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Report Card 2010

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Smith 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:   Dano Weisbord
Title: Environmental Sustainability Director
Date survey submitted: July 21, 2009

ADMINISTRATION

SUSTAINABILITY POLICIES

1) Does your school have its own formal sustainability policy?
[X] Yes – Smith College’s Sustainability Commitment Statement reads as follows: Smith College will become a leader in promoting environmental literacy and sustainable practices in curricula, campus operations, and interactions with the broader world.


2) Has the president of your institution signed the American College and University Presidents Climate Commitment (ACUPCC)?
[X ]  Yes. GHG inventory was submitted to the ACUPCC on January 15, 2009.

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

4) Is there a sustainability component in your institution's master plan and/or strategic plan (check all that apply)?
[X] Yes, in the strategic plan.

The “Smith Design for Learning” is a strategic plan completed in 2007. It was the result of hundreds of conversations among faculty, staff, students, alumnae and others interested in the future of Smith. Their perspectives and ideas shaped the college's approach to opportunities and challenges, identifying initiatives in a range of areas, including sustainability, that are currently under way or being developed.

In addition to affirming its commitment to teaching, academic resources, and the vibrant campus life that have long characterized Smith, the Design outlines an integrated, multidisciplinary approach to key areas of study that are particularly important to students living and working in a global society that is changing at an accelerated pace. One of these is the Center for the Environment, Ecological Design and Sustainability (CEEDS).

CEEDS is intended foster collaborations that bridge the natural and social sciences, arts and humanities; advance environmental literacy in the Smith community; address environmental problems through interdisciplinary research and educational outreach; facilitate collaboration and synergies among environmental interests on campus; and identify Smith as a model for the study of environmental policies and stewardship.

http://www.smith.edu/future/design/index.php

http://www.smith.edu/future/design/environment.php


ADVISORY COUNCIL

5) Does your school have a council or committee that advises on and/or implements policies and programs related to sustainability?
[X] Yes

 

6) Please provide the name of the committee and list the number of meetings held since August 2008.
Name: Committee on Sustainability
Number of meetings in 2008-2009: 11
http://www.smith.edu/green/committee_mission.php

 

7) Please provide number of stakeholder representatives on the committee.
[#   4]  Administrators
[#   4 ]  Faculty
[#   3]  Staff
[#   4]  Students

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.
Name of chair:  James Lowenthal,
Position: Associate Professor of Astronomy

9) To whom does the committee report?  

President

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

·         The Committee on Sustainability (COS) spent considerable time this past year framing a Sustainability and Climate Action Management Plan (SCAMP).  This work has included identification of the primary areas of focus which are: water, transportation, material use and waste management, energy and buildings, landscape ecology, climate action and academic integration.  For each section metrics were identified that would allow the college to create a baseline for resource use and track future progress. A list of potential projects for each category were identified by the COS and the Environmental Sustainability Director.

·         The COS developed a bottled water policy and a paper purchasing policy. Both of these policies have been taken to senior administration for approval.

·         The COS has been instrumental in aiding campus outreach events, including a presentation of the GHG inventory and participation in the National Teach-In on Global Climate Change. The Teach-In featured five separate presentations and discussions over the course of the day-long event. 

·         Supported students' attendance at Power Shift conference in Washington, DC. 

 

SUSTAINABILITY STAFF

11) Does your school employ sustainability staff (excluding student employees and interns)?
[ X ]  Yes. Please provide titles and number of sustainability staff.
[# 1]  Number of full-time staff (in FTE). Title:  Environmental Sustainability Director   
[# 0 .58] Number of part-time staff (in FTE). Titles: Energy Manager, Recycling Manager    

12) Does the head of the sustainability staff report directly to the president or another high-level administrator (e.g., vice president, vice chancellor)?
[ X]  Yes:  Vice President for Finance and Administration

OFFICE OR DEPARTMENT

13) Does your school have an office or department specifically dedicated to furthering sustainability on campus?
[ X]  Yes. The Office of Environmental Sustainability was created in 2008 when the Environmental Sustainability Director was hired. The Recycling Manager and Energy Manager now work within the office.

 

WEBSITE

14) Does your school have a website detailing its sustainability initiatives?
[ X ]  Yes. http://www.smith.edu/green/
Also on Facebook: http://www.facebook.com/pages/Northampton-MA/Smith-College-Environmental-Sustainability/92345347257?ref=ts

 

GREEN PURCHASING

15) Does your school have a formal green purchasing policy?
[ X ]  Yes.  Smith is in the process of adopting a series of environmental purchasing policies which will ultimately cover most goods acquired by the college. New policies in 2008-2009 include: bottled water policy and a paper policy. As a tangible action under the ACUPCC, Smith committed to purchasing ENERGY STAR products.  In addition, specific departments have been adopting “green” policies associated with procurement such as the Furniture Reuse Policy which aims to optimize the utilization of college assets and to reduce the associated costs of new furniture purchase and disposal. See: http://www.smith.edu/purchasing/Fort%20Hill%20Furniture%20Reuse%20Policy.pdf

