2nd Annual Smart and Sustainable Campuses Conference by ler15282

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									              2nd Annual Smart and Sustainable Campuses Conference
               April 17-19, 2007 University of Maryland-College Park

Introduction:
With generous support from the Budget Committee I attended this very important
conference, sponsored by NACUBO, EPA, AASHE, APPA, SCUP, and CCEE. 114
colleges and universities from 39 states and 5 Canadian provinces were represented, as
well as 58 industries. Most higher education institutions sent their president, chief
financial officer, facilities management director, or sustainability coordinators: there
were very few faculty members present, with the exception of some of the invited
presenters, including me.

One of the very interesting sub-themes running through these meetings was the fact that
at the vast majority of institutions faculty members were barriers rather than active
facilitators to change in the area of campus sustainability (somewhat surprising to me
personally). Another was the importance of encouraging and facilitating student
involvement in campus-wide sustainability initiatives, particularly by being willing to
allow for creative ways of providing academic credit, financial aid, and leadership
opportunities for such active involvement. Some of the most successful and innovative
sustainability initiatives reported on at the conference were student-initiated and I met
some truly impressive, dynamic young people (see my notes below).

My invited paper, “Red, White and Green: Community-Building and Sustainability at
Central College,” was very well-received. I estimate that about 250 people were present
and I have never given out so many business cards at one time in my entire 25-year
Central College career. Significantly, with the exception of Grinnell’s sustainability
coordinator, not a single person I met during the entire conference had ever heard of
Central College, so we got some positive PR from this. My paper’s main theme, that
community-building and breaking down barriers across campus are the keys to successful
sustainability initiatives, was taken up and emphasized by many of the plenary speakers,
most of whom were college and university presidents now heavily invested in the success
of campus sustainability.

As was true of our earlier attendance and participation at the May 2006 UMACS
conference, I came away with many, many ideas and suggestions for sustainability
initiatives that we could apply here at Central College. What follows below is a rough
summary of major themes from the sessions I attended, in the form of notes and
reflections. I intend to disseminate the entire set to some people and to target notes on
particular topics and issues to others in areas where they seem to me to be most relevant.

As a part of my ongoing commitment to campus leadership in the area of sustainability
and environmental stewardship, and beginning with my already promised comprehensive
proposal on campus recycling policy, I also intend to prepare and submit a number of
specific proposals to the Campus Sustainability Working Group over the course of the
2007-08 Academic year, for our consideration and recommendations to campus decision-
making bodies.
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Concurrent Session #2 “Fostering Student Involvement in Campus Sustainability”


Castleton State College (VT): Sara O’Neill (student) “Green Campus Initiative”

“Recycling is the issue most relevant to our students, so we concentrated on that first.”

1) “Show the mess” (display actual trash from student rooms, dumpsters, dining hall)
2) Do a trash audit (dumpster diving): we found over 50% was recyclable;

3) Students wrote-up and presented a proposal to the Pres. (focusing on incoming first
year students; t-shirts, President gave a kick-off pep talk; student coordinators were hired
out of work study $; they did a “cardboard-a-thon” drive during move-in week; students
delivered bins to all freshmen rooms, with easy-to-understand written instructions on
what to recycle and when it would be collected; “Green Mondays” (each Monday of Fall
semester was pick-up day; all freshmen were required to recycle and each floor was
required to have a plan-set a time to actually do it;

4) Keys= widespread student involvement (buy-in) +Green student interns (pd. Positions)
5) Results assessed (by pd. Students; via dumpster dives, weighing, counting, comparing)
6) Results: major reduction of litter on campus; expect a significant decrease in trashing
of recyclables;
7) Student reflection cards on re-cycle programs
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Sam Hummel, (Student, Duke University): “Freshmen Eco-Olympics”

Students @ Duke have raised the competitive element of this annual event to a fine art!
They have a very excellent DVD where they document the fun and strong competition
among Duke Freshmen in several sustainability categories:

1)       Food Service: limiting food waste
2)       Computer turn-offs
3)       Energy-Electricity use/reduction:

All freshmen residences are sub-metered, by floor, enabling fair, meaningful monitoring
of electricity use; the competition runs for 1 month during the first semester). Winning
floor received $$ for purchase of common room equipment.

