Climate Action Plan | 2011
Climate Action Plan
October 2011
Climate Action Plan | 2011
Table of ConTenTs
Letter from the President 3
Executive Summary 4
Baseline: Achieving Carbon Neutrality 5
Facility Operations 6
Energy 6
Water 8
Solid Waste 8
Food Service 10
Routine Maintenance 10
New Construction/Renovation 10
Transportation 11
Purchasing 13
Curriculum and Research 14
AUS Community Engagement 18
Next Steps 20
Appendix A: Antioch University Seattle: Who We Are 21
Appendix B: RecycleMania 22
Appendix C: President’s Task Force on Sustainability 23
Appendix D: Task Force Participants 24
Appendix E: Sustainability Timeline 26
Appendix F: Transportation Survey 27
Appendix G: Sustainability and Climate Change in the Curriculum 28
Appendix H: The Education for Social Engagement Project:
Learning in the Service of Self & Society in a Global Environment 31
Climate Action Plan | 2011
leTTer from The PresidenT
On behalf of Antioch University Seattle, I am proud to present our Climate Action Plan.
My Navajo traditions and beliefs of the Mother Earth, wind, sun, and water are integral
to my leadership and vision for our campus.
As the first Native American woman president of an accredited non-tribal university, I
walk two paths: parched Southwest Navajo lands and traditions and of an urban, damp
Pacific Northwest asphalt city of Seattle. My leadership brings the best of these worlds
together to a vibrant campus that weaves a fabric of sustainable threads through every
aspect of our curriculum, facility, and daily lives so future generations will be rewarded
with not only an earth, but a rich, thriving earth that we know is now endangered.
Our AUS sustainability commitment is sincere, honest, and ingrained. Whether it is
participating in Seattle’s Bike-to-Work Day, personally buying carbon offsets for my air
travel, or turning off computers and lights when leaving at the end of each workday,
our actions speak to the campus of our personal commitment to campus sustainability.
Please join me in celebrating our past successes, current actions, and future
accomplishments as we actively seek carbon neutrality.
Cassandra Manuelito-Kerkvliet, Ph.D., President
September 2011
3
Climate Action Plan | 2011
exeCuTive summary
This Climate Action Plan that Antioch University Seattle (AUS) submits to the American
College & University Presidents’ Climate Commitment is an opportunity to document
and formalize our many past, current, and future programs/projects along the path to
our goal of achieving carbon neutrality.
AUS President Manuelito-Kerkvliet states,
our strong community is deeply committed to both social and environmental
sustainability. We are making meaningful changes – within our institution and
within the greater Seattle community – to pursue these values.
Sustainability is not new to AUS. Our single-building facility (Appendix A) is interwoven
with ten years of micro- and macro-adjustments that have decreased our carbon
footprint even as our occupied space has increased. As early as the 1980s with
the Whole Systems Design Program, our research and curriculum have embraced
sustainability. Today, all of our academic programs include courses, certificates, and
degrees focused on sustainability. As an urban campus, we reach out to our Seattle
community with events such as Green Drinks and Seattle’s First Thursday Art Walks
with our annual Recycle Art Show. Nationally, we participate in RecycleMania, earning
second place in the Grand Champion category in 2011.
We are proud that our carbon footprint is less than one metric ton per student, faculty,
and staff member. And yet, we know we can be better.
With pride from our past accomplishments, encouragement with our current actions,
and enthusiastic hope for our future work, Antioch University Seattle submits our
Climate Action Plan.
4
Climate Action Plan | 2011
baseline: aChieving Carbon neuTraliTy
Antioch University Seattle plans to achieve carbon neutrality by 2021 – AUS Greenhouse Gas Emissions 2009
ten years from now.
In 2009, AUS emissions approximated 744.5 tons of carbon, equating to less than one
metric ton per student, faculty, and staff. Using the Clean Air–Cool Planet Carbon
Calculator, as recommended by the ACUPCC, our emission sources are as follows:
student commuting (56 percent), faculty/staff commuting (26 percent), air travel on
University business (6 percent), electricity (3 percent), solid waste (3 percent) and
paper (2 percent).
The calculator divides these emissions into three categories:
Scope 1: Direct emissions produced through campus activities. Zero (0) tons 0%
Student Commuting 56%
AUS does not own or operate any vehicles, maintains no power facilities nor produces
Faculty/Staff Commuting 26%
any product. Campus Air Travel 6%
Scope 2: Indirect emissions from purchased energy. 20.4 tons or 3% as of 2009 Electricity 3%
Solid Waste 3%
AUS purchases electricity from Seattle City Light, a carbon-neutral utility company. In Paper 2%
2007, AUS began purchasing 15 percent renewable energy through Seattle City Light’s
“Green Up” program. AUS is the 13th largest purchaser of green power in the program
and, as a result, is a Gold Club member. Because Seattle City Light is carbon neutral and
we purchase from the green power program, we expect our number will be lower, if
not zero, in our 2012 survey.
Scope 3: Indirect emissions from (a) student, faculty, and staff commuting; and (b)
institution-funded air travel. 724.1 tons or 97% as of 2009
The 2009 data indicate that the primary source of indirect emissions is from student
commuting, followed by faculty and staff commuting. A second survey is proposed
for 2012 with numbers anticipated to be lower – not necessarily due to different
commuting options, but rather due to a more comprehensive survey.
The campus perception is that air travel is primarily associated with the President.
However, the actual data indicate that the majority of travel is by faculty.
