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Report Card 2010

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Dickinson College

Campus Survey

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With the publication of the College Sustainability Report Card 2010, 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 2009 . 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.

 

Name: Kristen Williams
Title:
Financial Analyst for Facilities Management
Date survey submitted:
July 24, 2009

ADMINISTRATION

SUSTAINABILITY POLICIES
1) Does your school have its own formal sustainability policy?
[  ]  No
[ x ]  Yes. Please describe and provide URL, if available: 

Dickinson’s sustainability policy includes a commitment to LEED Silver certification on all new construction and major renovation projects, the purchase of green cleaning supplies, sustainable landscaping, energy efficiency, and waste reduction.

 

http://www.dickinson.edu/departments/sustainability/initiatives.html#policies


2) Has the president of your institution signed the American College and University Presidents Climate Commitment (ACUPCC)?
[  ]  No
[ x ]  Yes. If completed, please provide the date the GHG Report was submitted to the ACUPCC: 

 

Date submitted: 9/17/2008

Dickinson College has committed to climate neutrality through the American Colleges and Universities Presidents Climate Commitment. President Durden signed in July 2007, making us charter signatories.   We are also a member of the Leadership Circle.

 

In September 2008, following the completion of the College’s first Greenhouse Gas Emissions Inventory, a Climate Change Action Plan Working Group began meeting to gather ideas and set up the framework for the official action plan. The committee was populated by representatives from the Office of Sustainability, Facilities Management, the Environmental Studies department, and the Center for Environmental and Sustainability Education, as well as a student representative. The group brainstormed potential strategies for reducing Dickinson’s carbon footprint, as well as a timeline for climate neutrality.

 

The reduction strategies that the group developed were analyzed by a Sustainability Intern during June and July 2008 to quantify the potential carbon reduction possible. The formal climate action plan is currently being written by the Sustainability Coordinator, with input and guidance from the Working Group.  Once completed, it will be presented to the campus community in a school wide forum. Comments from students, faculty, and staff will be taken into consideration before it is submitted, as per the Presidents Climate Commitment, on September 15, 2009.

3) Has your institution signed the Talloires Declaration?
[ x ]  No
[  ]  Yes

 

While we have not signed the Talloires Declaration, we are considering signing in fall 2009. Despite the lack of a formal signature, we believe that we are incorporating the principles it represents in all of our current sustainability initiatives.

4) 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 URL, if available:
[ x ]  Yes, in the strategic plan. Please describe and provide URL, if available: 

 

Master Plan:  Sustainability was a critical element in the formulation of the college’s most recent Master Plan, completed in 2008.    In fact, sustainable design was an important aspect of the consultant selection process, and the decision to use Zimmer Gunsul Frasca and Andropogon (architecture and landscape design, respectfully), was made largely made on the reputation and portfolios of both firms in the area of sustainable design.  Many of the important elements of the final plan were developed with sustainability as a key determining factor, including using existing spaces to the greatest extent possible prior to building new space, moving parking to the perimeter of campus to allow for green space in the heart of the campus, designing campus landscapes to minimize the use of irrigation and mowing and fertilizers, and designing spaces that become learning elements for faculty and students by the very nature of their operation and design – to name just a few.

 

URL: http://www.dickinson.edu/departments/facilities/campusmasterplan.html

 

 Strategic Plan:  At its most basic, the Dickinson College Strategic Plan endeavors to “create a campus culture that is committed to environmental sustainability at all levels.”  The many initiatives and policies we have already put in place to achieve this are outlined throughout the answers to this survey, and we continue to discuss plans for the future.  For more information, please see the web site provided.

 

URL: http://www.dickinson.edu/plan/index.htm


ADVISORY COUNCIL
5) Does your school have a council or committee that advises on and/or implements policies and programs related to sustainability?
[  ]  No
[ x ]  Yes

Dickinson College has two such committees: Dickinson SAVES (A), and President’s Commission on Environmental Sustainability (B).

6) Please provide the name of the committee and list the number of meetings held since August 2008.


Name: 

 A. Dickinson Society Advocating Environmental Sustainability

B. President’s Commission on Environmental Sustainability

Number of meetings:

 A. 14

B. 2

 

Dickinson SAVES (Dickinson Society Advocating Environmental Sustainability) began in 1991 as a Presidentially-appointed committee called the Commission on the Environment.  In 2006, the organization got a new name and a new mission, which is "to work together as an alliance of faculty, staff, students, and alumni committed to improving Dickinson College's environmental footprint, and make informed recommendations about how to do so.” Dickinson SAVES seeks to integrate environmental accountability, both qualitative and quantitative, into all aspects of the College's present and future activities and plans. Additionally, Dickinson SAVES is “dedicated to creating an environmentally aware community of engaged citizens, and promoting this Defining Characteristic of the College.”   SAVES currently meets every other week during the academic year.

 

The President’s Commission on Environmental Sustainability shall evaluate, study and help coordinate at a strategic level all aspects of Dickinson’s efforts in the area of environmental sustainability. The commission will help guide the development of a strategic vision for sustainability at Dickinson, identify priority actions needed to advance the vision, promote engagement of the major divisions of the college in the initiative, provide a forum to share information among the major divisions, coordinate cross-divisional efforts, monitor and evaluate progress, and provide advice to the President. The commission will meet at least four times each academic year (early fall, late fall, early spring, and late spring) to (a) hear updates on sustainability efforts from the divisions and organizations of the College, (b) provide a forum for discussion of any issues of coordination that might have arisen among divisions and organizations, and (c) discuss potential new initiatives in the area of environmental sustainability. One of the fall and one of the spring meetings will be held jointly with Dickinson SAVES.  The commission will report to and advise the President of the College about these matters, including providing a summary report (a compilation of separate reports from each division of the College) on sustainability efforts at the end of each academic year.

 

Relation to Dickinson SAVES

The commission will consult with and seek advice from Dickinson SAVES and other relevant bodies to assure efficient communication that is necessary for effective and transparent strategic planning. Dickinson SAVES, with its open membership, will continue to provide the primary forum for engaging all interested persons and groups to share information, create an environmentally aware community, and work together on sustainability initiatives at Dickinson College. Dickinson SAVES works primarily at an operational level to coordinate existing and initiate new sustainability projects. It also provides an open forum in which members of the Dickinson community can voice their views and make recommendations about strategic directions and priorities related to sustainability.

 

Membership of the Commission

•    Neil Leary, Director, Center for Environmental and Sustainability Education (Chair)

•    Sarah Brylinsky, Sustainability Education Coordinator, CESE

•    Neil Weissman, Provost and Dean of the College

•    Annette Parker, Vice President for Financial Affairs/Treasurer of the College

•    Nick Stamos, Vice President for Campus Operations

•    April Vari, Vice President for Student Development

•    Robert Massa, Vice President for Enrollment and Communications

•    Stephanie Balmer, Dean of Admissions and Financial Aid

•    Sean Diamond, Sustainability Coordinator, 2008-2009/Kate Consroe, Coordinator, 2009-2010

•    Stephanie Gilmore, Assistant Professor of Women’s Studies

•    Andy Skelton, Professor of Psychology

•    Candie Wilderman, Professor of Environmental Studies

•    Julie Horton, Staff associate, Admissions Office

•    Casey Michalski, Student, ‘10

•    Angelo Junxing Lan, Student, ‘12

•    Thom Wallace, Alumni for a Sustainable Dickinson

 

More information is available on the CESE Website .


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

A: SAVES

Administrators – 8

Faculty – 5

Staff – 5

Students – 10

 

SAVES meetings are open to anyone in the College community who would like to attend. The above numbers represent the average attendance at any given meeting.

