde Entrepreneur Center
|
|
|
|
residential (military)
|
|
offices and meeting space
|
|
2008 major historic restoration and renovation
|
|
American West Center and Linguistics
|
|
|
|
residential (military)
|
|
offices, administrative
|
|
then-new Office of Sustainability took over portion of old America West Center space when they moved to renovated building in Ft Douglas :)
|
|
Bldg 853 – 520 Wakara Way
|
|
|
|
commercial clinical research and development
|
|
Edna Wattis Dumke Health Professions Building
|
|
|
|
Bldg 874 - 383 Colorow Drive
|
|
|
|
commercial research and development
|
|
research lab and office
|
|
USTAR
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
48) Please provide the student enrollment and gross square footage of buildings on campus in the 2000-2001 academic year.
Student enrollment (FTE):20,777
Square footage:10,135,859
49) Please provide the student enrollment and gross square footage of buildings on campus for the 2009-2010 academic year.
Student enrollment (FTE):24,424
Square footage:
OPERATIONS AND MAINTENANCE
50) Does your school have a formal green building policy specifically pertaining to operations and maintenance?
If yes, please describe policy and provide URL to the full policy, if available:
51) Please provide the following information about LEED-EB certified buildings on your campus:
Total number of LEED-EB certified buildings:0
Combined gross square footage:
Building names:
52) Please provide the following information about buildings that meet LEED-EB certification criteria but are not certified:
Total number of buildings that meet LEED-EB criteria but are not certified:
Combined gross square footage:
Building names:
WATER MANAGEMENT
53) Has your institution reduced its water consumption per weighted campus user, as compared to a 2005 baseline?
Weighted campus users = (1 * number of on-campus residents) + (0.75 * number of non-residential or commuter full-time students, faculty and staff members) + (0.5 * number of non-residential or commuter part-time students, faculty, and staff members).
If yes, please provide the following information:
2005 baseline year
Weighted campus users:
Water consumed (gallons):
Performance year (most recent year for which data are available)
Weighted campus users:
Water consumed (gallons):
54) Please indicate which of the following water-conservation technologies have been installed in existing buildings on campus. Check all that apply. For each item, please indicate the percentage of possible campus building space in which the technology has been installed.
For example, if dual-flush toilets have been installed in all bathrooms on campus, you would indicate “100” as the percentage of building space in which the technology has been installed.
|
|
|
|
|
Percentage of building space
|
|
[X]
|
|
Building water metering
|
|
|
|
[ ]
|
|
Dual-flush toilets
|
|
|
|
[ ]
|
|
Gray water systems
|
|
|
|
[ ]
|
|
Laundry technology
|
|
|
|
[X]
|
|
Leak detection and reduction
|
|
|
|
[ ]
|
|
Low-flow faucets
|
|
|
|
[ ]
|
|
Low-flow showerheads
|
|
|
|
[X]
|
|
Non-potable water usage
|
|
project in process
|
|
[X]
|
|
Waterless urinals
|
|
|
|
[ ]
|
|
Xeriscaping
|
|
N/A
|
|
[ ]
|
|
Weather-informed irrigation
|
|
N/A
|
|
[X]
|
|
Other. Please describe below.
|
|
Net Zero Water Use Campus Goal; planning and evaluation ongoing.
|
|
Other description:this information request pending; will update in more detail.
|
55) What stormwater management technologies or strategies are used on your campus?
|
[X]
|
|
Living or vegetated roofs
|
|
[X]
|
|
Porous pavement
|
|
[ ]
|
|
Retention ponds
|
|
[X]
|
|
Stone swales
|
|
[X]
|
|
Vegetated swales
|
|
[X]
|
|
Other. Please describe: SWPP for all major construction sites, stormwater management plan and campus team; two demonstration campus rain gardens (dryland plantings, runoff capture) designed and installed by engineering students and faculty advisor and funded with student sustainability fee and donations
|
ENERGY MANAGEMENT
Information concerning energy management will be drawn from question 26 (Climate Change & Energy). If you wish to provide any additional information about energy-efficiency technologies installed in campus buildings, please attach it in a supplemental document at the end of the survey.
Back to top
STUDENT INVOLVEMENT
RESIDENTIAL COMMUNITIES
56) Please list sustainability-themed residential communities or housing options at your school.
A sustainability-themed residential community is created specifically to provide students with a living-and-learning experience focused on sustainability. Students must have actively selected or applied to live in the residence. Example: Synergy House at Colorado College.