Because the AUS carbon footprint is based on 2009 data (Appendix E), a 2012
transportation survey will more accurately reflect our campus activity.
5
Climate Action Plan | 2011
faCiliTy oPeraTions
Energy
AUS’s sole energy source is electricity provided by Seattle City Light, a carbon-neutral
utility company. Fifteen percent of our KWs are from renewable energy. We are a Gold
member in Seattle City Light’s “Green Up” program and the 13th largest purchaser of
green power. Seattle City Light’s electrical generation breaks down as follows: 91.2%
hydro, 4.4% nuclear, 4.35% wind, 1.4% coal, 0.6% gas, and 0.1% biomass.
Fortunately, our location in the Pacific Northwest equates to a milder climate with
fewer days that require heating and air conditioning. Our large single-pane windows
are a source of energy loss. However, further reduction in energy use will be based on
modifying peoples’ behaviors rather than significant facility changes or improvements.
Past
• AUS switched to compact fluorescent bulbs in the standard fixtures and installed
manual switching in an estimated 24 2-lamp and 318 3-lamp T8 electronic ballasts. In
2004, occupancy sensors were installed in all restrooms and most classrooms. With
the exception of 12 outdoor floodlights, AUS uses all T8 and CFL lighting. Lighting is
currently controlled by a computerized system allowing natural light to be utilized as
much as possible.
• The HVAC system was converted to a CO2 sensor in 2005. The sensor responds to
rising CO2 levels from human occupancy as a trigger for heat and air conditioning
systems.
• AUS installed optimal start/stop system software to start up the building in the most
efficient way using the warm-up history of the building and the outside temperature
as guidelines. The system is adjusted to take into account holidays and quarter break
schedules.
• Seattle City Light conducted energy audits in 2001 and 2011.
6
Climate Action Plan | 2011
Present
• Install lower wattage bulbs in all lighting fixtures throughout the building.
• Replace current three-lamp fixtures in hallways to a typical two-lamp fixture; costs
are offset with Seattle City Light’s rebate program.
• Install ceiling-mounted occupancy sensors for on-demand lights and HVAC.
• Install “energy misers” on vending machines.
• Turn off refrigeration to water fountains and bubblers.
• Adopt the 2030 Challenge targets for fossil fuel reduction in construction and major
renovations.
• Develop and promote guidelines on how faculty, staff, and students can help reduce
energy consumption on campus (such as turning off lights and computers overnight).
• Continue to explore the feasibility of LED lighting, including costs and stability.
Future
• Implement a campus campaign encouraging faculty and staff to turn off computers
overnight, with the exception of the nights that routine maintenance is performed.
• Implement a campus campaign encouraging faculty, staff, and students to turn off
lights when leaving classrooms and offices, with the exception of security lighting.
• Develop a plan to replace single-paned windows with double-paned, energy
efficient windows for the entire building.
• Research solar-powered outdoor lighting.
• Continue to replace more energy-efficient lighting throughout the facility as it
becomes available and feasible.
7
Climate Action Plan | 2011
Water
AUS uses relatively little water because it is a small, urban, non-residential campus with
a small café and no grounds. AUS water use decreased by 20 percent since 2003.
Past
• Rebuilt all existing commodes to low-flow.
• Installed low-flow shower heads throughout the facility.
Present
• Installing two hydration systems in new construction area.
• Installing metered faucets in restrooms in new construction.
• Converted HVAC condensation to water the roof-top garden.
Future
• Replace remaining drinking fountains with hydration stations.
• Turn off refrigeration to water fountains and bubblers.
• Replace remaining restrooms faucets with metered faucets.
Solid Waste
AUS generates approximately 1,000 pounds of solid waste per week, including trash,
recyclables, and compost. This is equivalent to one pound per person per week.
AUS generates less waste per capita than most other universities and colleges in the U.S.
Past
• Separation of waste into trash and recyclables started in Seattle in the early 1970s
and continues today. In 2009, AUS began separating compostable materials that
were sent to the Cedar Grove Composting facility in Maple Valley, Wash. AUS’s current
waste contractors are CleanScapes for trash and compost and Waste Management for
recycling.
• In 2010, AUS removed all trash bins from classrooms and replaced them with centrally
located trash, recycle, and compost collection sites. Many faculty and staff voluntarily
8
Climate Action Plan | 2011
remove garbage containers from offices and take all trash, recyclables, and compost to
these designated collection sites.
• Recycle programs are in place for batteries, fluorescent lighting, e-waste, and metal
scrap.
Present
• Continue to encourage waste minimization by reusing, recycling, and composting.
• Organize educational/informational programs on waste minimization for faculty,
staff, and students.
• Continue to participate in RecycleMania (Appendix B).
• Collect and recycle computers and other electronics bi-annually.
• Encourage limited printing, double-sided printing, and reusing paper printed on one
side. Provide materials in digital formats.
• Ensure that all campus events serving food or beverages use re-useable and/or
compostable dishes, cups, glasses, and utensils.
• Increase the campus supply of re-useable dishes, cups, glasses, and utensils. reduce, reuse, recycle
use a reusable water bottle
• Encourage paper towel recycling, as an alternative to waste disposal, through
reuse scrap paper print double-sided
signage in the restrooms.
burn carbs, not carbon!