 

B: President’s Commission

Administrators - one from every major division of the college
Faculty - 2
Staff -  1

Students – 2

Other. Please describe: Alumni (1)


8) 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.
If 2009-2010 academic year information is not yet available, please provide information for 2008-2009 instead.
Name of chair(s):

A.    Kate Consroe, staff (Sustainability Coordinator)

B.  Neil Leary, administrator/staff (Director, CESE)

9) To whom does the committee report (e.g., president, vice president)?

A.  President’s Staff 

B.  President Durden

10) Please list key issues/programs that the committee has addressed or implemented since August 2008.

This year, SAVES created a Sustainable Foods subcommittee to work with Dining Services on issues related to local, seasonal foods as well as the use of less energy intensive foods, such as a menu with a larger emphasis on  fruits, vegetables and grains and less on meat.  Specially-themed dinners, such as a grass-fed burger night, were a huge success in raising awareness about ethical eating option on campus. The group was also instrumental in organizing the second annual Focus the Nation conference.  This year’s conference included faculty panel discussions, a climate change art exhibit, a world climate banquet, performances by the College’s Dance Theatre Group, and keynote speaker Richard Whiteford. 

The events were well attended, and the group plans to orchestrate similar events next year as well. Finally, SAVES assisted in the organization of two major conferences on campus.  “Solar Scholars” focused on renewable energy and included panel discussions and hands-on events, such as the installation of solar panels at the College Farm.  The College also hosted a Sustainability Coordinators Conference for sustainability staff members of colleges and universities across the state.

 

As the President’s Commission is a newly-formed group, there is no programming to report for the past year.  However, discussion amongst participants is ongoing about how to best structure this group. College expects that the first year (2009-10) will be a productive and engaged one, helping to better implement sustainability programming on campus, educate the campus community, and work towards achieving the Strategic Plan goals and sustainably-focused mission of Dickinson College.


SUSTAINABILITY STAFF
11) Does your school employ sustainability staff (excluding student employees and interns)?
[  ]  No
[ x ]  Yes. Please provide titles and number of sustainability staff.
[8  ]  Number of full-time staff (in FTE). Titles: [the Sustainability Coordinator, the Director of the Center for Environmental and Sustainability Education, Sustainability Education Coordinator, 3 ALLARM employees, the Manager of the College Farm, and the Director of the Biodiesel Project/Assistant Manager of the College Farm ]
[#    ]  Number of part-time staff (in FTE). Titles: [        ]

 

The College was recently awarded a $1.4 million grant from the Andrew W. Mellon Foundation to study ways to infuse sustainability into all academic disciplines – from Environmental Science to Religious Studies; from English to Geology; from Psychology to Physics. Out of the planning grant has grown the Sustainability Working Group – including more than 20 faculty members and 10 College Administrators – each of whom is committed to advancing sustainability by educating all of the College‘s students towards a more sustainable future. The Mellon Grant has funded the hiring of a director for the new Center for Environmental and Sustainability Education, as well as a new faculty position in the field of environmental health and the creation of a postdoctoral position in geographic information systems.

 

The College currently employs a Sustainability Coordinator who works actively with Facilities Management and other on-campus departments to develop and ensure the continuation of sustainability projects. The Sustainability Coordinator oversees six interns each semester who organize events on campus, research new sustainability projects, and work on community outreach and public relations regarding campus sustainability. Some of the events that the interns coordinated include RecycleMania, the Green Devil Challenge, Focus the Nation, and many more.

 

The College has several on-going sustainability educational and research programs. For example, the Alliance for Aquatic Resource Monitoring (ALLARM) is a student-staffed project of the Environmental Studies department under the direction of three professional staff, dedicated to providing technical assistance and mentoring to grassroots watershed organizations. Also, the Dickinson College Biodiesel Project employs 3 or more interns each semester and summer. In addition to researching the fundamental biodiesel production processes, the interns take on related research projects, such as composting, solar thermal systems, soap making, and energy balancing.

 

The College Farm is located on 180 acres of College-owned property not far from campus. Currently operating on about 30 acres of land, the initiative will eventually convert up to 50 acres of the property into a certified organic vegetable production farm. The Farm supplies the College Dining Hall with significant amounts of fresh produce during the summer, fall and late spring (see section 3) and works with faculty, staff and administrators to develop academic programs that support research and student interests. The Farm has also begun to establish itself as an anchor in the local community for people interested in learning more about sustainable food production, renewable energy, and environmental stewardship. The College Farm employs a farm manager and an assistant farm manager, along with six to nine students year round.

 

In total, the College has eight full-time, permanent positions that are directly working with our sustainability initiatives (the Sustainability Coordinator, the Director of the Center for Environmental and Sustainability Education, Sustainability Education Coordinator, 3 ALLARM employees, the Manager of the College Farm, and the Director of the Biodiesel Project/Assistant Manager of the College Farm).


12) Does the head of the sustainability staff report directly to the president or another high-level administrator (e.g., vice president, vice chancellor)?
[  ]  N/A
[  ]  No
[ x ]  Yes. Please describe:

 

The Director for the Center for Environmental and Sustainability Education reports directly to the College Provost, Neil Weissman.

 

The Sustainability Coordinator reports directly to the Interim Vice President for Campus Operations.

 

The college’s president, Dr. William Durden, has been the key driving force behind elevating operational and academic sustainability to the status of a premium asset of Dickinson College, on par with our nationally recognized Global Education programs.

OFFICE OR DEPARTMENT

13) Does your school have an office or department specifically dedicated to furthering sustainability on campus?
[  ]  No
[ x ]  Yes. Please describe (including name of office or department and year created):

 

The Sustainability Department, located within the Department of Facilities Management, was created in 2004 to focus on the operational aspects of sustainability throughout campus.  As a result of recommendations made by the presidentially-appointed Sustainability Task Force, in 2006 the department came under the direction of the Sustainability Coordinator, a recent College graduate hired for a one year term.  It was the belief of the Task Force that a revolving position filled by a young alumnus would allow for a connection to the student body that could not be met by a more permanent staff position.

 

The Office of Sustainability is under the Department of Facilities Management at Dickinson College. The Office has three primary focuses: (1) oversee and assist with the development of sustainability-related facilities projects that the College undertakes; (2) provide information and outreach to the College Community and outside organizations about sustainability in general and as it relates to the College; and (3) assist non-academic departments and student organizations at the College in developing their own sustainability programs. In order to meet these objectives, the Office employs a full-time Sustainability Coordinator, 5 Sustainability Interns each semester, and has recently added 4 Residential Eco-Intern positions.

 

The Sustainability Coordinator is a one-year, full-time position offered each year to a new graduating senior from Dickinson College. The Coordinator is in charge of running the Office, serving as chair of the Society AdVocating Environmental Sustainability (SAVES), ensuring that all of the sustainability programs on campus are communicating effectively with one another, and maintaining the Sustainability Webpage. The Coordinator meets regularly with the Director of Facilities Management to discuss the progress of the sustainability programs and is in regular contact with the Director of the Center for Environmental and Sustainability Education (CESE) to ensure that the College's academic departments are fully utilizing the sustainability resources that are on campus.

 

The Sustainability Interns are overseen by the Sustainability Coordinator and are tasked with a variety of projects, including: event planning, writing informational articles for the College Community, and researching proposals for future facilities projects. The Interns also attend the SAVES meetings.

 

The Residential Eco-Interns are overseen by the Sustainability Coordinator and specifically focused on designing and implementing a comprehensive student outreach program in student residence halls aimed at reducing water and energy consumption as per President Durden's 10% Challenge.