For each sustainability-themed residential community, please provide the following information:
|
Name of program
|
|
Type of community
|
|
Number of students involved
|
|
Additional details
|
|
Green Living Floor
|
|
Hallway
|
|
25
|
|
RA organizes regular green-themed activities and events, supported by Office of Sustainability
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
NEW STUDENT ORIENTATION
57) Does a portion of your new student orientation specifically cover sustainability?
If yes, please check and describe all ways in which sustainability is incorporated into new student orientation:
|
[ ]
|
|
Skits, speakers, or presentations that take place in large venues that most or all first-year students attend. Topics must include at least one of the following: promoting the Office of Sustainability, student campus sustainability groups, or sustainability as an important campus issue.
|
|
[ ]
|
|
Incorporating sustainability information into presentations made by RAs to individual hallways.
|
|
[ ]
|
|
Active engagement of students in activities that raise awareness about sustainability, highlight how sustainability occurs on campus, or in which students take part in a productive activity, such as volunteer work or projects (e.g., working in the on-campus garden).
|
|
[ ]
|
|
Making orientation more sustainable through efforts such as a zero-waste meal or carbon offsets.
|
|
[ ]
|
|
Other. Please describe:
|
INTERNSHIPS/OUTREACH OPPORTUNITIES
58) Does your school offer on-campus, office-based sustainability internships or jobs for students during the academic year?
If yes, please provide the number of students and average number of hours worked weekly per student below.
|
|
|
Number of students:
|
|
Average hours worked weekly per student:
|
|
Paid positions
|
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10
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15
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Unpaid positions
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10
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10
|
59) Does your school have residence hall Eco-Reps or a similar program to promote behavioral change on campus?
If yes, please provide the URL to the program's website. If not, select “no.”
Please provide the following details about the number of students involved in program, their average working hours, and any compensation that they receive.
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Number of students:
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Average hours worked weekly per student:
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Paid positions.
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2
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15
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Positions that award academic credit.
|
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0
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0
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Uncompensated positions.
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20
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4
|
SUSTAINABILITY CHALLENGES AND COMPETITIONS
60) Does your school organize any sustainability challenges/competitions for your campus and/or with other colleges?
|
Yes, three or more competitions.
|
For each competition or challenge that is run on campus, please provide the details requested. You may provide detailed information for up to three competitions.
First Competition:
Competition Overview
|
Competition Name: Clear the Air Challenge
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|
Year Initiated:2009
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|
Website: www.cleartheairchallenge.org
|
Frequency that competition is run:Once annually
Groups involved in coordinating the competition:
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[X]
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|
Students
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[X]
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|
Faculty
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[X]
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Staff
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[X]
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|
Administrators
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[ ]
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|
Other, please describe.
|
Participants in the competition:
|
[X]
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|
Students
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[X]
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|
Faculty
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[X]
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Staff
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[X]
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Administrators
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[X]
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|
Other, please describe:
community-wide challenge, family and friends can participate on teams
|
Incentives for participation:
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|
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Describe:
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[ ]
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Cash
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[X]
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Non-monetary prizes
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prize drawings for meeting weekly alt. commute goals as well as most trips avoided by individuals and teams
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[X]
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Other
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social status, invitation to campus community from SR. VP's office, department/other organization teams are formed and members recruit others, highest motivator on exit surveys is helping reduce chronic area air pollution
|
Goals of competition:
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Describe:
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[X]
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Energy conservation
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[X]
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Waste reduction
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air pollution
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[ ]
|
|
Water conservation
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|
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[X]
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Other
|
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single-occupant vehicle trips and VMT (vehicle miles travelled)
|
Percent of energy and/or resource use reduction resulting from the competition:2010 TOTAL TRIPS ELIMINATED: 105,323 = 1,308,717 MILES SAVED = $735,499 SAVED = 2,197,336 POUNDS OF EMISSIONS REDUCED (from website)
Lasting effects of competition:Salt Lake City won a 3-yr EPA grant based on 2009 challenge success as well as anti-idling campaign. Chamber of Commerce has formed an Air Quality team that meets regularly, includes University representation. Anecdotal evidence of longer-term behavior change for some participants, but there are no formal metrics for this yet. University psychology department faculty helping to improve design in future. University will hold future campus-only challenges at other times of the year; development of tools to do so underway now.
Additional Information:This challenge evolved out of a previous one started by the Utah Transit Authority. Salt Lake City, County, and State of Utah teamed up to fund new web platform and media, University of Utah consistently largest participant (# of individuals affiliated with U compared to other groups). Challenge partly inspired by 2007 community-based social marketing workshop led by Dr. Doug Mckenzie-Mohr, organized by U Office of Sustainability with participants from many agencies as well as students, staff, faculty.
