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Report Card 2011

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University of Utah

Campus Survey

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

 

School name: 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.

 

Description:

 

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

[  ]  None

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

[  ]  Talloires Declaration
[  ]  Other. Please describe:


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

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

 

Description: 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

 

ADMINISTRATIVE COMMITTEES

 

4)  Does your school have any administrative councils, committees or task forces that advise on and/or implement sustainability policies and programs?

You may provide detailed information for up to three committees. If you have one advisory committee that is broken down into subcommittees, please indicate that you have one committee and answer the questions on the following page for the entire committee (the sum of data for all subcommittees).

Yes

 

Please provide the number of committees: Three committees

 

Committee I

 

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

 

Committee name: President's Sustainability Advisory Board

Number of meetings: minimum 4

 

6)  Please provide the number of stakeholder representatives on the committee.

When providing the data on each stakeholder group, you should provide the total number across all subcommittees (you do not need to numerate individual tallies for subcommittees).

 

 

 

Number of representatives

Administrators

 

3

Faculty

 

3

Staff

 

2

Students

 

2

Other. Please describe.   

 

1 community rep, 1 alumnus

 

7)  Please provide the name of the chair(s) of the committee for the 2009-2010 academic year, and indicate which stakeholder group the chair(s) represents.

 

 

 

Name       

 

Position

Chair 1   

 

Dr. David Chapman  

 

Faculty

Chair 2

 

   

 

Chair 3

 

   

 

 

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

 

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

 

 

 

Addressed       

 

Progress     

 

Description

Academics

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

 

[X]

 

Moderate

 

Reimagining the U curriculum effort, pilot class 2011

Administration

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

 

[X]

 

Significant

 

endorsed U becoming STARS charter member

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[X]

 

Significant

 

oversaw climate action planning effort, now completed

 

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

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

 

[X]

 

Significant

 

component of climate action planning

Food

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

 

[X]

 

Significant

 

component of climate action planning

Green Building

Examples: design or construction policy

 

[X]

 

 

component of climate action planning

Student Involvement

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

 

[X]

 

Moderate

 

component of climate action planning

Transportation

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

 

[X]

 

Significant

 

component ofclimate action planning

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[X]

 

Significant

 

component of climate action planning

 

Water

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

 

[X]

 

Significant

 

component of climate action planning

Other

 

[X]

 

Significant

 

participated in search for new Office of Sustainability Director; supported Office during interim after unexpected death of founding director

 

Committee II

 

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

 

Committee name: Campus Sustainability Working Group

Number of meetings: 10

 

6b)  Please provide the number of stakeholder representatives on the committee.

When providing the data on each stakeholder group, you should provide the total number across all subcommittees (you do not need to numerate individual tallies for subcommittees).

 

 

 

Number of representatives

Administrators

 

Faculty

 

Staff

 

Students

 

Other. Please describe.     

 

open membership, variable, 30+ on roster, mainly staff, admin, faculty

 

7b)  Please provide the name of the chair(s) of the committee for the 2009-2010 academic year, and indicate which stakeholder group the chair(s) represents.

 

 

 

Name       

 

Position

Chair 1    

 

Jen Colby

 

Staff

Chair 2

 

 

Chair 3

 

 

 

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.

 

 

 

Addressed  

 

Progress 

 

Description

Academics

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

 

[  ]

 

 

 

Administration

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

 

[  ]

 

 

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[X]

 

Significant

 

most members actively participated in climate action planning effort, reviewed progress and drafts.

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

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

 

[X]

 

Moderate

 

Food

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

 

[X]

 

Moderate

 

Green Building

Examples: design or construction policy

 

[X]

 

Moderate

 

Student Involvement

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

 

[  ]

 

Moderate

 

Transportation

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

 

[X]

 

Moderate

 

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[X]

 

Moderate

 

Water

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

 

[X]

 

Moderate

 

Other

 

[X]

 

Moderate

 

group serves primarily as a networking and information sharing hub for our large, decentralized campus. Topics change monthly.

 

Committee III

 

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

 

Committee name: Green Committee, J. Willard Marriott Library

Number of meetings: 10

 

6c)  Please provide the number of stakeholder representatives on the committee.

When providing the data on each stakeholder group, you should provide the total number across all subcommittees (you do not need to numerate individual tallies for subcommittees).

 

 

 

Number of representatives

Administrators

 

Faculty

 

4

Staff

 

10

Students

 

Other. Please describe.     

 

2, Liaisons from Eccles & Quinney Libraries

 

7c)  Please provide the name of the chair(s) of the committee for the 2009-2010 academic year, and indicate which stakeholder group the chair(s) represents.

 

 

 

Name      

 

Position

Chair 1    

 

Karren Nichols

 

Staff

Chair 2

 

Daureen Nesdill

 

Faculty

Chair 3

 

 

 

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.