 

Another department, called the Center for Environmental and Sustainability Education, was created in 2008 to further the advancement of sustainability within the curriculum.  Creation of the Center for Environmental and Sustainability Education (CESE) was the top priority proposed by the planning group for funding by the Mellon Foundation. The new Center opened at the start of the fall 2008 semester with the arrival of the newly hired director. Joined in January 2009 by a Sustainability Education Coordinator, the Center serves as a point of coordination for integrating sustainability learning across the curriculum, making linkages across departments, and creating new synergies with Dickinson’s global education program, co-curricular programs, greening of campus operations, and civic engagement, locally and globally. Two student interns worked with the Center in spring 2009 to help get the Center off to a good start.

 

The Center is part of the division of Academic Affairs and reports to the Provost of the College. While the mission of CESE is primarily educational, the Center collaborates with administrative units in all divisions of the College to facilitate integration of curricular, co-curricular, research, operations, administrative, and community outreach efforts to be mutually reinforcing in creating a coherent, College-wide sustainability program. Some of the campus organizations with which CESE works are the Office of Sustainability in Facilities Management, the Community Studies Center, the Office of Global Education, Office of Service Learning, the Alliance for Aquatic Resources Monitoring, the Dickinson College Farm, the Clarke Forum, Dickinson SAVES, Library and Information Services, the Office of College and Community Development, the Office of Religious Life and Community Service, and Campus Life.

 

Functions performed or coordinated by the Center include assisting faculty to enhance current courses, develop new offerings, and incorporate use of co-curricular, community, and campus resources in their teaching; supporting faculty development through study groups, workshops, and small grants; promoting student and faculty scholarship on environment and sustainability related topics; enhancing environment and sustainability programming on campus; and facilitating community engagement.


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

[  ]  No
[ x ]  Yes. Please provide URL:

http://www.dickinson.edu/departments/sustainability/  

http://www.dickinson.edu/departments/cese/

 

In the fall semester of FY2010, the college will launch a new sustainability webpage and site that incorporates elements of both operations and academics.

GREEN PURCHASING
15) Does your school have a formal green purchasing policy?
[ x ]  No
[  ]  Yes. Please describe policy and provide URL to full policy, if available:

 

A comprehensive green purchasing policy has not been published.  However, the college is committed to green purchasing in several areas, including paper products, housekeeping products, and Energy Star appliances, a strong commitment to locally grown foods, to name a few.  Also, the College strives to make the most sustainable purchasing choices based on need, safety and cost effectiveness.

16) Does your school purchase ENERGY STAR qualified products?
[  ]  No
[  ]  Some. Please describe:
[x]  All

 

ENERGY STAR qualified products are purchased whenever the rating is applied.  For products that are not rated, we strive to purchase the most efficient and cost effective product available, in keeping with the College’s “Triple Bottom Line” investment strategy (people, planet, profit).

17) Does your school purchase environmentally preferable paper products (e.g., 100 percent post-consumer recycled content, certified by the Forest Stewardship Council)?
[  ]  No
[  ]  Some. Please describe:
[X]  All. Please describe:

 

Dickinson College policy states that for paper used in the Print Center, in College offices, in student computing microrooms, and in copy machines and printers campus-wide, the paper shall be:
• At least 30% post-consumer waste recycled paper (PCW) and/or paper made without trees OR Forest Stewardship Council certified OR both.  A 100% PCW paper option is available.
• Recycled paper must be labeled Process Chlorine Free (PCF - not bleached with chlorine and chlorine derivatives).
• Virgin paper must be labeled Elemental Chlorine Free (ECF – bleached with chlorine dioxide rather than elemental chlorine).
• Process chlorine-free 100% PCW is the standard for Dickinson College letterhead and business envelopes.

18) Does your school purchase Green Seal, Environmental Choice certified, or biorenewable cleaning products?
[  ]  No
[ ]  Some. Please describe:

[ X]  All. Please describe:

 

With the “green cleaning” section of LEED-EB in mind, Dickinson College Facilities Management is now purchasing only green cleaning products (i.e. Green Seal Certified for categories where such certification is available and Biorenewable products where certification is not available) from Spartan Chemical, Inc. This practice began on January 1, 2008 and it has been a success thus far.

19) Are your school's computer/electronics purchase decisions made in accordance with standards such as the Electronic Product Environmental Assessment Tool (EPEAT)?
[  ]  No
[  ]  Some. Please describe:
[X]  All

Electronics are purchased from major distributors who use EnergyStar certification where applicable.  Additionally, the LIS department purchases and makes use of equipment that incorporates technology that promotes sustainability, such as remote turn-on and turn-off capabilities. In keeping with the concept of the Triple Bottom Line investment model (planet, people, profit) the College strives to always make the most environmentally and ethically sound purchases within budget constraints.


20) Does your school use only pesticides that meet the standards for organic crop production set by the U.S. Department of Agriculture or Canadian Organic Standards (excluding on-campus farms)?
[ X ]  No
[  ]  Some. Please describe:
[  ]  All

We apply pesticides as minimally as possible and our entire Grounds Crew staff is certified and trained to apply pesticides, and directed to do so only when absolutely necessary and only with permission from our Grounds and Landscaping Manager. The on-campus farm only uses organic pesticides in its vegetable and flower cultivation.


CLIMATE CHANGE & ENERGY

GREENHOUSE GAS EMISSIONS INVENTORY

21) Has your school completed a greenhouse gas (GHG) emissions inventory?
Please check all that apply.
[  ]  No.
[  ]  In progress. Please describe status and provide estimated completion date:
[ x ]  Yes.  Please provide total annual GHG emissions (in metric tons of CO2e). Also, include the start date for each year as well as the URL to each inventory, if available online, or attach the document.
2008: July 1; 16,059
2007: July 1; 16,445
2006: July 1; 15,856
2005: July 1; 15,560

Please see attached Excel document (GHG Emissions) for further information.


COMMITMENT TO GREENHOUSE GAS EMISSIONS REDUCTION
The purchase of carbon offsets does not count toward greenhouse gas (GHG) reductions for this indicator. They are counted in a subsequent indicator.
22) Has your school made a commitment to reducing GHG emissions by a specific amount?
[  ]  No
[ x ]  Yes. Please list details.

As per the President’s Climate Commitment, Dickinson is committed to a future of CO2e neutrality – meaning zero emissions when including both on campus emission reductions and offsets.  Because global education is a major defining characteristic of a Dickinson education, and because of the air travel associated with sending our students to programs in 24 different countries, we will never be able to achieve a 100% reduction without the use of offsets.  However, the College attempts to take all measures possible to ensure economic and environmental practicality when making travel decisions.

Reduction level: 75%

Baseline year: 2008
Target date: 2030
If you answered only "No" or "In progress" to question 21, please now skip to question 27.

REALIZED GREENHOUSE GAS EMISSIONS REDUCTIONS
23) Has your school achieved a reduction in GHG emissions?
[  ]  No
[ x ]  Yes. Please list details. 

Though the 2009 inventory is not yet complete, early indications related to conservation and efficiency efforts related to fossil fuel use, electricity consumption, and transportation show that we will see reductions in the range of 10 - 15%, when factoring out new space demands associated mainly with our new science building. 

Percentage reduced: see above
Baseline year:
Date achieved:

24) Please provide the total heating and cooling degree days averaged over the past three years.
Data on total degree heating and cooling days is available at: http://www.degreedays.net/ . This information will be used to help reduce bias between schools in different climates.
Cooling degree days average over the past three years:  1296
Heating degree days average over the past three years:  5165

25) Please provide GHG emissions figures on a per-thousand-square-foot basis for the past three years.
Per-Thousand-Square-Foot Emissions = Total CO2e in metric tons / Total maintained building space in thousands of square feet.
2008:  8.97
2007:  9.34
2006:  8.95

26) Please provide GHG emissions figures on a per-full-time-student basis for the past three years.
Per-Student Emissions = Total CO2e in metric tons / Total number of full-time enrolled students.
2008:  6.73
2007:  6.91
2006:  6.61

ENERGY EFFICIENCY
27) What programs or technologies has your school implemented to improve energy efficiency (e.g., cogeneration plant, retrocommissioning of HVAC systems, performing system tune-ups, temperature setbacks)?
 