Second Competition:
Competition Overview
|
Competition Name: Recyclemania
|
|
Year Initiated:2009
|
|
Website: www.recyclemania.org
|
Frequency that competition is run:Once annually
Groups involved in coordinating the competition:
|
[X]
|
|
Students
|
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|
[ ]
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|
Faculty
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|
[X]
|
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Staff
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|
|
[X]
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|
Administrators
|
|
|
[ ]
|
|
Other, please describe.
|
|
Participants in the competition:
|
[X]
|
|
Students
|
|
[X]
|
|
Faculty
|
|
[X]
|
|
Staff
|
|
[X]
|
|
Administrators
|
|
[ ]
|
|
Other, describe:
|
Incentives for participation:
|
|
|
|
|
Describe:
|
|
[ ]
|
|
Cash
|
|
|
|
[ ]
|
|
Non-monetary prizes
|
|
|
|
[X]
|
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Other
|
|
desire to make a difference; social influence
|
Goals of competition:
|
|
|
|
|
Describe:
|
|
[ ]
|
|
Energy conservation
|
|
|
|
[X]
|
|
Waste reduction
|
|
increase recycling rate and reduce amount of waste
|
|
[ ]
|
|
Water conservation
|
|
|
|
[ ]
|
|
Other
|
|
|
Percent of energy and/or resource use reduction resulting from the competition:27% of total materials diverted from landfill during competition.
Lasting effects of competition:Continued enhancements to recycling program; awareness; commitment from senior leadership to set higher goals each year.
Additional Information:Participation in Recyclemania required re-opening truck scales and agreement from waste hauling contractors to weigh out, which was achieved. This was one of the 2 tangible actions the University chose upon joining the ACUPCC.
Third Competition:
Competition Overview
|
Competition Name: Tech Titans - Green Prize
|
|
Year Initiated:2010
|
|
Website: http://www.techtitans.utah.edu/Compete.html
|
Frequency that competition is run:Once annually
Groups involved in coordinating the competition:
|
[ ]
|
|
Students
|
|
[X]
|
|
Faculty
|
|
[X]
|
|
Staff
|
|
[X]
|
|
Administrators
|
|
[ ]
|
|
Other, please describe.
|
Participants in the competition:
|
[X]
|
|
Students
|
|
[ ]
|
|
Faculty
|
|
[ ]
|
|
Staff
|
|
[ ]
|
|
Administrators
|
|
[X]
|
|
Other, describe:
statewide competition
|
Incentives for participation:
|
|
|
|
|
Describe:
|
|
[X]
|
|
Cash
|
|
1000
|
|
[ ]
|
|
Non-monetary prizes
|
|
|
|
[ ]
|
|
Other
|
|
|
Goals of competition:
|
|
|
Describe:
|
|
[ ]
|
|
Energy conservation
|
|
|
|
[ ]
|
|
Waste reduction
|
|
|
|
[ ]
|
|
Water conservation
|
|
|
|
[X]
|
|
Other
|
|
green tech innovation
|
Percent of energy and/or resource use reduction resulting from the competition: FY11 will be first green tech titan competition.
Lasting effects of competition: Partnership between Lassonde Center and Office of Sustainability; others TBD after first competition is complete.
Additional Information: Green Tech Titan Prize is partially funded through the Office of Sustainability.
STUDENT ORGANIZATIONS
61) Does your school have active student-run organizations devoted to sustainability efforts on campus?