 

 

 

Addressed  

 

Progress  

 

Description

Academics

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

 

[  ]

 

 

Administration

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

 

[X]

 

Significant

 

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.

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[X]

 

Significant

 

Representatives actively participated in climate planning process; have added element in job descriptions that staff will contribute to ACUPCC goals

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

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

 

[  ]

 

 

Food

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

 

[  ]

 

 

Green Building

Examples: design or construction policy

 

[  ]

 

 

Student Involvement

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

 

[  ]

 

 

Transportation

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

 

[X]

 

Significant

 

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.

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[X]

 

Significant

 

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.

Water

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

 

[  ]

 

 

Other

 

[  ]

 

 

 

 

OFFICE OR DEPARTMENT                                  


10) Does your school have an office or department exclusively dedicated to furthering sustainability on campus? Please note: this does not include academic programs focused on sustainability.
Please provide the number of staff in the office in terms of full-time equivalent (FTE). FTE for a full-time staff member would be 1, FTE for a half-time staff member would be 0.5.

Yes

 

Please provide details below.

 

Office name: Office of Sustainability

Year created: 2007

Description: pan-campus sustainability office

Number of staff in office (in FTE): 4

 

SUSTAINABILITY STAFF

Please provide your answers to questions 11-12 in terms of full-time equivalent (FTE). For example, FTE for a half-time staff member would be 0.5.

 

11) Does your school employ a sustainability coordinator, director, or manager?

Your response may include faculty/staff who, in addition to their regular responsibilities, are overseeing campus sustainability initiatives (similar to the responsibilities of a full-time sustainability coordinator). For those faculty/staff partially assigned to sustainability work, please indicate time allotted for sustainability efforts in full-time equivalent (FTE).

Yes

 

Please provide details below.

 

Title: 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).

 

Title      

 

Department      

 

Time worked (in FTE)      

 

Job description

Coordinator

 

Office of Sustainability

 

1.0

 

http://www.hr.utah.edu/comp/jobdescriptions/viewjd.php?id=833

Sustainable Campus Inititative Fund Coordinator

 

Office of Sustainability

 

0.8

 

develops and coordinates SCIF program

Outreach and Education Coordinator

 

Office of Sustainability

 

1.0

 

coordinates a variety of programs, esp. student engagement; serves as webmaster

Energy Manager

 

Plant Operations

 

1.0

 

leads energy conservation efforts

Behavioral Energy Project Coordinator

 

Plant Operations

 

1.0

 

leads behavioral energy conservat

Marriott Library Sustainability Coordinator

 

Marriott Library

 

0.1

 

part of overall staff responsibilities, leads green committee and initiatives for library. FTE may be expanded soon.

Food Service Sustainability Coordinator

 

Chartwells

 

0.5

 

student employment position, new this year, assists director with green initiatives

Graduate Assistant

 

Office of Sustainability

 

0.5

 

Communication Specialist, develops PR, social marketing, other media strategies and pieces

Graduate Assistant

 

Office of Sustainability

 

0.5

 

GHG analyst; special projects

Graduate Assistant

 

Office of Sustainability

 

0.5

 

farmers market manager; campus gardens project leader

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEBSITE


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

If yes, please provide URL

www.sustainability.utah.edu

 

GREEN PURCHASING


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

No

 

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

 

 

 

Required      

 

Encouraged      

Appliances

 

[  ]

 

[  ]

Cleaning products

 

[  ]

 

[  ]

Computers/electronics

 

[  ]

 

[  ]

Lighting

 

[  ]

 

[  ]

Office supplies

 

[  ]

 

[  ]

Paper products

 

[  ]

 

[  ]

Reduced packaging for purchases               

 

[  ]

 

[  ]

Other. Please describe below.

 

[  ]

 

[  ]


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.

 

 

 

 

 

Percentage purchased  

 

Description

[  ]

 

Appliances

 

 

[  ]

 

Building products

 

 

[X]

 

Computers/electronics     

 

can't quantify at this time

 

[  ]

 

Heating and cooling

 

 

[  ]

 

Lighting and fans

 

 

[  ]

 

Plumbing

 

 

 

Additional comments:

 

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

Yes

 

If yes, please provide details below.

For each of the items below, please indicate the percentage of purchases that contain post-consumer recycled content, are chlorine-free processed, and/or are Forest Stewardship Council (FSC) certified. Please provide approximate data, to the best of your ability, if your institution uses a decentralized purchasing structure.

               

 

 

Percentage
post-consumer
recycled content     

 

Percentage
Forest Stewardship
Council certified   

 

Percentage
chlorine-free
 processed     

 

Description

Envelopes

 

 

 

 

Facial tissues

 

 

 

 

Napkins

 

 

 

 

Notepads

 

 

 

 

Office paper

 

 

 

 

Paper towels

 

 

 

 

Other. Please describe.