• Encourage faculty, staff, and students to use re-usable containers, wrapping, utensils, walk, bike, bus or carpool
plates, cups, etc., when bringing “brown bag” lunches or snacks. use campus recycling and compost bins
Future
• Explore new opportunities for developing waste minimization partnerships with
organizations whose missions align with AUS’s goal to become a zero-waste campus.
• Collaborate with external organizations, such as CleanScapes, to hold an annual AUS
community-wide event on waste minimization.
• Collaborate with a local organization, such as Seattle Tilth or Cedar Grove, to
promote an AUS community outreach composting effort.
9
Climate Action Plan | 2011
Food Service
AUS leases 635 square feet of café space to an independent contractor who provides
minimal beverage, soups, and sandwiches for the convenience of our students,
faculty, and staff. The contractor buys locally grown, organic foods, uses 100 percnet
compostable materials, and offers a discount for those bringing their our plate/utensils.
Routine Maintenance
• AUS contracts janitorial services from Washington Security Services, a company that
uses environmentally friendly cleaning supplies.
• AUS purchases carpet completely made from recycled materials and that is 100
percent recyclable.
• AUS purchases water-based, no-VOC, low-odor paint.
• Bathroom soaps are unscented and non-allergenic. Cleanup is water based.
• Paper towels in all restrooms contain 100 percent recycled material and are
compostable.
New Construction/Renovation
Effective August 2011, President Manuelito-Kerkvliet signed a mandate that AUS new
construction and renovations be built, at a minimum, to the Leadership in Energy &
Environmental Design (LEED) standard of Silver, as set forth by the U.S. Green Building
Council.
Currently we are renovating 5,500 square feet of previously leased space. This area will
include an art studio, five new classrooms, and a new psychology clinic. All available
materials are being reused including two-way mirrors and bathroom fixtures. We
are unable to reuse six doors because City of Seattle inspectors will not approve
occupancy without the complete door installation. This renovated space will include
the two new hydration systems.
10
Climate Action Plan | 2011
TransPorTaTion
In December 2009, Antioch University Seattle conducted a Transportation Survey Modes of Transportation
(see Appendix C) to quantify the University’s greenhouse gas emissions from
transportation. The survey was sent to administrators, staff, students, and faculty Drive Alone
Bus
resulting in 235 responses for a 24 percent response rate. Walk
The results also show: Carpool
Bike
• 73% drive alone to AUS for an average of 30 miles a day. Ferry
Light Rail
• 40% think that public transportation is “very accessible.” Commuter Train
• Many respondents stated that AUS could encourage alternative transportation by Plane
providing free or subsidized bus passes for students and incentivizing car pools. Other
From these results, we estimate that transportation accounts for 92 percent of
AUS’s carbon emissions, which is approximately nine times more than all other
transportation sources combined.
AUS Celebrates
Past Bike-To-Work Day
• In 2010, President Manuelito-Kerkvliet reduced the effects of carbon emissions Friday, May 21st
9 am – 10:30 am
associated with her air travel by personally buying carbon offsets and contributing to Lower Atrium
the Sustainability Scholarship Fund. Reduce your carbon footprint
and enjoy breakfast on us!
• AUS partnered with Zipcar in 2009 to offer a group discount on membership fees for Commute by foot, bike, bus, rideshare,
students, faculty, and staff. or any type of alternative transportation.
• Discounted bus passes are offered to staff and faculty.
• AUS offers covered bike storage to all faculty, staff, and students for a refundable $25
key deposit. There is also a shower facility available.
• AUS participates in “Bike to Work Month” and hosts an Alternative Transportation
Breakfast.
11
Climate Action Plan | 2011
Present
Greenhouse gas emissions from student, faculty, and staff vehicle commutes and air
travel are the biggest contributors to our campus carbon footprint.
• Encourage single-occupancy vehicle (SOV) commuters to seek alternative, more
sustainable transportation options.
• Improve the availability of online information and links to alternative transportation
options and keep website up-to-date.
• Create and sustain partnerships with local businesses, organizations, and groups
working to reduce SOV commutes and transportation-related greenhouse gas
emissions and explore other campaigns to reduce single-occupancy vehicle use.
• Improve existing commuter services.
• Partner with a new neighborhood apartment complex to provide students, faculty,
and staff with bike storage, showers, lockers, and bike repair.
• Include commuter-option materials in new-student orientation materials and online.
• Continue to organize and co-sponsor regular events on campus to raise awareness
about transportation and its role in achieving carbon neutrality, such as Bike to
Work Month; continue to explore partnering with other campaigns to reduce single-
occupancy vehicle use.
Future
• Conduct another transportation survey in 2012.
• Develop partnerships and collaborations with local organizations that will promote
light rail, extend student bus/rail fare discounts to all Seattle area colleges and
universities, and support local transit systems.
• Explore the feasibility of installing one or two charging stations for electric vehicles
as part of the rooftop parking.
• Explore the feasibility of joining a local bike-sharing program.
• Explore opportunities for developing partnerships with nearby rental property
owners and nonprofit organizations, such as the Housing Resources Group and the
Seattle Housing Authority, to offer affordable local housing to students, thereby
reducing commuting distance to campus.
12
Climate Action Plan | 2011
PurChasing
Past/Present
• Use paper that contains 40 percent recycled material. Ours is locally purchased from
Keeney’s Office Supply and comes from Gray’s Harbor Paper, a local company that
harvests trees and makes paper in the Puget Sound region. Their business practice is
that for every tree they cut, they plant two more.
• Since 2009, AUS has purchased Energy Star refrigerators and dishwashers.