Recommendation for Central College: Ask the Trustees, Budget Committee, Senate to
create a Sustainability Revolving Loan Fund, to capitalize student-centered projects and
initiatives, with emphasis on facilitating student learning and creating awareness-raising
opportunities. One early project could be the purchase of additional sub-metering
capacity (ultimate goal of all freshmen housing) to enable expanded energy-electricity
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reduction competitions, like Duke. Currently, only the Gold LEED pods can do this. As
time, realized savings from projects can be re-loaned to finance additional initiatives.
Claire Roby, (Student, American University): “Eco-Sense Program”
Claire.roby@american.edu (she was dy-no-mite, a great speaker for us!!!)

Their goal is “facilitating productive student-driven sustainability work on campus: not
making new work for physical plant or custodians.”

AU Student Government put a clean energy surcharge referendum on ballot: it passed.
All students will now pay $10/year into a fund for AU to purchase wind/solar/hydro

“Why work with/partner with students on campus sustainability?”
   Students are more flexible
   Students are idealistic, energetic
   Students can make FP&M work easier
   Students can gain useful, practical knowledge, as part of their education
   Student labor is cheap 
   Students will get empowered, realizing they can create positive change

Tips for involving students in campus sustainability projects and planning:

      Deliberately seek student input on new sustainability initiatives
      Make yourself available, via meetings, e-mail
      Create and cultivate cooperative relationships
      Start with freshmen and new students
      Locate and empower student sustainability leaders
      Clarify campus sustainability programs for students (promote and explain)
      Mediate, coordinate, facilitate, connect students with key campus decision-makers
      Have a campus-wide sustainability coordinator, who works with students
      Have a campus-wide sustainability committee, which includes students
      Be patient
      Incorporate student groups’ projects into major sustainability efforts: piggy-back
      Design and support events that fit student schedules
      Create project teams and include students on them
      Pilot programs with students
      Provide finance, academic credit for major student participation or initiatives
      Help students with publicity: signs, create a website
      Give prizes incentives, tokens of appreciation, that raise awareness (our Frisbees)
      Hire students: internships and paid work opportunities, right on campus
      Send students to conferences
      Look for ways to incorporate students into your daily tasks, to help change
       campus culture, while educating, raising awareness, and gaining sustainability
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Plenary Session #3: “Student-Led Activities”

Courtney Voss (Student Body President, Cal. State-Chico) 16,000 students

“The success of this [campus sustainability] movement depends on students.”
Financing sustainability projects should partly be student-driven, so we raised our
campus activity fee by $5/semester, and then used the money to start a sustainability
program: 1) hired a sustainability coordinator; 2) created a fund to support proposals for
campus sustainability.

Recommendation for Central: with roughly 1,500 students, if Student Senate and CAB
were to ask students to approve an increase of the student activity fee, then our students
themselves would be in a position to undertake campus sustainability initiatives with their
own funds: ($10/student/yr. = $15,000; $20/student/yr. = $30,000). Students should have
a ballot initiative put before them, for a yes-no vote.
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Timothy Den Herder (sophomore student @Macalester College, Conservation and
Renewable Energy Society MacCARES) a student organization dedicated to bringing
advances in conservation practices and renewable energy to the college.

“We’re not about mitigation…we’re about transforming the institution; students are the
power source driving change.”

In spring 2006, this truly amazing young man (he was already a successful environmental
activist in his Bergen, NJ high school!) started a movement among students to formulate
and present a proposal to their Board of Trustees to provide the seed money for CERF
(Clean Energy Revolving Fund) which funds campus sustainability projects through a
payback system. The Trustees voted $67,000. On Tim’s initiative, a loan committee was
formed, consisting of 2 students, 1 administrator, 1 faculty member, and 1 alum. After the
first cycle of loans to support campus sustainability initiatives, resulting documented
savings were passed back into the fund and in 2007-08 a second round of funding
proposals will be reviewed. This innovative financing mechanism has succeeded in
building administrative trust in student initiatives while empowering students to realize
their own ability and potential impact. Wow.