 

 

 

 

 

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.

 

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

Yes

 

If yes, please describe below.

Please indicate the portion of computer or electronics purchases that are EPEAT certified. Please provide the percentage of each product purchased that is EPEAT certified, where data are available. Note which products have been purchased in the “Product description” column (e.g., desktop computers, laptops).

 

 

 

Portion
EPEAT certified      

 

Percentage
EPEAT certified      

 

Product description (e.g. computers, printers)

Product 1

 

 

 

as above, products are being purchased by departments but we cannot quantify at this time

Product 2

 

 

 

Product 3

 

 

 

 

FUNDING MECHANISMS

 

18)  What mechanisms does your school use to fund sustainability projects on campus? Check and describe all that apply. If no specific mechanisms are in place, indicate as such and move on to question 19.

Data collected for this question is for informational purposes only and will not be evaluated for grading.

 

[  ]  No specific mechanisms are in place.

 

 

 

 

 

Description

[X]

 

Alumni green fund

 

www.windpower.utah.edu - voluntary contributions accepted

[X]

 

Capital budget

 

buiding projects incorporate green features

[  ]

 

Endowment investment in on-campus sustainability projects     

 

[X]

 

Operating budget

 

funds Office of Sustainability and many annual initiatives

[  ]

 

Revolving loan fund for sustainability projects

 

[X]

 

Student green fee

 

$2.50 per student per semester, called SCIF; renewable energy campaign fee ($1/semester), invested in RECs

[X]    

 

Other. Please describe.

 

utilities efficiency fund, not technically a revolving loan fund; rebates from utilities; PPA for solar PV in development

 

EMPLOYEE OUTREACH OPPORTUNITIES

19) What programs does your school facilitate that encourage sustainable behavioral change among departments, offices, faculty and staff? Check all that apply.

 

 

 

 

 

Description

[X]

 

Departmental sustainability liaisons

 

department-level green teams, green team leader network

[  ]

 

Green office certification program

 

[X]

 

Green office tips posted online or on staff bulletin boards

 

via green teams, staff/faculty FYI newsletter, other media

[X]

 

Incorporation of sustainability issues into new employee orientation

 

primarily transportation-related

[X]

 

Other

 

challenges (Clear the Air); limited parking/permits and fees/transit and alt. transportation promotions; fairs and events; guest speakers, trainings, workshops


Back to top

 

CLIMATE CHANGE & ENERGY

 

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

 

GREENHOUSE GAS INVENTORY


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

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

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

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

 

 

Start Date         

 

Emissions level

(Scopes 1 & 2)

 

Emissions level

(Scopes 1, 2 & 3)

 

URL          

 

Notes

2009

 

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.

No


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.)

Yes


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.

 

 .

 

Description:


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?

Yes

 

If yes, please provide details below.

Please check all types of renewable energy that are generated, and provide data on the percentage of your total energy consumption fulfilled by each renewable source listed. If less than one percent is fulfilled by a given source, leave percent box blank. For each type of renewable energy, please describe the production source.

 

 

 

Renewable
energy type

 

Percent of
total energy
consumption    

 

Production
source description

[  ]

 

Biomass

 

 

[  ]

 

Concentrated solar power

 

 

[  ]

 

Geothermal (shallow depth)

 

 

[  ]

 

Low-impact hydropower

 

 

[X]

 

Photovoltaics

 

less than 1

 

3 small PV arrays (17 kW total)

[  ]

 

Wind

 

 

[  ]

 

Other. Please specify below.    

 

 

 

Other description:


29) Does your school have solar hot water systems?

No

 

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

 

Number of systems:

Total MBtus generated annually:

 

RENEWABLE ENERGY PURCHASE

 

30) What is the fuel mix of electricity purchased from the grid for your campus? Please provide the percentage for each source.

If less than one percent of a source is purchased, leave the percent box blank.

 

Energy source

 

Percent of total energy purchase

Coal

 

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 .

Yes

 

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:

 



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FOOD & RECYCLING

Please note: The food portion of this category and information about waste reduction in dining services is covered in a separate dining survey .

 

WASTE REDUCTION

 

34) Please provide the following information pertaining to trends in waste generation per weighted campus user.

2005 baseline year

Weighted campus users:
Total waste generated (garbage + recycling + compost):

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

Total waste generated (garbage + recycling + compost):

 

RECYCLING OF TRADITIONAL MATERIALS

 

35) Please indicate which traditional materials your institution recycles. Check all that apply.

[  ]

 

None

[X]

 

Aluminum

[X]

 

Cardboard

[X]

 

Glass

[X]

 

Paper

[  ]

 

Plastics (all)

[X]

 

Plastics (some)

[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).

27%

 

RECYCLING OF ELECTRONIC WASTE


37) Does your institution have an electronics recycling program?