 

Facilities Management employs multiple strategies to reduce the College’s consumption of natural resources, ranging from the types of equipment used to the manner in which it is controlled.  A large percentage of the main campus is connected to the college’s new Central Energy Plant, which supplies steam heat and chilled water cooling.  The Central Plant steam boilers have an efficiency rating of over 90%, which is extremely high and allows for extremely efficient operations.  We also utilize dual-fuel boilers, which allow the energy management team to switch between natural gas and oil based on cost and availability, and provide an opportunity to use waste vegetable oil as an energy source (considered CO2e neutral) – an initiative currently being explored.  More than 50% of the campus is connected to a web-based energy management system that allows Facilities Management staff to strategically control building systems with a focus on using the least amount of energy possible to support program.  The college’s allegiance to turning off equipment and reducing the consumption of energy in spaces that are not occupied has rendered the college a model of efficiency among small liberal arts colleges, with extremely low energy consumption per square foot.  Financial savings achieved through energy consumption reductions have been channeled back into system maintenance, equipment upgrades, and sustainable energy system installations that have further improved the efficiency and environmental successes associated with the college’s overall energy management program. The central plant concept is also used for the distribution of electricity to the majority of large buildings on campus.  During down times, such as winter break, we employ stringent curtailment policies that significantly reduce our consumption without jeopardizing a building’s functionality.   

 

The new Rector Science Complex uses 50% less energy than a new science building of comparable size would use, as a result of its energy efficient systems including:

·         integrated lighting system that decreases the amount of energy being used based on the ambient lighting in the room and reduces energy use by at least 20% anytime lights are on

·         automatic motion-sensor lighting

·         energy wheel that efficiently reuses the temperature of the conditioned air in the building while circulating fresh air into the building

·         energy monitor in the lobby of the building that shows people how much energy is being used at any given time in order to help them curb usage.

 

The Library and Information Sciences department applies several energy-saving policies and technological innovations in order to reduce energy consumption.  The department remotely controls computers and other devices in the library and in classrooms and strives to turn off this equipment whenever it is not in use. They also practice desktop power management, and apply a standardized rule that all monitors and workstations will shut down after 90 minutes of inactivity.  Furthermore, the College uses server virtualization to reduce the number of individual servers used, and practices “software as a service” for many projects, which outsources server needs.  This technology is being used, for example, with the “House Divided” project, a collaborative student-faculty history database. Additionally, the department practices “cloud computing” as much as possible and aims to work with other institutions in a consortium in order to take advantage of already available resources rather than purchasing or creating new ones. As a department, LIS is committed to sustainability and is working to find cost-effective ways to move towards managing energy consumption on a more individualized level. 

ENERGY CONSERVATION
28) Do you facilitate programs that encourage members of the campus community to reduce energy use (e.g., cash incentives, signs reminding individuals to turn off lights and appliances)?
[  ]  No
[ X ]  Yes. Please describe:

The College has implemented a sticker campaign to reduce energy use by students, faculty, and staff. Currently there are ‘Turn Me Off’ stickers next to all appropriate light switches in bathrooms, classrooms, residence halls, etc. and beside many of the public computers. To help students and employees make informed decisions about their energy use, the sticker campaign will be expanded during the upcoming year to provide information on switches and appliances citing how much energy is used and how much carbon emissions are associated with the use of the switch or appliance per hour.

 

Signs and e-mail reminders are used on an as needed basis, generally several times per semester, to remind students and staff to conserve energy when they use personal appliances and electronics.  As part of the “Green Devil Challenge” and other campaigns, students and staff receive periodic updates about how the campus is doing as a whole in terms of energy consumption, with tips for further improvement.

 

Also, perhaps better than signage, the college has programs managed through the Sustainability Office at Facilities Management to encourage sustainable behaviors on campus through direct personal contact.  The Eco-Intern program is focused on promoting sustainable behaviors thorough student-to-student contact, in the residence halls. For faculty and staff, the college initiated the Sustainability Sheriffs program which involves at least one staff volunteer in each academic and administrative building to actively promote sustainable behaviors through direct personal contact.

 

The Sustainability website is also an excellent resource for the campus community to learn more about how they can personally make an important impact on the college’s overall ecological footprint by changing their behaviors.

 

Additionally, Facilities Management has contracted with GreenTouchScreen.com to provide interactive information kiosks on campus that showcase and provide information regarding sustainability features and initiatives on campus. This technology will also provide real time utility usage information for residence halls, in hopes that raised awareness will result in decreased consumption. Currently, students and staff are encouraged to unplug all electronics when not in use and during long break periods, such as the winter holiday, and the housekeeping staff goes room to room in residence halls to be sure that everything from computers to clocks to refrigerators have been unplugged.

RENEWABLE ENERGY GENERATION
29)  Does your school generate renewable electricity?
[  ]  No
[ x]  Yes. Please specify percentage of overall electricity generated from each of the following sources and describe details below.
[    %]  B100 biodiesel
[    %]  Clean biomass
[    %]  Concentrating solar power (CSP)
[    %]  Geothermal
[    %]  Low-impact hydropower
[   .01%]  Solar photovoltaics

[    %]  Wind
[    %]  Other

Description: Currently, there are two photovoltaic installations on campus and one project in the works.  A 60kWh system at Kaufman Hall combines roof mount and ground mount panels to allow for increase visibility and accessibility for classes and the community.  3.5kWh system at College Farm provides off-grid living for interns who reside at the farm during the summer and early fall months.  The system allows for lighting and minor appliances in their Yurts.  In addition, there is a currently a project underway to install a 4 kWh system on the roof of the Center for Sustainable Living using a grant obtained through the Solar Scholars Foundation.  The application for the grant was a student-led initiative and the current plan is to include students in the installation of the panels during fall semester 2009.

 

30)  Does your school have solar hot water systems?
[ ]  No
[x]  Yes. Please specify number of systems and total BTUs generated annually, if available:

 

There are currently two solar hot water systems in use on campus.  The first, which was installed almost three years ago, provides hot water in the biodiesel production lab.  The system was installed largely by student interns.  There are also solar hot water systems at the College Farm.  The first system installed in the summer of 2007 heats water which then runs through piping imbedding the planting mounds in the greenhouse, extending the growing season.  The second system, which was installed as part of the Solar Scholars conference in the fall of 2008 provides hot water for kitchen and bathroom facilities utilized by the farm interns, completing their off-grid living quarters.

 

 Additionally, a third system, built by psychics professor Hans Pfister and 2008 graduate (and former Sustainability Coordinator) Sean Diamond, is slated for installation at the Center for Sustainable living sometime this year.  The system, which was built using mirrors from a local building-supply store, a car radiator, axle and windshield-wiper motor tracks the sun's movement across the sky and focus its rays onto the radiator, which acts as a heat exchanger, converting the solar energy into thermal energy and heating up the water with an 83-percent efficiency rate.


RENEWABLE ENERGY PURCHASE
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 standard.
[  ]  No
[ x ]  Yes. Please describe.

We have purchased RECs to offset our electrical usage for the past seven years, progressing from 10% to 12.5% to 50% in 2007 to 100% starting in September of 2009.  With the expiration of current contract pending, we recently issued a RFP seeking new proposals and just signed a contract for RECs equivalent to 100% of our purchased electricity (18,000,000 kWh), effective September 1, 2009.
Date of most recent contract:  8/1/2007
Quantity (kWh): 8,000,000
Percentage of your total electric energy use that it represents: 44%

32) Has your school purchased non-electric energy from renewable sources?
[ ]  No
[ x ]  Yes. Please describe.