Recommendation for Central: Student Body President and Senate could propose to our
Trustees that they match student-generated sustainability dollars (using the figures above,
that would amount to asking Board for $15,000-$30,000/yr from endowment income) if
students approved an increase in activity fee for environmental sustainability initiatives.

Other programs and budgets could be approached to add to a student fund, for example:
Senate could vote to allocate additional dollars (besides the activity fee increase
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revenues), Environmental Studies Program could commit an amount, and the Budget
Committee could commit an amount to capitalize a revolving loan fund.
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Mark Orlowski, (Director of the Sustainable Endowments Institute)

“Faculty members are the outliers in the campus sustainability movement.”
“Endowment managers can be powerful agents of change however most are not yet
engaged in campus sustainability.”

Total Endowments of all U.S. Colleges and Universities: $350 billion
Top 100 Endowments:                                     $258 billion
Schools at this Conference:                             $158.2 billion

“Boards of Trustees and endowment managers need to channel funds and leverage capital
in new ways:”
Carleton College “took a few million from its endowment and put it into a wind turbine.”
Harvard’s Sustainability Loan Fund: “is yielding a 44% annualized return on investment”

Recommendations for Central:
Ask the Board of Trustees to consider taking 1% of the endowment ($787,000) and invest
it in a Central College Campus Sustainability Loan Fund to finance initiatives that will
move the institution towards meeting its new commitment to GHG neutrality, in the wake
of signing the AUC Presidents’ Climate Commitment. Record and share our GHG plan
progress, including energy savings and cost efficiencies, annually to the Finance
Committee of the Trustees.
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Plenary #2: “Presidents’ Approaches to Successful Sustainability Programs
Anthony D. Cortese, (President, Second Nature)

If one person can be said to be responsible for starting the campus sustainability
movement, it is Dr. Cortese. As Dean of Environmental Programs in the 1980s, he was
the initiator of the Talloires Declaration, in 1989 (which we signed in December 2006).
He is a co-founder of AASHE (which we joined in 2006) and currently is the driving
force behind the AUC Presidents’ Climate Commitment (which we will soon be signing,
along with over 200 other “charter signatory” institutions).

“This [campus sustainability] movement is the most significant and powerful
demonstration of leadership by higher education in this country since the civil rights
movement.” “Our challenge is to find powerful moral leaders among us, including
presidents and CFOs, to serve as advocates for a sustainable planet, by role modeling the
steps to get there on our own campuses and in the ways we develop to teach these values
to our own students.” “Taking the long view and strategic planning are essential
ingredients for success; we need to develop 40-50 year plans for our institutions.”

Recommendations for Central: Celebrate and recognize David Roe and Barb Bowzer!
Sign the AUC Presidents’ Climate Commitment. Create a Presidential Task Force to
recommend the broad outlines of a long-term institutional strategic plan for GHC
neutrality: “A Legacy for Our Children’s Children: Carbon-Free by 2063” Central
College’s bicentennial year. Include metrics and time-table for measuring our progress.
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Larry D. Shinn, (President): “Living Upstream: Berea College in the 21st Century”

“A sustainable world is not just environmentally sustainable; sustainability is a moral
issue; to succeed, we must have a complex understanding of sustainability; we must take
the long view; we must be willing to re-order our institutional and budgetary priorities.”
“What if we could see ourselves living 50 years upstream?” President Shinn delivered a
campus convocation to Berea students, faculty, employees, earlier this year, as a kick-off
to developing a 50-year visioning process for where the College would like to be, as well
as to articulate core values and operating principles for getting there. Begin with what
and who you are: be true to your mission.

Our Guiding Principles for a 10-year Process:
    Tackle curriculum last
    Educate at all levels
    Seek expert guidance
    Plan, then experiment
    Crawl, walk, run (be patient)
    Have spokespersons
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        Develop and articulate a concept: what are you trying to accomplish?