• All photocopiers and printers were replaced in 2011 to allow the use of paper with a
higher proportion of recycled material.
• Computers are replaced every four years and those discarded are taken to e-waste
recycling facilities.
• AUS gives away pens made from recycled cardboard for recruitment.
• AUS uses Forest Stewardship Council certified printers exclusively.
• Worn-out batteries are collected and recycled.
• For all events, AUS contracts with caterers who provide local, organic food served on
reusable or compostable plates and utensils.
• AUS utilizes re-useable or compostable plates, glasses, and utensils.
Future
• Develop environmentally friendly and socially responsible purchasing guidelines for
all goods and services purchased by AUS.
• Stop buying bottled water for campus events.
• Purchase 100%-recycled, post-consumer paper for copy machines.
13
Climate Action Plan | 2011
CurriCulum and researCh
Overview
Antioch University Seattle integrates sustainability principles in all of its academic
programs, with several degrees and certificates focused specifically on sustainability.
A list of all courses bearing academic credit that feature sustainability and climate
change is shown in Appendix F.
School of Applied Psychology, Counseling and Family Therapy
Antioch Seattle’s M.A. in Psychology has a concentration in Integrative Studies
with structured areas of concentration in Ecopsychology and Psychology and
Spirituality. Both weave sustainability themes into coursework and independent
studies. Independent study students may also choose to create their own psychology
curriculum that can include sustainability.
School of Education
The School of Education recently added a specialty endorsement in Environmental
and Sustainability Education. Environmental education is a fast-growing area in the
K-12 curriculum, and sustainability topics are included throughout the curriculum.
The School of Education Graduate Teacher Preparation Program’s courses have the
Washington State Environmental and Sustainability Education Standards embedded
throughout their coursework. Education programs are offered in Tacoma, Marysville,
Stanwood, and at the Muckleshoot Tribal College, all in Washington state.
B.A. Degree Completion in Liberal Studies
Students in the B.A. Degree Completion Program may create their own degree
program or select a structured area of concentration. Concentrations in Environmental
Studies and Sustainable Business have curricula specifically focused on sustainability. MUCKLESHOOT
TRIBAL COLLEGE
The B.A. Degree Completion Program also is offered at Muckleshoot Tribal College.
14
Climate Action Plan | 2011
Center for Creative Change
All degree and certificate programs in the Center for Creative Change include a core
curriculum on social and environmental sustainability. Graduates gain the essential
skills to lead sustainable change and to help build a just, healthy, and sustainable
world. The Center offers an M.A. in Environment and Community and graduate
certificates in Ecological Planning and Design, Integrated Skills for Sustainable Change,
and Sustainable Food Systems and Permaculture Design. These programs also have
been offered at the Muckleshoot Tribal College.
Continuing Education
The Heritage Institute, a partner school of AUS that provides continuing education
programs for K-12 educators, offers several distance education courses, workshops,
and conferences on sustainability.
Research
AUS is primarily a teaching institution, but many AUS faculty engage in research
related to sustainability, including:
• In 2011, the AUS School of Education received a grant from the Jiji Foundation for
work on a Leadership Institute for sustainable schools and communities. This work
is guided by the following questions: 1) How can we best provide leadership in the
development, implementation, and assessment of Environmental and Sustainability
Education (ESE) programs serving K-12 education? 2) How will we lead our programs
to systemically shift policy across sectors? 3) What makes sustainability education
sustainable?
• Cindy Updegrave is a Visiting Faculty participating in an NSF-funded collaboration
between scientists and educators at the University of Washington and Stanford’s
Research Institute on a Data-driven Inquiry in Geoscience Environmental Restoration
Studies (DIGERS). The goal of this project is to enhance opportunities for university
and high school level American Indian students to engage in geoscience studies by
developing curricula that is place-based, hands-on, and relevant to tribal communities.
• Kate Davies, Center for Creative Change Core Faculty, received several grants for
research on environmental health. In 2005, Dr. Davies conducted a study of the
economic costs of environmental diseases and disabilities. She is currently completing
a book on the environmental health movement.
15
Climate Action Plan | 2011
AUS Sustainability Scholarship
In fall 2011, AUS will offer its first Sustainability Scholarship. The scholarship, valued at
$4,000, will be awarded to a student who has shown a commitment to sustainability in
the past and who plans to work on sustainability-related issues in the future.
Other Sustainability Activities
AUS has been an active participant in the Curriculum for the Bioregion initiative since
its inception in 2004. The purpose of this initiative is to help prepare students to live
in a world where complex issues of environmental quality, environmental justice,
and sustainability are paramount. Its faculty and curriculum development project are
based on two ideas: local environmental knowledge is the basis for understanding
the larger issues of global change and, within this framework of global change,
experiential learning in local places has impactful meaning.
The Curriculum for the Bioregion initiative is coordinated by the Washington Center for
Improving the Quality of Undergraduate Education at the Evergreen State College and
includes 32 colleges and universities in the Puget Sound region and 52 statewide. AUS
faculty serve on its Steering Committee and helped to organize and/or participated in
many of its events.
Future Planned Actions
To meet a goal of ensuring that all Antioch University Seattle students and faculty
understand the need for sustainability and carbon neutrality, as well as how to best
achieve this, AUS plans to implement actions that will:
• Make our institution a leader in sustainability higher education – locally, regionally,
and nationally.
• Embed sustainability in all aspects of AUS academic program, curricula, and research
activities to better understand and practice the broad scope of sustainability.