Yes

 

If yes, please provide details below.

Please indicate recycling of the following items is available for students (through receptacles on campus, recycling drives, or other means), and/or for institutional electronics waste. Check all that apply.

 

 

 

For waste generated by students  

 

For waste generated by the institution

Batteries

 

[X]

 

[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?

100%


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

No

 

If yes, please provide details below.

[  ]  

 

Academic buildings

[  ]  

 

Offices

[  ]  

 

Outdoors

[  ]  

 

Residence halls

 

Description:

 

SOURCE REDUCTION


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

Yes

 

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


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GREEN BUILDING

 

DESIGN AND CONSTRUCTION


41) Does your school have a formal green building policy pertaining to design and construction for new buildings and major renovations?

Yes

 

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

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?

50%

 

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?

No

 

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.


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STUDENT INVOLVEMENT

 

RESIDENTIAL COMMUNITIES

 

56) Please list sustainability-themed residential communities or housing options at your school.

 A sustainability-themed residential community is created specifically to provide students with a living-and-learning experience focused on sustainability.  Students must have actively selected or applied to live in the residence. Example: Synergy House at Colorado College .

 

For each sustainability-themed residential community, please provide the following information:

 

Name of program     

 

Type of community     

 

Number of students involved     

 

Additional details

Green 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?

No

 

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?

Yes

 

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

 

 

 

Number of students:     

 

Average hours worked weekly per student:    

Paid positions

 

10

 

15

Unpaid positions

 

10

 

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.”

none available yet

 

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

 

 

 

Number of students:     

 

Average hours worked weekly per student:

Paid positions.

 

2

 

15

Positions that award academic credit.  

 

0

 

0

Uncompensated positions.

 

20

 

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

Year Initiated: 2009

Website: www.cleartheairchallenge.org

 

Frequency that competition is run: Once annually

 

Groups involved in coordinating the competition:

[X]

 

Students

[X]

 

Faculty

[X]

 

Staff

[X]

 

Administrators

[  ]

 

Other, please describe.  

 

Participants in the competition:

[X]

 

Students

[X]

 

Faculty

[X]

 

Staff

[X]

 

Administrators

[X]

 

Other, please describe:  
community-wide challenge, family and friends can participate on teams

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[X]  

 

Non-monetary prizes  

 

prize drawings for meeting weekly alt. commute goals as well as most trips avoided by individuals and teams

[X]  

 

Other

 

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:

 

 

 

 

Describe:

[X]  

 

Energy conservation  

 

[X]  

 

Waste reduction

 

air pollution

[  ]

 

Water conservation  

 

[X]  

 

Other

 

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

 

[  ]

 

Faculty

 

[X]

 

Staff

 

[X]

 

Administrators

 

[  ]

 

Other, please describe.  

 

 

Participants in the competition:

[X]

 

Students

[X]

 

Faculty

[X]

 

Staff

[X]

 

Administrators

[  ]

 

Other, describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[  ]  

 

Non-monetary prizes  

 

[X]  

 

Other

 

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?

Yes

 

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

 

 

 

 

 

U of U Bike Collective

 

Bennion Center Student Program, bike shop and advocacy

 

 

 

 

 

 

Environmental Action Team

 

Bennion Center Student Program, various environmental service projects

 

 

 

 

 

 

STEAM

 

Bennion Center Student Program, various sustainability projects

 

 

 

 

 

 

SEED

 

Bennion Center Student Program, various sustainability projects, helped create U Office of Sustainability in 2006-2007; main interest in food systems now

 

 

 

 

 

 

Net Impact Student Chapter

 

School of Business student chapter, sustainability in business focus

 

 

 

 

 

 

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

 

 

 

 

 

 

Alternative Fall Break (some trips)

 

student-organized service trips supported by Bennion Center

 

 

 

 

 

 

Engineers without Borders

 

appropriate tech; international development focus

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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TRANSPORTATION

 

CAMPUS MOTOR FLEET

 

62) How many vehicles are in your institution's fleet?
The fleet includes all vehicles owned by the campus such as cars, trucks, and carts. It does not include lawnmowers or other off-road vehicles.

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)?

45%

 

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)?

31%

 

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?

Yes

 

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?

Yes

 

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?

Yes

 

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.


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STATISTICS

 

75) Campus setting:        

Urban

 

76) Total number of buildings on campus:

302

 

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

11,437,633

 

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

22,770

 

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

0

 

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

 

 

 

 

 

 

[X]    

 

Outdoors club

 

 

 

 

 

 

[X]     

 

Participation in Recyclemania

 

 

 

 

 

 

[  ]    

 

Single-stream recycling

 

 

 

 

 

 

[X]    

 

Student trustee position

 

 

 

 

 

 

[  ]    

 

Sustainability major, minor or concentration (undergraduate-level)   

 

 


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