Recommendation for Central College: plan a visit; check out their SENS program.
Dr. Anne Papageorge (VP-Facilities, University of Pennsylvania)

“Document, catalogue, and measure what you’re doing”
“Present your sustainability initiatives in interesting, meaningful ways to the community”
      Penn’s summer thermostat set point: 78F
      30% wind-generated energy by 2014
      Sustainable landscaping; plans to phase out lawn chemicals and herbicides
      Vigorous recycling and composting programs
      Student collaborations
      Community outreach, neighborhood partnerships
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Dr. David Hales (President, College of the Atlantic)

A most amazing man and a charismatic speaker; under his leadership College of the
Atlantic became the first university in the U.S. to become a “NetZero” emitter of GHGs,
and one of the first institutions in the country to commit to being 100% reliant on
renewable energy by 2015. Hales has represented the U.S. in global multilateral
negotiations on climate change, biodiversity, desertification, and sustainable development.

“If colleges can’t commit to sustainability, what institutions of society will?”
“If education leaders can’t commit to role-modeling sustainability, what leaders will?”
“We don’t think being small [enrollment-wise] is any excuse for not acting responsibly.”
“Higher education has the responsibility to lead larger communities”
“Start working with people where they are, not where you are.”
“Educate your students to provide the best scientific and economic rigor to arguments for
global sustainability.”
“Educate your students to ask what it means to be human, to read Aldo Leopold and E.O.
Wilson, to consider the rights and needs of animals and plants [by asking]: to what extent
is their health our health?”

Recommendation for Central College: find a way to invite President Hales to campus!
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Plenary #5: “Breaking Down the Barriers to Sustainability on Campus”
Dr. Tom Kimmerer, Executive Director, AASHE

1) “Faculty members are major impediments to change in the direction of sustainability
on campus”
2) “70% of U.S. imported wood products are made with illegally logged wood from
tropical moist forests.”
3) “College campuses should be laboratories for inventing a globally-sustainable future”
4) “The AUP Presidents’ Climate Commitment will be a great accelerator of campus
sustainability, as may the Dow Jones Sustainability Index (campus endowment managers)

Some ways to overcome barriers on campus:

       Find clear, easy ways to explain the triple bottom line concept of sustainability
        (environmental-economic-social) three-sided triangle; “the social justice and
        community aspect is the weak leg”
       Realize that the organization of colleges is a significant barrier: “landlord-tenant”
        (faculty-students) model needs to be replaced by collaborative learning across all
        areas of campus community life
       Use buildings to teach the campus
       Design and install clear, understandable signage and interpret sustainable features
        of our campuses (signs, posters, tours, videos): “take the zoo approach”
       Work at motivating people to connect with each other, especially at the top
       Make people aware participants, not passive consumers
       Give people information
       Let people make choices
       Charge energy directly to users/let them benefit financially from their savings
       Charge materials directly to users/benefit from their own savings, innovations
       Build new relationships between colleges and their suppliers; procurement
        through collaboration; shift from bid packages to RFPs, “we want to work long-
        term with this provider and move in this direction” (local food, for ex.)

Recommendation for Central College: 1) consider charging students for printer copies
in common computing labs, beyond a certain set number (cold be part of the one-card
option); 2) expand sub-metering in student residences, to facilitate energy saving
competitions; 3) examine our procurement policies and supplier relations in key areas.
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Concurrent Session #4: Sustainable Campus Dining and Campus Recycling Ideas

Dr. Howard Sacks (Sociology Professor and Sustainability Advisor, Kenyon College, OH)

He has involved students and colleagues in an effort to transform their campus food
service operations to more sustainable, local, while educating students about vital issues
of food and agriculture. He is also a local leader in the CSA movement (Community
Supported Agriculture). He and his approach are worth a detailed look by interested
folks here at Central College. I intend to try to visit Kenyon this summer.

Howard has been a campus leader on food issues, sustainability, and rural life through his
courses, and in a variety of other creative “hands-on” ways, involving Kenyon students
and faculty. He speaks passionately about “sustainable dining” and honoring the cultural
heritage and rural character embodied in the surviving small family farms in the wider
community around the college. Over 10% of Kenyon faculty members are teaching
courses involving food and agriculture issues. A big element in his work is “engaging
local Ohio farmers to educate us and our students.” He talks about “turning the cafeteria
into a classroom.” He has sent his students out across the county to “map and interview
every food provider in Knox County,” and “to explore and document the character of
family farming.” They have also used student art and photography exhibits about local
food and rural life, in the cafeteria to educate diners.