The Center for Sustainable Living receives approximately 82% of its total heating from corn pellet stove located in the central living space of the house.  The air handling system of the house was specially designed to move the heated air from the stove through the rest of the building.  The stove is tended by the residents of the house, and thus far, the system has been a huge success.
Date of most recent contract: Pellets purchased as needed.
Quantity (BTUs):
Percentage of your total non-electric energy use that it represents: 1%

ON-SITE COMBUSTION
33) Please provide total BTUs of energy for heating and cooling from on-site combustion:

58,952,900 kbtu


34) Please list each fuel source (e.g., coal, natural gas, oil) and the percent of overall BTUs derived from that source:

Fuel Oil –7%

Natural Gas – 93%


35) Is any on-site combustion for heating and cooling derived from renewable sources?

[ ]  No
[ x ]  Yes. Please describe.

 

When possible, biodiesel (produced at the on-campus Biodiesel Plant using oil wastes from Dining Services) is used in oil tanks throughout campus. The Biodiesel Project is a fundamental part of Dickinson's commitment to environmental sustainability. The project makes use of a waste product, while reducing the campus demand for non-renewable petroleum fuel. Biodiesel fuel is significantly cleaner burning than petroleum, and its use thereby helps to reduce air quality problems in the Cumberland Valley (The US EPA has found that Biodiesel drastically reduces soot, diesel particulate matter, carbon monoxide, oxides of sulfur, and carcinogenic hydrocarbons when compared with petroleum diesel). Production and use of biodiesel results in an 80% lifecycle reduction of carbon dioxide emissions when compared with fossil fuels, which aids in our campus goal of reducing our impact on global climate change. And lastly, biodiesel production on campus is very energy efficient: we gain over 6 units of energy in fuel for every one unit of non-renewable energy invested in the process.  Also, the college is currently exploring the possibility of using waste vegetable oil in college boilers, including the Central Energy Plant steam boilers.  Waste vegetable oil burns more cleanly and efficiently than #2 fuel oil, and is considered a CO2e neutral energy source. 

Percentage on-site combustion derived from renewable sources: [ < 1 %]
Total BTUs of energy generated from renewable sources: [#   negligible   ]
Description of renewable energy sources used for on-site combustion for heating and cooling:  Biodiesel produced on campus.

 

The College is also looking into the deployment of bio-fuel combined heat and power turbines in several buildings which will not only produce electricity, but also allow us to recapture the energy for heating.

FOOD & RECYCLING
The food portion of this category is covered in a separate dining survey.

RECYCLING OF TRADITIONAL MATERIALS
36) Please indicate which traditional materials your institution recycles (check all that apply).

[  ]  None
[ x ]  Aluminum
[ x ]  Cardboard
[ x ]  Glass
[ x ]  Paper
[ x ]  Plastics (all)
[  ]  Plastics (some)
[ x ]  Other. Please list: plastic bags, ink cartridges, cfls, batteries

37) Diversion rate: [ 34  %]

Dickinson College has comingled and paper recycling receptacles in all of the classrooms and offices that have any waste receptacles. The College has several comingled and paper recycling centers within the HUB (the College‘s student union building) and has a central collection point for half-used notebooks, used-batteries, old cell phones, plastic bags, and Compact Florescent light bulbs. Beginning in fall 2008, the College began a program allowing students to swap their inefficient light bulbs for more energy-efficient varieties, and the collected bulbs were then recycled.

 

The recycling program has been expanded to include outdoor recycling containers for commingled recyclables, next to the outdoor waste bins in public spaces. The College collects comingled and paper recycling from all of the student residence halls, townhouses, and apartments. The half-used notebooks and recycled paper collected from the library that has printing on one side are combined with used cereal boxes to create “Garbage Notebooks” that are sold in the Dickinson College Bookstore with all profits going back to the College‘s sustainability fund. Facilities Management has started trying out a new type of rechargeable battery that can be recharged using a computer‘s USB port. The College plans to start using these batteries as a standard to reduce battery waste.

 

Additionally, the College’s LIS department actively works to reduce paper waste and cut down on unnecessary paper usage.  Several years ago, staff members noticed that waste paper was being generated in large quantities near communally-located printers.  After collecting waste paper in several locations for an entire semester and recognizing that there was a problem, the LIS department implemented the Equitrac print monitoring program on a trial basis.  This system requires students to authorize print jobs at a kiosk located next to the printer.  As a result, fewer unwanted jobs went through the printer and less paper was left unclaimed.  Because of the widespread success, the technology is still being used today, and students and staff have adjusted well to the new system. This fall, a student printing allocation will go into effect, which is expected to further reduce paper consumption and increase waste awareness among students.  In conjunction with this effort, the College plans to double its bandwidth capacity in order to encourage students to use the internet for readings and assignments.  By reducing paper consumption at the source, the College hopes to generate less waste and use resources in the most efficient ways, both economically and environmentally.


RECYCLING OF ELECTRONIC WASTE
38) Does your institution have an electronics recycling program?

[  ]  No
[X ]  Yes. If available, please indicate the total annual weight or volume of each material collected for recycling or reuse.
[ x ]  Batteries
[ x ]  Cell phones
[ x ]  Computers
[ x ]  Lightbulbs
[ x]  Printer cartridges
[    ]  Other E-waste. Please list:

 

Each year, LIS donates reusable computer equipment to the local Carlisle United Way. These units are made available by United Way to various charitable organizations within the Carlisle Community.

As older Dickinson College cell phones are discarded, they are made available to charitable organizations.


COMPOSTING (ASIDE FROM DINING FACILITIES)
39) What percentage of your campus's landscaping waste is composted or mulched?

[  100 %]

40) Do you provide composting receptacles around campus in locations other than dining halls (e.g., in residence halls, offices, academic buildings)?
[  ]  No
[ x ]  Yes. Please describe:

 

Composting receptacles currently exist in two residence halls—The Center for Sustainable Living, and Davidson-Wilson, the dorm which houses the “sustainability cluster” (a group of students who take the same sustainability themed classes and choose to live together). Several academic buildings also have facilities within their lounge/kitchenette areas.  In most cases, the inclusion of composting receptacles was driven by occupants of the buildings, who then take on the responsibility of emptying the receptacles at an appropriate location, such as the Dining Hall. Composting has become a successful and widespread movement at the College, and due to the popular on-campus procedures, many independent students and faculty members practice partial composting in their own living spaces without any organized program or incentive to do so.

SOURCE REDUCTION
41) Do you have any source-reduction initiatives (e.g., end-of-semester furniture or clothing swaps and collections)?

[  ]  No
[ x ]  Yes. Please describe:

 

Dickinson U-Turn, which began in 2005, collects unwanted items at the end of the academic year which are then sold at a large community yard sale for the benefit of the local United Way Chapter.  Unused food is also collected and donated to Project S.H.A.R.E., a local food bank.  Each year, as awareness of the program grows, we have increased the amount collected. In 2008, three tractor-trailer loads were diverted from the landfill. The same amount was diverted in 2009. The most recent sale raised over $15,000 for the United Way, not only practicing sustainable usage of products, but also furthering the College’s commitment to community involvement and social justice.

GREEN BUILDING

GREEN BUILDING POLICY
42) Does your school have a formal green building policy?
[  ]  No
[ x ]  Yes. Please describe policy and provide URL to the full policy, if available:

 

The College strives for LEED Gold certification on all new construction and major renovations in excess of $500,000 and is committed to a minimum certification level of Silver on all projects.  In addition, Facilities Management has implemented a set of Sustainability Standards for all repair and renovations, which ensures that campus structures and systems are sustainable.