• Strengthen a creative, positive learning environment that nurtures, respects, has
compassion for and a sense of responsibility to one another other and for nature.
• Encourage students and faculty to become engaged citizens of the world.
• Make sustainability a meaningful practice in the context of everyday living.
16
Climate Action Plan | 2011
• Emphasize place-based pedagogies and practices.
• Create and sustain partnerships with other organizations, groups, and higher
education institutions working to advance sustainability and carbon neutrality,
including the Antioch University campuses in Ohio, California, and New Hampshire.
Short-term and Ongoing Actions (2012-2013)
• Develop and promote cross-departmental courses, programs, and other initiatives
on sustainability and stress the need to reach carbon neutrality.
• Organize professional development workshops on sustainability and the need to
achieve carbon neutrality.
Sustainability
• Develop an AUS definition of sustainability and update the inventory of courses
on sustainability and climate change in the curriculum (Appendix F) to reflect
sustainability-focused and sustainability-related course offerings.
• Develop an initiative to engage students to serve as educators in peer-to-peer
outreach.
• Continue fund raising for additional AUS Sustainability Scholarship contributions.
• Include AUS sustainability efforts to achieve carbon neutrality during new-student
orientations.
• Ensure AUS-wide participation in reviewing, reporting, and providing input and
feedback on the implementation of our Climate Action Plan.
Long-term Actions (2014-2015)
• Explore opportunities to offer short-term continuing education courses and
workshops on sustainability and climate change-related issues, such as green building,
ecopsychology, sustainability education, to name a few.
• Develop a seminar/lecture series on sustainability to be held in a public venue,
such as Town Hall, or co-sponsor with an existing seminar/lecture series, such as the
Sustainable Path Foundation’s Seminar Series.
17
Climate Action Plan | 2011
aus CommuniTy engagemenT
Overview
Since 2009, AUS has held annual community-engagement events and activities on
campus related to sustainability including:
bal issue
• RecycleMania (Appendix B.) glo s
+
• Earth Week, April 2011, activities:
per
spectiv
• A community brown-bag lunch and swap (clothes, books, plant starts, etc).
• A “Make Yourself Re-useful” art show featuring items made from recycled
materials only.
e
s
• A community presentation on “Sustainability and Solid Waste” by a
representative of CleanScapes, one of AUS’s waste management contractors.
• National Bike-to-Work Day/Month and Alternative Transportation Breakfast.
• “Green Drinks,” an unstructured social-networking event for people
interested in sustainability (hosted by AUS for the past three years).
Present
• In 2010, AUS launched a website on Sustainability and Living Green.
• The Global Issues and Perspectives seminar series, held about eight time per year,
often focuses on sustainability issues.
• AUS newsletters feature articles on sustainability and related issues. These include
Journeys, the alumni newsletter, and the Center for Creative Change’s newsletter.
• The AUS Facebook page frequently features news, information, and videos about
sustainability at AUS.
• AUS faculty present at local, regional, national, and international conferences on
sustainability topics.
• Faculty, staff, and students volunteer their time to sustainability-related nonprofit
organizations and participate in city-wide sustainability events.
• Promote sustainability in print and online materials.
18
Climate Action Plan | 2011
• Explore and develop collaborative partnerships – with businesses, nonprofits,
governmental and tribal agencies, educational institutions, and the City of Seattle –
on sustainability and climate-change issues and the need to achieve carbon neutrality.
• Britt Yamamoto, Core Faculty, founded and leads an international nonprofit called
iLEAP: The Center for Critical Service. This organization conducts training and
education programs in sustainability, social innovation, and leadership. iLEAP became
carbon neutral in 2009.
Future
Over the next three years, AUS will embark on The Education for Social Engagement
Project: Learning in the Service of Self and Society in a Global Environment (see
Appendix H). This central focus on sustainability will engage AUS faculty, staff, and
students with our Belltown community in discussions and actions linking theory to
practice and the classroom to the community.
• Continue to organize and participate in annual events such as RecycleMania, Earth
Week, Bike-to-Work Month, and GreenDrinks.
• Revise, update, and expand our sustainability pages on the AUS website.
• Encourage faculty, staff, and students to volunteer on community-based, nonprofit
service projects or with organizations such as Earth Week or Sustainable Seattle.
• Develop a database of sustainability organizations in the Puget Sound Region that
offer students internship opportunities.
• Continue to participate in community-wide events on sustainability and climate
change, such as the Go Green conference.
• Explore the need for and feasibility of a program to provide recommendations
on sustainability and climate change to local businesses and residents in Seattle’s
Belltown neighborhood, in collaboration with the Belltown Business Association and
the Belltown Community Council.
19
Climate Action Plan | 2011
nexT sTePs
AUS will strive to implement the stated goals and planned actions and activities
outlined in our Climate Action Plan. To accomplish our objectives, a new Sustainability
Steering Committee will be formed replace the Task Force on Sustainability. The Vice
President of Academic Affairs will convene this new Committee with representatives
from faculty, staff, students, and alumni.
In compliance with the ACUPCC’s requirements, AUS will submit progess reports and
greenhouse gas emissions reports every two years to the designated ACUPCC website.