Kenyon is building a new dining hall facility specially designed to incorporate delivery,
storage, (“storage is the key”) processing, scratch cooking, serving, presentation-
education, and composting of whole, unprocessed—and local, food. They are
incorporating a number of innovations:

      Adjustable loading dock, to accommodate small pickup trucks (Local farmer
       delivery)
      Cash fund on hand, to accept direct deliveries from local farmers, purchase
       surplus from farmers, after farmers’ market at the dock, to accommodate farmers
      Special “flash-freeze” high capacity, Energy Star rated commercial freezers, so
       that they can purchase large amounts of in-season produce (blueberries, for ex.) to
       be used during winter months
      Cold storage areas for bulk storage of root crops, apples, pears
      Specially designed food-cooking teaching and display areas near dining area
      Engaging a large number of faculty to include food in their courses
      A summer faculty institute on food, with farmers, faculty members, and students
      Larger food processing area, to accommodate scratch cooking
      Training program for food service workers: pre-prep, “chopping, scratch-cooking
       methods”
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      Community outreach, to build a sustainable local food system in Knox Co., OH
       by working with other institutional buyers in the county (hospitals, public schools,
       nursing homes)
      Gradually shift purchasing to a dependable, alternate, local food market
      Carry insurance to cover potential liability issues
      Total composting of all food wastes on campus
      Feed their Trustees a local food meal annually
      Permanent, built-in recycling areas across the entire facility
      Cooking and nutrition “classes” right out in front of students, hands-on options
      Display and present the ingredients and cooking methods directly in front of
       diners

Recommendations for Central College:

   o   Examine our commitment to supporting local farmers
   o   Connect With Iowa’s new Farm-to Schools Program
   o   Celebrate what our Director of Food Services is already doing!
   o   Examine our dining facility in light of these innovations
   o   Partner with Slow Food Iowa (Pella, Des Moines, Ames, Iowa City)
   o   Partner with INCA (Iowa Network for Community Agriculture)
   o   Partner with Pella Farmers Market
   o   Set Institutional Strategic Plan Targets for $$/% local food purchases
   o   Work to find more creative ways to “turn our dining facilities into classrooms”
   o   Commit to developing a campus food composting program
   o   Explore ways to incorporate food, agriculture, and rural life into our curriculum
   o   Explore more creative ways to make use of the College Organic Garden
   o   Consider phasing-out of bottled water, sports drinks (sales, catering, vending)
   o   Engage interested students in taking leadership roles in these initiatives
   o   Invite Senator Tom Harkin to campus to speak on Iowa Food and Ag. Issues
       (He has been a national leader on sustainable farming and is now speak-heading
       Drafting and hearings for the 2007 Farm Bill)
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Ann Eskridge, University of Washington: “Re-Cycling at UW”

They have a very dynamic, fun, effective campus-wide recycling program and we can
learn a lot from how they are doing certain things. They have an excellent Pp, complete
with music. She informed us that they estimate they are diverting 44% of their total solid
waste from the landfill. The City of Seattle has passed a ban on paper and cardboard in
the waste stream, so they had a good motivation to step-up their efforts: “we don’t want
to get fined!”

Key Motivators:
1) PR messages: “help the UW recycle right,” Use your brain: the little yellow brains:
“Stop, Think, Recycle; plus, they set up an easy to access recycling website:
www.uwrecycling.com ; campus-wide informational e-mails; contests with prizes;
targeted high-traffic areas; they delivered easy, convenient cardboard personal re-cycling
bins and informational door tags to every freshman room, every classroom, and
conference room on campus;
2) Dumpster diving: “waste characterization studies—as student projects.” They found
that paper was #1 and organics (pre and post food waste) #2;
3) Special effort to get football fans to recycle @ home games, even food waste; “picking
the stands” after games by volunteers
4) Summer Scram: “Donate, don’t Dump” “Move-Out Made Easy” discarded clothing is
the #1 item; they collect and donate to local charities; they place convenient donation
stations near all dorms, and also locate recycling containers there: clearly-labeled for e-
waste; cans, bottles, cardboard and paper.