GREEN BUILDING STANDARDS
43)
Please indicate LEED-certified buildings.
[  2 ]  Total number of LEED-certified buildings.
[    sq ft]  Certified-level (combined gross square footage). Please list building names:
[    sq ft]  Silver-level (combined gross square footage). Please list building names:
[    96,000 sq ft]  Gold-level (combined gross square footage). Please list building names: Rector Science Campus, Center for Sustainable Living (commonly called The Treehouse)
[    sq ft]  Platinum-level (combined gross square footage). Please list building names:

 

Althouse Hall is in the midst of a major renovation extensive enough to qualify it for LEED for new construction.  Sustainable features will include

·         Bathrooms on each floor, including a shower room – to encourage carbon-free commuting opportunities and to promote active lifestyles in general

·         Filtered water fountains on each floor – to encourage the use of re-useable water bottles and discourage purchasing and discarding plastic water bottles

·         A lighting system with motion sensor and daylight harvesting controls

·         Natural light into all hallways, offices and classrooms

·         Ventilation systems that monitor CO2 levels and adjust fresh air quantities accordingly

·         A bicycle rack at the north entry


44) Please indicate buildings that meet LEED certification criteria but are not certified.
[#      ]  Total number of buildings that meet LEED criteria
[    sq ft]  Certified-level criteria met, but not certified (combined gross square footage). Please list building names:
[    sq ft]  Silver-level criteria met, but not certified (combined gross square footage). Please list building names:
[    sq ft]  Gold-level criteria met, but not certified (combined gross square footage). Please list building names:
[    sq ft]  Platinum-level criteria met, but not certified (combined gross square footage). Please list building names:

45) Please indicate buildings that are ENERGY STAR labeled.
[#      ]  Total number of ENERGY STAR buildings. Please list building names:
[    sq ft]  Combined gross square footage.

RENOVATIONS AND RETROFITS
46) Please indicate LEED-EB certified buildings.
[#      ]  Total number of LEED-EB certified buildings. Please list building names:
[    sq ft]  Combined gross square footage.

 

Kaufman Hall is in the early stages of planning for a major renovation which will include the installation of a green roof, additional photovoltaics, daylight harvesting and geothermal heating system. These changes will likely allow for the possibility of seeking LEED-EB certifications.

47) Please indicate buildings that meet LEED-EB certification criteria but are not certified.
[4  ]  Total number of buildings that meet LEED-EB criteria but are not certified. Please list building names: Kaufman Hall, Tome, Stern, Davidson Wilson
[  151,400  sq ft]  Combined gross square footage.

 

Dickinson College strives to balance economic needs with environmental and ethical responsibility.  Though we have not chosen to seek LEED-EB certification at this time, we are continuing to research the possibility, and are prepared to do so when it is a viable option for the College. Nevertheless, we believe that our current buildings meet the standards and we are committed to green building whether or not there is a label attached.

48) Please indicate renovated buildings that are ENERGY STAR labeled.
[#      ]  Total number of renovated buildings that are ENERGY STAR labeled. Please list building names:
[    sq ft]  Combined gross square footage.

49) What energy-efficiency technologies have you installed in existing buildings (e.g., HVAC systems, motion sensors, ambient light sensors, T5 lighting, LED lighting, timers, laundry technology)?   

For each technology, please indicate the number and type of fixtures installed, and the number of buildings in which those fixtures are installed. If possible, include either the percentage of the overall campus fixtures each type represents or the percentage of overall maintained building space that has been renovated with the technology (e.g., 20 buildings representing 10 percent of maintained building space have been retrofitted with motion sensors; thus, 10 percent of the total maintained building space in square feet would be the desired data).  

 

The college is actively working to install energy efficient technologies across campus as part of all applicable cycle maintenance and deferred maintenance projects, and always as part of our new construction projects.   These technologies range from the lighting technologies listed above, to variable speed motors and pumps, to low flow plumbing fixtures (which reduce domestic hot water requirements and associated emissions).  Also, the college has a comprehensive web based energy management system that controls campus equipment and mechanical systems as efficiently as possible.

 

One example of a recent efficiency project, completed in the spring of 2009, is the installation of motion sensors in classrooms throughout campus which resulted in the deployment of approximately 250 fixtures in 10 buildings. 

 

Two years ago, The College replaced all washers and dryers on campus with high efficiency, front-loading washers and dryers that use less electricity, detergent and water which equates to 162 machines in a total of 23 buildings. 

 

Additionally, the College currently has two applications for PA Conservation Works grants, each for upgrades to more efficient lighting throughout campus.  The first proposes the retrofit of over 1000 lighting fixture in five buildings with LED bulbs which will increase the efficiency by 93%.  The second addresses exterior lighting, proposing LED retrofits to 70 streetlamps and the installation of 61 solar lamp posts in parking lots throughout campus.  The LED retrofits will increase efficiency by 78% and the solar lamps will produce approximately 61,000 kWh annually.

 

Please see the answer to Question #27 as well, as information to that question also applies to this one.

50) What water-conservation technologies have you installed in existing buildings (e.g., low-flow faucets, low-flow showerheads, waterless urinals, dual-flush toilets, gray water systems, laundry technology)?   

For each technology, please indicate the number and type of fixtures installed, and the number of buildings in which those fixtures are installed. If possible, include either the percentage of the overall campus fixtures each type represents or the percentage of overall maintained building space that has been renovated with the technology (e.g., 20 buildings representing 10 percent of the maintained building space have been retrofitted with low-flow faucets; thus, 10 percent of the total maintained building space in square feet would be the desired data).    

 

1.      1 Residence Hall (Treehouse) contains low-flow faucets, low-flow showerheads, waterless urinals, dual-flush toilets, and a gray water system.

2.      Recently all Residence Hall showers were retrofitted with low-flow heads:  approximately 600 fixtures in 62 buildings.

3.      Low-flow faucets:  32 fixtures in six buildings

4.      Waterless urinals:  eight fixtures in four buildings

5.      All of our laundry machines are high efficiency, with front load water efficient washers.

6.      The college farm includes a composting toilet for use by interns and visitors.

51) What percentage of your institution's non-hazardous construction and demolition waste is diverted from landfills?
[ 80 %]

 

A major component of construction waste on campus is stone from our building facades.  The stone is either preserved at our quarry for use on future projects, or ground to be used as filler material in other construction projects.  Metal waste is recycled, while wood is either reused within the project, recycled or donated for reuse.  All furniture and fixtures are reused within the project, warehoused for future use, or donated to community organizations. In this way, the College abides by the Triple Bottom Line investment strategy and maximizes environmental, social, and economic benefits.

STUDENT INVOLVEMENT

RESIDENTIAL COMMUNITIES
52) Are there any sustainability-themed residential communities or housing options at your school?
[  ]  No
[x]  Yes. Please provide details below.
Name of program: Center for Sustainable Living
Type of community (e.g., hall, building, house): Residence Hall
Number of students involved: 14
Additional details:  In existence on campus for more than 20 years.  Program moved into new LEED Gold building in 2006.

 

In addition to the Center for Sustainable Living, otherwise known as “The Treehouse,” the College is also home to the “sustainability cluster,” a group of students taking the same sustainability-themed seminars who choose to live together and work on environmentally-themed initiatives.  These students work with resident advisors to raise awareness on campus and commit to living a sustainable lifestyle (i.e. composting waste, reducing consumption, ethical eating, etc).  The 2008-2009 program was a marked success, and the Campus Life and Sustainability departments have been working together to implement an even larger scale program for the 2009-2010 school year, focusing on a group of five seminar classes and several upper-class residential advisors/mentors with sustainability training.