20
Climate Action Plan | 2011
aPPendix a
anTioCh universiTy seaTTle: Who We are
Antioch University Seattle is part of a five-campus University system founded on principles of a rigorous
liberal arts education, innovative experiential learning and socially engaged citizenship. Sister campuses
located in New Hampshire, Ohio, and California nurture in their students the knowledge, skills, and habits of
reflection to excel as lifelong learners, democratic leaders, and global citizens who live lives of meaning and
purpose. Antioch University offers a non-resident Ph.D. Program in Leadership and Change and as well as the
undergraduate Antioch Education Abroad program.
Antioch University Seattle opened in 1975 to bring Antioch’s educational model to adult learners attracting
students from the Pacific Northwest and the Puget Sound regions, across the country and internationally.
AUS is an urban campus, located in the heart of Seattle’s Belltown district between downtown Seattle and the
iconic Space Needle situated in the Seattle Center. We occupy a two-story building with 57,540 useable square
footage, rooftop parking for 84 vehicles, and no surrounding lands. The building is comprised of two joined
structures built in 1952 and 1954, is heated by electricity, and has no deferred facility maintenance.
AUS offers a B.A. Degree Completion Program, M.A. degrees in Communications, Education, Environment and
Community, Management and Leadership, Organizational Development, Psychology, and Whole Systems
Design plus a Psy.D. in Clinical Psychology. Antioch University Seattle is authorized by the Washington State
Higher Education Coordinating Board to confer degrees in Washington state. All degrees are accredited by the
Higher Learning Commission of the North Central Association of Schools and Colleges.
AUS Fall Quarter 2011 enrollment was 945 students, evenly split between full and part time. AUS employs 50
core faculty, 75 adjunct faculty and 63 staff. Antioch students are primarily working adult learners who attend
evening classes after their workday or weekend residencies. AUS is a commuter campus with no student
housing. A small café serves organic, locally grown food.
The AUS operating budget totals $16 million and is 99 percent tuition/fees funded. Our endowment, totaling
$375,000, is managed centrally by Antioch University in Yellow Springs, Ohio.
21
Climate Action Plan | 2011
aPPendix b
reCyClemania
RecycleMania is a friendly competition as part of a trademarked program of the RecycleMania Steering
Committee in coordination with the College and University Recycling Coalition (CURC). Program Management
for RecycleMania is provided by Keep America Beautiful in coordination with the U.S. EPA’s WasteWise
program. Benchmark tools are provided to college and university recycling programs to promote waste
reduction activities. Over a 10-week period, participating campuses report recycled, composted, and trash
consumption data that are then ranked according to the largest amount of collectable recyclables per capita,
the largest amount of total recyclables, and the least amount of trash per capita or the highest recycling rate.
In 2011, there were 630 participating colleges and universities, representing 6 million students and over 1.5
million staff and faculty.
AUS participated in RecycleMania for the first time in 2010 in the Benchmarking Division, with a focus on
benchmarking how much trash, recyclables, and compost we generated, as well as improving performance
over the 10-week competition period. In 2011, AUS entered the Competition Division of RecycleMania and
competed with other colleges and universities. To encourage AUS participation on campus, additional signage
was placed near every waste station, marked “STOP, THINK, SORT.”
Year Total Recycled Recycled Composted Composted Landfill Landfill
(lbs) (lbs) (%) (lbs) (%) (lbs) (%)
2010 9,112 3,904 43 1,176 13 4,032 44
2011 9,751 4,762 49 2,725 28 2,262 23
The table shows a significant improvement in AUS waste management practices between 2010 and 2011, even
though the total amount of waste increased by 6.5 percent. In 2011, the percentage of waste sent for recycling
and composting increased and the percentage sent for landfill decreased as indicated in the table.
AUS placed second among 288 competing schools in RecycleMania’s Grand Champion category
demonstrating the greatest achievement in both source reduction and recycling. AUS placed third among 180
competing schools in the Waste Minimization category, which demonstrates the least amount of municipal
solid waste per person.
22
Climate Action Plan | 2011
aPPendix C
PresidenT’s Task forCe on susTainabiliTy
Purpose: To promote sustainability in the curriculum and the facility at Antioch University Seattle.
Reports to: President of Antioch University Seattle
Meeting Schedule: Monthly throughout academic year
Chair: Director of the Center for Creative Change or her/his designate
Membership Appointed by the President:
• Director of Facilities
• Graduate Assistant(s) and Work Study Student(s) in Sustainability
• Up to four staff
• Up to four faculty (preferably from different academic programs)
• Up to six students (preferably from different academic programs)
• Up to four alumni (preferably from different academic programs)
Charge:
• To make recommendations to AUS President on sustainability initiatives to reach carbon neutrality.
• To help coordinate and organize annual sustainability events at Antioch University Seattle.
• To assist the development, implementation, and review of plans, projects, report, and other ACUPCC
required sustainability documents such as the Climate Action Plan.
• To represent the ideas and interests of staff, faculty, and students with regard to sustainability and to
communicate with constituent bodies.