Recommendations for Central:
    Expand our “Move-Out” donations effort: have more than one station
    Design a comprehensive campus-wide recycling plan in partnership with Midwest
     Recycling and the City of Pella
    Reassure Physical Plant and especially custodians that this plan is designed NOT
     to make more work for them but in fact to lessen their responsibility for handling
     solid waste in their areas of responsibility
    Count, measure, track #bottles, cans, tons of paper recycled/kept out of landfill
    Create student environmental leadership awards and recognize, nurture leaders
    Make recycling awareness-raising a key element of new student orientation
    Recruit student recycling coordinators to work with the campus coordinator
    Develop an interesting PR strategy for campus-wide recycling
    Develop a competitive campus-wide competition for recycling
    Place more recycling containers in strategic places around campus
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        Recruit departments, offices, coaches, and clubs to voluntarily develop plans for
         their own physical-functional areas (Political Science and Art Departments will be
         doing this for Lubbers Building , beginning in Fall ’07)
        Recruit Football program as a pilot project for active, fan-driven game recycling
        Recruit faculty members willing to engage their students/advisees in recycling


Concurrent Session #3: “Institutionalizing Sustainability in a Campus Setting”

Steve Guenther, ARAMARK Higher Education

Steve shared some of the results of an amazing national student survey (N=2,100) on
sustainability. This contains much that we can learn from, and suggests the value of
designing and administering a similar survey instrument for our students.

Key results of the ARAMARK Survey:
    Recycling is considered the #1 environmental issue by students
    Students want their schools to buy and are willing to pay (extra) for green power
    Students want their schools to serve organic dining products
    Students want their schools to purchase products that can be recycled
    Students are interested in reducing campus energy consumption

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Paul Matthews, St. Xavier University, IL: “Operational Lessons from Building Green”

They have just completed a new LEED-certified student residence, life, and admissions
building, and have incorporated: solar-reflective, permeable parking lots; biodiesel
lawnmowers; green roof; bike hooks in student resident closets; 25-year, green mattresses!
www.mybed.com

They have tried to “create collective ownership of this building, campus-wide.” They
have deliberately used the occasion of the building to “reach out to our Development
Office and Alumni Relations…to sustain the euphoria you have to connect and promote.”
You need to get the word out: tell the world; do community outreach; bring in school kids
and give building tours: “show why and how you’re going green.”

They offer us some lessons well beyond the financial and environmental:
www.greenbuilding.xsu.edu
    Lots of interest among alums/improved alumni relations
    Excellent demonstration effects to students and parents
    Beneficial to student recruitment
    Benefits to the Development Office: people want to contribute to green projects
    “You get what you measure: build-in metering/displays/signage
    Residence Life located in a green building offers educational opportunities:
       “Engrained as part of the total educational experience”
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Recommendations for Central College:
    Investigate 25-year green mattresses! www.mybed.com
    Involve Alumni Relations and Development in all phases of the new Ed-Psych
     building project (tell our story to our alums!)
    Reach out to Pella schools—offer more opportunities for campus green tours
    Green Student Life/Residence Life as much as possible, then promote it

Plenary #6: Sustainability Coordinators’ Perspectives on a Sustainable Campus

Matthew St. Clair, (U California-System, Office of the President)

“A Practical Guide to Hiring a Sustainability Officer”

1. What:      Aim for a higher-level, top post: “Sustainability Director,” “Special
              Assistant to the President,” “Dean of Environmental Sustainability”
2. Functions: Facilitate, connect, planning, fund-raising, grant-writing; communications
              skills are key, community outreach connector, liaison with students key.
3. Why?       To create and implement policy on sustainable practices:
                   Climate/GHG policy
                   Connecting the dots
                   A full-time person focused on this
                   Students demand it, more places
                   To help students learn and collaborate on campus sustainability
                       efforts
                   Financial savings potential
                   Enhancing the public service mission of the college
                   Reducing the environmental impact of the college
                   Enhancing student recruitment
                   Retention of faculty and staff
                   Healthier, happier place to work

4. How?           Core funding is needed for the first position
5. Where?         Reporting to the top: “place it high, so position is not ghettoized; not just
                  them taking care of things; direct, regular reporting; have a physical
                  location that allows for development of good people relations, on a daily
                  contact basis.