NEW STUDENT ORIENTATION
53) Does a portion of your new student orientation specifically cover sustainability?
[  ]  No
[ x ]  Yes. Please describe how sustainability is incorporated (e.g., information sessions, green tour):

 

Sustainability will play a large role in this fall’s new student orientation at the College.  While past orientation programs have incorporated sustainability as only one of many facets of life at Dickinson, this year’s goal is to interweave the concept of sustainability into all aspects of orientation rather than present it as a stand-alone theme.  Our Sustainability Education Coordinator is working closely with the Campus Life staff to plan appropriate programming.  Additionally, all Orientation Leaders and Advisors will receive special sustainability training from the Sustainable Education Coordinator and the Sustainability Coordinator.

 

This year’s orientation events will include:

            - Discover Dickinson hands-on events, such as a tour of the College Biodiesel Plant, and overview of Geographic Information Systems technology, and EcoWarriors session designed to introduce new students to environmental leadership opportunities on campus, and a Living Independently program focused on making responsible ethical decisions in a new community.

            - Consistent use of “green decorations,” including flowers from the College Farm and other sustainable materials, rather than balloons, which do not biodegrade.

            - Introductions to composting and recycling programs on campus via “zero-waste” picnics and “trash cops” designed to teach students how these programs work and their importance to the campus community

            - Dorms tours emphasizing specific ways in which new students can use technology and the equipment they’re provided with the reduce their energy and water consumption while at the College

            - Place-based tours of Carlisle designed to introduce students to the local community and make them aware of the natural, civic, and environmental resources that serve as alternatives to shopping malls in hopes of encouraging ethical and sustainable purchasing habits

            - Community service opportunities with Project S.H.A.R.E. food bank, the Biodiesel shop, and the College Farm designed to encourage social development and local involvement as well as introduce students to these sustainably-minded campus institutions

           

            In addition to these programs, the College is taking several steps further to ensure that new students understand Dickinson’s focus on sustainability and come to embrace how it applies to their own lives.  For example, all students will receive a reusable water bottle or mug, which they are encouraged to use at dining establishments around campus.  The new students will also be introduced to technologies designed to reduce waste, such as the use of a flash drive for file storage rather than excessive printing and storing papers.  Students will also get a taste of the College’s sustainable food practices, through cafeteria orientations and local-foods meals.

 

54) Does your school offer on-campus office-based sustainability internships or jobs for students?
[  ]  No
[ x ]  Yes. Please provide number of students and average number of hours worked weekly per student:
[50  ]  Paid positions. Average hours worked weekly per student: varies, between 5 and 20
[  ]  Unpaid positions. Average hours worked weekly per student:

 

The College has approximately 50 full- and part-time internships throughout each academic year that are directly involved in sustainability initiatives.  These include 12 part-time semester Sustainability Department interns, 1 full-time summer Sustainability Department intern, 10-15 part-time ALLARM interns, 3-4 full-time summer Biodiesel Project interns, 6 part-time semester Biodiesel Project interns, 2-3 full-time CESE interns for the academic year, 1-2 GIS and Sustainability interns , and many summer and school-year Student Farmers.


55) Does your school have residence hall Eco-Reps or other similar programs to promote behavioral change on campus?
[  ]  No
[ x ]  Yes. Please provide details below, and indicate URL if available:
[3]  Paid positions. Average hours worked weekly per student: 4
[#     ]  Positions that award academic credit. Average hours worked weekly per student:
[#     ]  Uncompensated positions. Average hours worked weekly per student:

 

Beginning in Fall 2008, the College began employing three students as Residential Eco-Interns.  The y are overseen by the Sustainability Coordinator and specifically focused on designing and implementing a comprehensive student outreach program in student residence halls aimed at reducing water and energy consumption as per President Durden's “10% Challenge ”. Because Dickinson College is a largely residential campus, this programming is especially effective and has led to a greater awareness of sustainable lifestyles among the student body.  The College plans to expand this program during the 2009-2010 school year, increasing the number of interns and the scope of their projects.

 

In addition to the Eco-Interns, who work with the Department of Sustainability and Campus Life to promote behavioral change in the residential dorms, Dickinson students also have several options for “green-themed” residential life.

 

Students who register for a First-Year seminar that is part of a learning community also register for a common residential learning experience. In 2008, students in the seminars Sustaining Places, Ethics of Hunting and Fishing, Sustaining Northeastern Wildlife, and Green Science for the iPod Generation lived together in Davidson-Wilson Hall as members of the Environment, Science and Sustainability Learning Community. The Learning Community members, aided by two Learning Community Coordinators hosted guest speakers in their dorm, participated in a variety of on- and off-campus events, and worked to reduce the ecological footprint of their residence hall. Students have reported that participation in these types of activities reinforces knowledge learned in the classroom, enhances awareness of connections in the wider world, and develops skills and motivation for applying sustainability concepts in their personal lives and as engaged members of a community.

 

The Environment, Science and Sustainability Learning Community experimented with clustering some of the First Year seminars with other courses as well. The intent was to have a cohort of students take three courses together to examine common issues from multiple disciplinary perspectives and thereby gain a richer understanding of the issues, as well as an appreciation of the advantages and difficulties of multidisciplinary approaches. An assessment of learning communities using student focus groups suggests that students found the cluster experiment to be effective. Participating faculty also report that students contributed insights gained from other courses in the cluster to enrich the discussions in their classrooms.

 

A sustainability themed learning community is planned for 2009 and is titled Culture, Science and Environmental Sustainability. Five of the 2009 FY seminars will participate in this Learning Community: Green Science for the iPod Generation, Future of the Food Industry, Religion, Science and the Environmental Movement, Science, Culture, and the Future of Civilization, and Sustaining Northeastern Wildlife.


STUDENT ORGANIZATIONS
56) Does your school have active student-run organizations devoted to sustainability efforts on campus?
[  ]  No
[ X ]  Yes. Please provide total number of active organizations, names of organizations, a brief description of each, and URLs, if available:

 

Total number of organizations: 3

 

  • Dickinson S.A.V.E.S. (Society Advocating Environmental Sustainability) :  This group focuses on developing and implementing sustainability initiatives, including Adopt-A-Highway ( McClure’s Gap Road), setting energy management policies, reducing paper consumption, and more. This year, the group added a Sustainable Foods sub-committee. Dickinson SAVES is coordinated by a sustainability specialist, a one-year rotating position awarded to a graduate each year. The employee is responsible for applying for grants, supervising student interns, education and outreach.  http://www.dickinson.edu/departments/saves/

 

 

  • SISA(Students Interested in Sustainable Agriculture): This new student-run group works closely with Jenn Halpin, the College Organic Farm’s manager, and others to learn about sustainable agriculture, organic farming practices, local foods, and more.  The group aims to promote knowledge and awareness of locally-grown, organic produce through education programming, practical learning, and participation in farm stand projects.  http://www.dickinson.edu/storg/sisa/student_farmer.html

 


SUSTAINABILITY CHALLENGES AND COMPETITIONS
57) Does your school organize any sustainability challenges/competitions for your campus and/or with other colleges?
[  ]  No
[ X ]  Yes. Please list details for all competitions.
Name of competition:  Green Devil Challenge
Year initiated:  2006
Frequency of competition:  annual
Participants:  all students
Incentives:  cash prizes
Goal of competition:  water/electricity reductions
Percent of energy/water/waste reduced:  15-20% over period of competition
Lasting effects of competition:  increased awareness, continued reductions
Website:

The Green Devil Challenge varies year to year in its scope, but always centers on reductions associated with electricity and water usage.  Past contests were straightforward reduction contests, urging students to try to beat the usage in their buildings from the same timeframe the previous year.  This past year’s contest took a slightly different approach. The contest urged participants to focus on a different topic each week, such as phantom power drains, personal carbon footprints, and sustainable food choices.  The organizers also offered additional ways to win fun sustainable mini-prizes, including cloth bags and water bottles, by taking quizzes or attending events. Participation in these events is growing yearly and we plan on continuing to discuss ways to get more students involved and further challenge and educate the campus community.