If yes, please provide names of organizations, a brief description of each, and URLs for the organizations’ websites, if available:
|
Name
|
|
Description
|
|
URL
|
|
Campus Recycling
|
|
Bennion Center Student Program, helps recycling coordinator with projects
|
|
www.bennioncenter.org
|
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|
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|
U of U Bike Collective
|
|
Bennion Center Student Program, bike shop and advocacy
|
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|
|
|
Environmental Action Team
|
|
Bennion Center Student Program, various environmental service projects
|
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|
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|
|
STEAM
|
|
Bennion Center Student Program, various sustainability projects
|
|
|
|
|
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SEED
|
|
Bennion Center Student Program, various sustainability projects, helped create U Office of Sustainability in 2006-2007; main interest in food systems now
|
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|
Net Impact Student Chapter
|
|
School of Business student chapter, sustainability in business focus
|
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ASUU Board of Sustainability
|
|
Student Government Board, various sustainability projects, Earthfest
|
|
|
|
|
|
|
|
|
|
Bend in the River Ecological Restoration
|
|
Bennion Center Student Program, 2 acre riparian restoration site on Salt Lake City park land
|
|
http://www.sa.utah.edu/bennion/bend/index.htm
|
|
|
|
|
|
|
|
Teaching Ecology in Red Butte Garden
|
|
Bennion Center Student Program, teaching gardening and ecology to children
|
|
|
|
|
|
|
|
|
|
Mountain View Social Justice Gardens
|
|
Bennoin Center Student Program, elementary school gardens, partly funded through SCIF project grant
|
|
http://www.sa.utah.edu/bennion/studirprog/Progdesc.asp?rec=107
|
|
|
|
|
|
|
|
Alternative Spring Break (some trips)
|
|
student-organized service trips supported by several Student Affairs offices
|
|
|
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|
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|
|
|
Alternative Fall Break (some trips)
|
|
student-organized service trips supported by Bennion Center
|
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|
|
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|
|
Engineers without Borders
|
|
appropriate tech; international development focus
|
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Back to top
TRANSPORTATION
CAMPUS MOTOR FLEET
62) How many vehicles are in your institution's fleet?
The fleet includes all vehicles owned by the campus such as cars, trucks, and carts. It does not include lawnmowers or other off-road vehicles.
500
63) Please indicate which of the following alternative-fuel vehicles are included in your fleet. Check all that apply. Please list the number of vehicles for each class.
|
|
|
|
|
Number of vehicles
|
|
[ ]
|
|
100 percent electric
|
|
|
|
[ ]
|
|
Diesel-electric hybrid
|
|
|
|
[ ]
|
|
Fueled with B20 or higher biofuel for more than 6 months of the year
|
|
|
|
[ ]
|
|
Fueled with E85 or higher ethanol for more than 6 months of the year
|
|
|
|
[X]
|
|
Gasoline-electric hybrid
|
|
11
|
|
[ ]
|
|
Hydrogen fueled
|
|
|
|
[ ]
|
|
Plug-in hybrid
|
|
|
|
[X]
|
|
Other. Please describe:
46 vehicles that can be fueled with B5 or B20, fueled with B5 all year.9 vehicles that can be fueled with CNG (6 CNG only; 3 CNG and unleaded), fueled with CNG for more than 6 months of the year.
|
|
46+9
|
COMMUTE MODAL SPLIT
64) What portion of the student body commutes via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool/vanpool)?
If data are available, please provide the percentage of students who commute by each of the following means.
|
|
|
Percentage
|
|
Bicycle
|
|
11%
|
|
Carpool/vanpool
|
|
1%
|
|
Public transit
|
|
33%
|
|
Single-occupancy vehicle
|
|
55%
|
|
Walking
|
|
|
65) What percentage of employees commute via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool)?
If data are available, please provide the percentage of employees who commute by each of the following means.
|
|
|
Percentage
|
|
Bicycle
|
|
7%
|
|
Carpool/vanpool
|
|
1%
|
|
Public transit
|
|
23%
|
|
Single-occupancy vehicle
|
|
69%
|
|
Walking
|
|
|
LOCAL TRANSPORTATION ALTERNATIVES
66) Does your school offer incentives for carpooling to faculty, staff and/or students? Check all that apply, and describe below.
[ ] No
[X] Yes, to faculty and staff
[X] Yes, to students
|
Description:preferential parking; UTA also provides financial support/vehicles for qualified van pool participants
|
Please check and describe carpooling incentives provided for faculty/staff. Check all that apply.
|
|
|
|
|
Description
|
|
[X]
|
|
Carpool matching
|
|
|
|
[ ]
|
|
Financial remuneration
|
|
|
|
[X]
|
|
Preferential parking
|
|
|
|
[ ]
|
|
Other
|
|
|
Please check and describe carpooling incentives provided for students. Check all that apply.
|
|
|
|
|
Description
|
|
[X]
|
|
Carpool matching
|
|
|
|
[ ]
|
|
Financial remuneration
|
|
|
|
[X]
|
|
Preferential parking
|
|
|
|
[ ]
|
|
Other
|
|
|
67) Does your school offer subsidies for the use of public transportation?