23
Climate Action Plan | 2011
aPPendix d
Task forCe members aCademiC year 2009-2010
Kate Davies,* Chair of Sustainability Task Force
Richard Conlin, Task Force Co-Chair, Seattle City Council President, AUS Board of Trustees
Michael Johnson, Director of Facilities
Maureen “Mo” McManus,* Graduate Assistant for Sustainability
Jen Williams,* Graduate Assistant for Sustainability
Students
Mia Katherine Boyle, Whole Systems Design
Parke Burgess, Psychology
Ivy Fox, Organizational Development
Astraea Kraft, Whole Systems Design
Vincent Polera, Environment and Community
Maggie Yowell, Psychology
Staff
Aimee Bullock, Office Manager, School of Education
Gayle Munari, Associate Registrar
Richard Norris, Special Assistant to AUS President
2010-11 Task Force Members
Sharon Sernius, Administrative Assistant to AUS President
Faculty
Betsy Geist, Interim Director and Core Faculty, Center for Creative Change
Sara Hagenah, Visiting Faculty, School of Education
Lisa Lynch, Adjunct Faculty, School of Applied Psychology
Cynthia Updegrave, Visiting Faculty, B.A. Degree Completion
24
Climate Action Plan | 2011
Alumni
Tysan Dutta, Environment and Community
Joseph Losi, Psychology
Meri McCormick, Whole Systems Design
Greg Mowat, Management
Community Contributors
Darcy Buendia, Student in Environment and Community
Mel Burchett,* Student in Environment and Community
Carrie Chesnik,* Student in Environment and Community
Kate DeShiell, Staff in the Office of the Vice President for Academic Affairs
Joanne de Guzman, Student in Organizational Development
Jolie Lemoine,* Student in Environment and Community
Heidi Mair, Staff in the Center for Creative Change
Maureen McGregor, Student in Education and Environment and Community
Laura Veith, Student in Whole Systems Design
Asterisk (*) denotes a member of the Sustainability Core Team
25
Climate Action Plan | 2011
aPPendix e
Timeline of susTainabiliTy iniTiaTives
April 2008 On Earth Day 2008, President Manuelito-Kerkvliet signed the ACUPCC commitment.
October 2008 First Greenhouse Gas Emissions Inventory completed.
February 2010 Entered RecycleMania in Benchmark Division.
April 2010 Earth Week AUS sponsored Recycled Art Show and Reception.
May 2010 Alternative Transportation Breakfast with Seattle’s Bike-to-Work Day.
November 2010 First Meeting of the AUS Task Force on Sustainability.
December 2010 Second Greenhouse Gas Emissions Inventory completed.
February 2011 Entered RecycleMania Competition Division and placed second in Grand Champion category.
March 2011 Featured film and discussion of Sea Change, a movie about climate change and ocean acidification.
April 2011 Earth Week 2011 sponsored Recycled Art Show and Reception.
Community “Lunch and Swap” Event.
Presentation by CleanScapes on composting, recycling, and reusing.
May 2011 Alternative Transportation Breakfast, with Driver Un-Licensing and in conjunction with Seattle’s Bike-to-Work day.
October 2011 AUS Community Meeting on the Draft Climate Action Plan.
October 2011 Climate Action Plan completed and submitted to ACUPCC.
26
Climate Action Plan | 2011
aPPendix f
TransPorTaTion survey, deCember 2009
1. Which of the following best describes your role at Antioch University Seattle?
• Student
• Work Study/Graduate Assistant
• Staff
• Faculty
• Administrator
2. Are you part-time or full-time?
3. Approximately how many days per month do you travel to and from Antioch University Seattle?
4. Out of the days per month you travel to and from Antioch University Seattle, how many of those days do
you travel by each mode of transportation?
• Walking
• Biking
• Riding the bus
• Light rail
• Commuter train
• Personal vehicle (driving alone)
• Rideshare (with other passengers)
• Ferry
• Plane
• Other (please specify)
5. On average, how many miles per day do you travel getting to and from Antioch University Seattle?
6. In your daily commute, approximately, how many miles do you travel using each mode of transportation
going to and from Antioch University Seattle?
7. If you commute by vehicle(s), what is the average MPG (miles per gallon) for that vehicle?
8. Rate the accessibility of using public transportation to and from Antioch University Seattle.
9. What, if anything, would make you more inclined to use public or alternative transportation and less fossil
fuel-dependent modes of transportation to and from Antioch University Seattle?
27
Climate Action Plan | 2011
aPPendix g
susTainabiliTy and ClimaTe Change in The CurriCulum
This list of courses in sustainability and climate change was compiled by searching the 2010/11 Course Catalog
with the following key words: sustainability, climate change, environment, social justice, diversity, and ecology.
Results show that there are 28 undergraduate courses and 35 graduate level courses for a total of 64 courses.
In comparison, in 2009-2010 there were 18 undergraduate courses and 27 graduate level courses for a total of
45 courses in sustainability.