 

In addition to this major event, different clubs and departments host several smaller competitions and challenges designed to increase sustainable behaviors on campus.  These include:

  • Trash on the Plaza :  Provides public awareness of waste and encourages recycling. Volunteers sort through 24 hours’ worth of trash from the campus’ largest building, removing and measuring recyclable materials. http://www.dickinson.edu/news/features/2007/trash/

 

 

  • Step It Up:   Step It Up is a national campaign with the goal of lowering carbon emissions. We advertise by reusing old package pick-up slips, reminding the reader the slip should be recycled after use. At the event, trophies (made from papier-mâché, reused materials) were awarded to several Dickinsonians whose initiatives displayed a strong effort towards a sustainable future.

 

  • RecylceMania: RecycleMania is a national contest pitting over 90 schools against each other in a fight to see which school can recycle the most materials per person on campus!  Prizes are also given for waste reduction and increases in composting. The contest is held each year, and is administered by the US EPA . The College has been part of this competition since the 2003-2004 school year, and has steadily improved each year.

 

TRANSPORTATION

CAMPUS MOTOR FLEET

58) How many vehicles are in your institution's fleet?
[106 ]

59) Please list the number of alternative-fuel vehicles in each class.
[8]  Hybrid. Please list makes and models:

   5 Honda Civics

   1 Honda Insight

   1 Ford Escape

   1 Ford Fusion (on order)
[#        ]  Electric. Please describe type of vehicles:
[#        ]  Biodiesel. Please describe type of vehicles and list biodiesel blend(s) used:
[#        ]  Other. Please describe:

60) What is the average GHG emission rate per passenger mile of your institution's motorized fleet?
[ .46]  pounds of carbon dioxide equivalent (CO2e) per passenger mile traveled.

LOCAL TRANSPORTATION ALTERNATIVES
61) Does your school offer incentives for carpooling?
[  ]  N/A. Please explain:
[ x ]  No
[  ]  Yes. Please describe details of the program including the type of the incentive and eligible community members (e.g., faculty, staff, students):

 

Incentives are not currently in place, but are in the planning stages for faculty and staff.  Possible incentives include gas cards, gift certificates for sneakers and bike repair, and free transportation cards.

62) Does your school offer public transportation subsidies?
[  ]  N/A. Please explain:
[ x ]  No
[  ]  Yes. Please describe the program including the size of the discount (as a percent of full price) and eligible community members (e.g., faculty, staff, students):

63) Does your school provide free transportation around campus?
[  ]  N/A. Please explain:
[ x ]  No 
[  ]  Yes. Please describe:

It is possible to walk to length and breadth of campus within 20 - 30 minutes. Bikes are available for students to use, free of charge, on a daily rental basis.

64) Does your school operate a free transportation shuttle to local off-campus destinations?
[  ]  N/A. Please explain:
[  ]  No
[ x ]  Yes. Please describe:

 

A weekend shuttle is available to local shopping outlets as well as the nearest train/bus depot. There is also a program which allows students to reserve rides to and from the airport or bus/train station at break times.


Additionally, last fall the organization Earth Now approached the Student Senate about starting a student-run transportation service to Harrisburg. Earth Now applied to the Senate's Discretionary Fund and received funding to rent shuttles to use to transfer students back and forth to a nearby city, Harrisburg, on the weekends. Currently, the group is in the process of coordinating volunteer driver schedules and publicizing the program.  It should be up and running, and is expected to be met with success, starting during the fall 2009 semester.


BICYCLE PROGRAM
65) Does your school offer a bicycle-sharing/rental program or bicycle repair services?
[  ]  No
[ X ]  Yes. Please provide details below.
Year created: 2006
Number of bikes available: 12
Fees for participation:  0
Repair services provided:  yes

 

The College encourages the use of bicycles by providing bike racks throughout campus, and the College owns a fleet of red bicycles that students may borrow for no cost using their ID cards. Also, Facilities Management is currently in the process of adding more bicycle racks and improving the current options for out-of-the-weather and long-term bike storage on-campus.  Facilities Management (FM) encourages staff to ride bicycles during work when possible and has a fleet of bicycles for employee use. FM has also purchased two scooters for use by maintenance workers for service visits on-campus that do not require large equipment.  Scooters are achieving over 100 miles per gallon efficiency. Plans are being made to look for sustainable alternatives to traditional gasoline-powered vehicles as older vehicles are replaced. Electric vehicles are being investigated for various trades.

CAR-SHARING PROGRAM
66) Does your school partner with a car-sharing program?

[  ]  No
[ x ]  Yes. Please provide details below.
Year created: 2009
Total number of vehicles: 2
Number of hybrid vehicles: 2
Fee for membership:  $35

 

The College has partnered with ZipCar to provide car sharing services, which will be up and running for the beginning of the 2009-2010 school year. We expect to see great success and hope that with publicity and education, students will begin to carpool in the ZipCars rather than use individual transportation.  We also hope that the availability of these cars will reduce the number of cars brought to campus by students.

PLANNING
67) 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)?

[  ]  N/A. Please explain:
[x]  No
[  ]  Yes. Please describe:

 

While the College does not have a formal policy related to a bike/pedestrian friendly campus, we have worked closely with the Borough of Carlisle on a proposed ‘Road Diet’ to help ease traffic along the two major roadways that bisect the community, one of which runs directly through campus.  The proposal includes reducing two lanes of traffic to one which dedicated left turn lanes and the introduction of bike lanes.  The proposal was accepted and work will hopefully commence within the next twelve months. The college Master Plan, completed in 2008, eliminates parking lots in the center of campus and provides plans for landscaping elements to promote walking and biking throughout campus.

68) What percentage of individuals commute to campus via environmentally preferable transportation (e.g., walking, bicycling, carpooling, using public transit)?

Dickinson College is a residential college, with 91% of the student body living on campus.  The remaining 9% live within the immediate community, typically just a few blocks from campus.  In addition, around 65% of the faculty and staff live within five miles of the College, many in the neighborhoods that border campus. Students and staff members are encouraged to walk or ride bikes to and from campus whenever it is possible, and bike racks are available for safe storage during the day.

STATISTICS

69) Campus setting:
[  ]  Rural
[  ]  Suburban
[ x ]  Urban
[  ]  Other. Please describe:

70)  Total number of buildings: [147]
71)  Combined gross square footage of all buildings: [1,874,585]
72)  Full-time enrollment (undergraduate and graduate): [2365]
73)  Part-time enrollment (undergraduate and graduate): [23]
74)  Part-time enrollment as a proportion to a full-time course load: [1:100]
75)  Percent of full-time students that live on campus: [91%]

Questions 76-87 are for informational purposes only; responses will NOT be included in the Report Card evaluation process.

OTHER AREAS OF ENVIRONMENTAL ENGAGEMENT

Please mark an "X" next to each item that applies to your institution.

76)  Outdoors club: [ X ]
77)  Disposable water bottle ban: [  ]
78)  Participation in Recyclemania: [ X ]
79)  Student trustee position: [ under discussion currently ]
80)  Environmental science/studies major: [ X ]
81)  Environmental science/studies minor or concentration: [ X ]
82)  Graduate-level environmental program: [  ]
83)  Student green fee: [  ]
84)  Alumni green fund: [ X]
85)  Revolving loan fund for sustainability projects: [ under discussion currently ]
86)  Campus garden or farm: [ X ]
87)  Single-stream recycling: [  ]

 

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