|
all eligible students, staff, faculty can receive annual transit pass good on buses, trains, and light rail at no direct pass cost (collectively paid for through fees and permits)
|
|
|
|
Eligible community members:
|
|
Size of the discount (as a percent of full price)
|
|
[X]
|
|
Faculty
|
|
100
|
|
[X]
|
|
Staff
|
|
100
|
|
[X]
|
|
Students
|
|
100
|
[X]Check here if subsidy takes the form of pre-tax payroll deduction. Please describe below:
|
annual fee for employees, tuition fee for students, applies to all
|
68) Does your school provide free transportation around campus?
|
Campus Shuttle system with numerous routes and frequent peak service; also shuttle service for many large events (athletics, cultural). Shuttles have real-time online/mobile device GPS trackers to enhance service
|
69) Does your school operate a free transportation shuttle to local off-campus destinations?
|
If not applicable, please explain: UTA pass available to all, serves as greater community linkage
|
BICYCLE PROGRAM
70) Does your school offer a bicycle sharing/rental program?
If yes, please provide details below.
Year created:2009
Number of bikes available:20
Usage fee per hour:none
Usage fee per day:none
Annual membership fee for students:
Annual membership fee for faculty, staff, and administrators:
Other annual membership fee:
|
Description:The UBike program was launched as a senior class gift with additional support provided by Commuter Services. The program is currently being revamped due to some challenges with location and capacity.
|
71) Does your school offer bicycle repair services?
If yes, please provide details below:
Year created:2008
Service fee:No
Description:Campus student-operate branch of Salt Lake City Bicycle Collective, limited hours, all-volunteer.
CAR SHARING PROGRAM
72) Does your school partner with a car-sharing program?
If yes, please provide details below.
Year created:2009
Total number of vehicles: 12
Number of hybrid vehicles:2
Usage fee per hour:$4.95
Usage fee per day:
Annual membership fee for students:
Annual membership fee for faculty, staff, and administrators:
Other annual membership fee: 25
|
Description:Cars are available on campus and also at various city locations. Registration fee (one time, not annual) was waived during initial promotional period. University locations are very successful and more cars are being added to fleet. http://www.commuterservices.utah.edu/transportation/ucarshare.html
|
PLANNING
73) Does your school have policies that support a pedestrian-friendly or bike-friendly campus (e.g., in the school's master plan, a policy prohibiting vehicles from the center of campus)?
|
2008 campus master plan; no private vehicles in center of campus; bicycle plan currently under development
|
74) Do you offer the option of a condensed work week or telecommuting to at least ten percent of full-time employees? For each option, please indicate who is eligible.
|
|
|
|
|
Employees eligible
|
|
Description:
|
|
[X]
|
|
Telecommuting
|
|
At discretion of department heads
|
|
|
|
[X]
|
|
Condensed work week
|
|
At discretion of department heads
|
|
this is normal schedule for most hospital staff; less common on main campus
|
|
Additional comments:University Media Services and various departments are continuing to expand videoconferencing, video-conference teaching, video-conference guest speakers, and online course options and opportunities.
|
Back to top
STATISTICS
75) Campus setting:
76) Total number of buildings on campus:
77) Combined gross square footage of all buildings on campus:
78) Full-time enrollment (undergraduate + graduate, headcount at start of academic year):
79) Part-time enrollment (undergraduate + graduate, headcount at start of academic year):
80) Percent of full-time students that live on campus:
OTHER AREAS OF ENVIRONMENTAL ENGAGEMENT
Question 81 is for informational purposes only; responses will NOT be included in the Report Card evaluation process.
81) Please check all items that apply to your institution:
|
|
|
|
|
Description (optional)
|
|
[X]
|
|
Campus garden or farm
|
|
|
|
|
|
|
|
|
|
[ ]
|
|
Disposable water bottle ban
|
|
|
|
|
|
|
|
|
|
[X]
|
|
Environmental science/studies major (undergraduate-level)
|
|
|
|
|
|
|
|
|
|
[X]
|
|
Environmental science/studies minor or concentration (undergraduate-level)
|
|
|
|
|
|
|
|
|
|
[X]
|
|
Graduate-level environmental studies program (graduate-level)
|
|
|
|
|
|
|
|
|
|
[ ]
|
|
Graduate-level sustainability studies program
|
|
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|
|
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|
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|
|
[X]
|
|
Outdoors club
|
|
|
|
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|
|
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|
[X]
|
|
Participation in Recyclemania
|
|
|
|
|
|
|
|
|
|
[ ]
|
|
Single-stream recycling
|
|
|
|
|
|
|
|
|
|
[X]
|
|
Student trustee position
|
|
|
|
|
|
|
|
|
|
[ ]
|
|
Sustainability major, minor or concentration (undergraduate-level)
|
|
|
Back to top
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