                  For Central College this could mean: dual reporting, both to
                  Budget Committee and Director of FP&M; locate office in FP&M;
                  report also to Student Senate and to the faculty and to the Trustees.
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Nan Jenks-Jay (Dean of Environmental Affairs, Middlebury College): “Why Hire a SC?”
                                                                                                         14


“The most positive, non-quantifiable outcome of having these positions is that they help
build a truly campus-wide learning community” Colleges need to make these positions
about meeting the Mission [by] creating a culture of sustainability.”

1.       “Having a sustainability coordinator position sends an important message;
         Demonstrates leadership, vision, commitment; shows sustainability is valued;”
2.       Find a person who “knows the whole system and how it works, administratively”
3.       Effective sustainability coordinators are educators: “they help students get
         education for leadership in a global society.”
4.       Functions of the successful coordinator:
        Dot-connectors
        Establish working networks across campus
        Champion the champions
        Build up the synergy
        Create a sense of community around sustainability
        Identify the landmines
        Help the college to be a global partner
        Work with alumni (build pride, goodwill, support)
        Participate in the campus master planning process
        Work to make study abroad programs more sustainable

5.       Obstacles: some faculty members will argue that “this is not academic”
6.       Use students as consultants, in making representations to hiring bodies, such as
         your Trustees; trustees will support this position; remind them that Higher Ed is
         lagging behind the business sector, where most companies have SCs.

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Dave Newport, (Director, Environmental Center, U Colorado-Boulder)

Students created and run this center on their own: they hired him. He recommends the
NACUBO Magazine article on student-led sustainability initiatives (appended).
Seek, mentor, use, empower student leaders.
“Sustainability works when you put people first; social relations is the leading edge of
sustainability. The job is really a specialized type of community-based social marketing.
What you are really trying to do is foster sustainable behavior

Successful sustainability coordinators need to establish:
1.     Metrics (measures) to “build sustainability buy-in”
2.     Mandates (create them) ex. “Athletes for Zero Waste”
3.     Mission (sustainability as a basic campus doctrine)

Job Description Assets:
    An ability to bring people together, find common ground, foresee consensus
    Change agents, who can change institutions quickly
    Able to communicate with respect to diverse people at all levels
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        Able to build trust, facilitate dialogue
        Fast learners
        Political and strategic thinkers, with technical expertise
        Able to ask the right questions at the right time
        Able to “give away the credit” and make people feel a sense of ownership
        Understand faculty member concerns and culture


Recommendations for Central College:
    Incorporate the hiring of a full-time sustainability coordinator into the
     Institutional Strategic Plan and budget accordingly
    Formulate plans to fund a “sustainability-across-the curriculum” summer
     workshop for faculty members
    Encourage more faculty and students to attend relevant sustainability conferences

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Additional Ideas and Recommendations for Central College:
   Ask the Board of Trustees to designate a representative to the Campus
       Sustainability Working Group
   Ask the Trustees to consider renaming the Physical Plant Committee the Campus
       Environmental Sustainability Committee
   Draft Sustainability-Environmental Stewardship Guidelines, then seek formal
       approval from: Faculty, Senate, Board of Trustees; circulate widely
   Incorporate sustainability guidelines and principles into the Campus Master Plan
   Metrics: draft a baseline sustainability report:
           Energy use
           Water use
           Electricity use
           Solid waste generated
           Food waste/food miles
           GHG emitted/reduced or offset

        Annual Environmental Stewardship Report
        Cultivate and Connect with Community Partners: Ted Townsend’s
         Commencement list of the “7”, as well as City of Pella, Pella Community Schools,
         Pella Christian Schools, Pella Corp., Vermeer, Principal
        Study Williams College Report to their Trustees and Board Resolutions
        Study University of Maryland’s Sustainability Website
        Get Central College Sustainability website up as soon as possible: task Jacob to
         make this a priority (by Fall, 2007): post learning opportunities and resources;
         post the CSWG member list with titles and contact information; post our
         environmental stewardship mission statement; post current sustainability project
         teams, and sign-up options
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   A high profile, coordinated College external PR strategy is badly needed for
    sustainability successes and initiatives (we are invisible!)

								
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