B.A. Degree Completion in Liberal Arts
Business
BUS320: Economics for Global Sustainability (3-4)
BUS330: Finance for Sustainable Business (3-4)
BUS390: Special Topics in Sustainable Business (1-8)
Education
EDUC452: Teaching Life Science with Lab (3)
Environment and Community
ENVC300: Environmental Studies (3-4)
ENVC303: Birds in the Imagination and in the Field (3-4)
ENVC330: Bioregional Studies: Dynamic Duwamish (3-4)
ENVC335: Ecological Ceremonies (3-4)
ENVC336: Nature Photography (3-4)
ENVC351: Old Growth Forest Ecology (3-4)
ENVC370: Environmental Education: Theory, Resources & Methods (3-4)
ENVC371: Techniques in Outdoor Education (3-4)
ENVC390: Special Topics in Environmental Studies (1-8)
ENVC400: Field-based Environmental Analysis (3-4)
Political Science
PLSC440: Political Economy of Oil States (3-4)
Psychology
PSYC340: Ecopsychology (3-4)
PSYC380: Indigenous Psychology (3-4)
28
Climate Action Plan | 2011
Sociology
SOC130: Cultural Immersion: India (6)
SOC135: Cultural Immersion: South America (4)
SOC341: Nutrition and the Politics of Food (3-4)
SOC403: Foundations of the Great Turning (3-4)
SOC450: Climate Change Activism (3-4)
Social Justice
SOJ320: Creating a Just, Peaceful and Sustainable Future (3-4)
SOJ410: International Activism (3-4)
Spanish
SPAN110: Spanish Language: Classroom and Practicum (6)
Spiritual Studies
SPIR407: Integral Psychology and Spirituality (3-4)
SPIR410: Alchemy and Science: Towards a Re-imagining of Nature (3-4)
SPIR440: Dreams and the Earth (3-4)
Center for Creative Change
Core Curriculum
CHNG530: Systemic Thinking for a Changing World (3)
CHNG545: Sustainability (3)
CHNG550: Global Pluralism (3)
CHNG614: Environment and Community Caucus (1)
M.A. Environment and Community
ENVC590: Special Topics in Environment and Community (1-3)
ENVC610: Integrative Environmental Science (3)
ENVC620: Theories and Practices of Socio-environmental Change (3)
ENVC621: Philosophical Perspectives on Environment and Community (3)
ENVC622: Ethics and Environmental Justice (3)
ENVC640: Environmental Policy and Decision-making Processes (3)
ENVC641: Political Ecology of Eating and Consumption (3)
ENVC642: Food Systems and Their Alternatives (3)
29
Climate Action Plan | 2011
ENVC650: History and Culture of the Pacific Northwest Environment (3)
ENVC651: Globalization and Its Discontents: The Political Economy of the 21st Century (3)
ENVC671: Permaculture and Sustainable Systems Design (3)
ENVC672: Appropriate Technologies and Social Adaptations (3)
ENVC680: International Applications in Sustainable Change (3)
ECON630: Economics and the Environment (3)
M.A. Whole Systems Design
WSDN612: Experience of Place (3)
WSDN613: Metaphor, Worldview and Change (3)
WSDN624: Design for Social Innovation (3)
School of Applied Psychology, Counseling and Family Therapy
PSYC535: Historical and Socio-cultural Perspectives in Psychology: Social Justice, Advocacy and Practice (3)
PSYI640: Introduction to Ecopsychology (3)
PSYI642: Advanced Theory, Practice and Research in Ecopsychology (3)
PSYI643: Indigenous Perspectives and Global Psychology (3)
PSYI644: The Psychology of Climate Change (3)
PSYI645: Ecopsychology, Activism and Personal Transformation (3)
School of Education
EDUC552: Instructional Methods: Science I (4)
EDUC630: Introduction to Ecological Perspectives: Environmental and Sustainability Education (2)
EDUC631: Introduction to Cultural, Social and Economic Perspectives in Environmental Education and Sustainability
Education (2)
EDUC632: Contemporary Issues in Environmental Education and Sustainability Education: Ecological Dimensions (2)
EDUC633: Contemporary Issues in Environmental Education and Sustainability Education: Cultural, Social and
Economic Dimensions (2)
EDUC634: Identifying, Investigating, and Evaluating Current Issues in Environmental Education and Sustainability
Education (4)
EDUC635: Policy-making, Engagement, and Action in Environmental Education and Sustainability Education (4)
EDUC636: Professional Development and Contributions in Environment Education and Sustainability Education (4)
30
Climate Action Plan | 2011
aPPendix h
The eduCaTion for soCial engagemenT ProjeCT:
learning in The serviCe of self & soCieTy in a global environmenT
Antioch University Seattle seeks to be a premier, social engagement institution of higher education that
highlights issues of community diversity, justice, and progressive learning through challenging, project-
based intellectual work and service. Based on feedback gathered from community focus groups, faculty
leadership, in conjunction with senior leadership and the Board of Trustees, AUS has determined that the social
engagement theme that will define the AUS campus for the next three years will be Sustainability. AUS will
pursue the perspective, study, and practice of ecological, personal, social, and organizational Sustainability.
The project will begin by establishing a series of engagements among teams of AUS students and faculty with
commercial, social service, educational, environmental, and political constituents. We will engage students and
faculty in AUS courses that have service learning and/or external placement components from each of our four
academic centers: the School of Education, Center for Creative Change, B.A. Degree Completion Program, and,
School of Applied Psychology, Counseling, and Family Therapy.
Year One (Inquiry phase during which data will be gathered, synthesized, and reviewed): AUS will organize
research teams to survey our AUS community and our surrounding Belltown neighborhood of Seattle with the
overall guiding questions: “What challenges to the sustainability of your primary services are you facing, and
how might AUS help?”
Year Two (Service phase): AUS will provide need-directed services in the Sustainability field through student
practicum placements from our four academic centers and cooperative agreements with partner agencies.
Year Three (Outcomes sharing phase): AUS will convene providers and community leaders/activists together to
hear, consider, and discuss findings and make recommendations for action. AUS will host a regional conference
where research teams will present their findings and recommendations with regional stakeholders and service
providers.
This project links theory to practice and the classroom to the community. Our faculty will bring their expertise
to these important community issues, while they themselves will learn in ways that inform their teaching and
scholarship. Students will contribute to Belltown through direct community service while gaining valuable
life, work, and leadership experiences that reinforce their classroom learning. Their engaged research in
service of self and society will deepen their understanding of social engagement education by applying trans-
disciplinary knowledge, practices, and skills on behalf of the community and the earth.
31