The Information Technology Services Department and the Smith Computer Store meet the ePEAT Gold standard, the RoHS standard, and the Energy Star 4 standard. See: http://www.smith.edu/its/green/index.html

 

16) Does your school purchase ENERGY STAR qualified products?
[X] Some. Please describe: We have committed to the Energy Star purchasing policy associated with the ACUPCC.  While it is generally the practice of the college purchasing department to only buy Energy Star certified products, we have not yet fully implemented the Energy Start product purchasing program. The Energy Star program covers a huge range of products that involve departments including HVAC, plumbing, carpentry, capital projects and ITS. A few of these departments have “product standards” that do not yet conform to ES. There is an education and outreach process underway. We expect to meet the ACUPCC deadline for adopting this “Tangible Action” in March 2010.

17) Does your school purchase environmentally preferable paper products (e.g., 100 percent post-consumer recycled content, certified by the Forest Stewardship Council)?
[X] Some. Please describe: All toilet paper meets EPA Commercial/ Industrial Sanitary Tissue procurement guidelines (100% recycled, post consumer content between 20%-60%). All roll paper towels are Green Seal certified (100% recycled, post consumer content of at least 40%). We have recently adopted (but not yet fully implemented) a paper policy that requires the use of at least 30% post consumer recycled copier and printer paper, with the balance to be sourced from FSC or equivalently certified sustainably managed sources.

18) Does your school purchase Green Seal, Environmental Choice certified, or biorenewable cleaning products?
[ X]  Some. Smith started the transition to green cleaning products in 2004. Over the past five years we’ve been testing them and using them in increasing quantities.   We currently use cleaning chemicals that meet or exceed Green Seal guidelines or are certified for cleaning the majority of areas that do not require disinfecting e.g. offices, common spaces, and classrooms.

 As we replace floor equipment (auto-scrubbers and carpet cleaners) we are purchasing equipment that is industry certified as “green machines” which means that they use 70% less water than their counterparts.

Ford Hall (Smith’s new LEED-certified science and engineering building, opening in fall 2009) will utilize comprehensive “green cleaning” processes, equipment, chemicals and floor sealers.

 

19) Are your school's computer/electronics purchase decisions made in accordance with standards such as the Electronic Product Environmental Assessment Tool (EPEAT)?
[ X]  All  - All campus-standard Dell and Apple computers purchased by ITS and sold by the Smith College Computer Store meet the ePEAT Gold standard, the RoHS standard, and the Energy Star 4 standard. Information Technology Services has its own “green” website that includes purchasing policies as well as other ways that ITS can help the campus community reduce resource use. See: http://www.smith.edu/its/green/index.html

 

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


CLIMATE CHANGE & ENERGY

GREENHOUSE GAS EMISSIONS INVENTORY

21) Has your school completed a greenhouse gas (GHG) emissions inventory?
[ 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.  Figures below represent total CO2e in metric tons for Scope 1 and Scope 2 emissions only. http://acupcc.aashe.org/ghg-report.php?id=653

2008: 21,243.7 – July 1, 2007
2007: 26,960.3 – July 1, 2006
2006: 28,319.8 – July 1, 2005
2005: 31,192.9 – July 1, 2004

COMMITMENT TO GREENHOUSE GAS EMISSIONS REDUCTION

22) Has your school made a commitment to reducing GHG emissions by a specific amount?
[X]  Yes. Please list details. Smith has made a commitment to be carbon neutral, consistent with the ACUPCC.
Reduction level:  These levels and interim milestones will be developed by the time we submit our Climate Action Plan to the ACUPCC on January 15, 2010.
Baseline year: TBD
Target date: TBD


REALIZED GREENHOUSE GAS EMISSIONS REDUCTIONS
23) Has your school achieved a reduction in GHG emissions?
[X] Yes.
Percentage reduced: 35.8%
Baseline year: 2004
Date achieved: June 30, 2008
*Figures represent total CO2e in metric tons for Scope 1 and Scope 2 emissions only


24) Please provide the total heating and cooling degree days averaged over the past three years.
Cooling degree days average over the past three years: 797

Heating degree days average over the past three years: 6,764

* Degree days calculated for Chicopee, MA.

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: 7.3
2007: 9.3
2006: 9.8
*Figures represent total CO2e in metric tons for Scope 1 and Scope 2 emissions only


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: 8.2
2007: 10.4
2006: 10.8
*Figures represent total CO2e in metric tons for Scope 1 and Scope 2 emissions only


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)?  

·         Cogeneration plant:  A new cogeneration plant went online in October 2008. The heart of the system is a 3.5 MW natural gas fired turbine that will eventually generate about two-thirds of our total electrical power. The system will cut energy costs by approximately $650,000 per year and significantly reduce carbon emissions. The co-generation plant will increase the efficiency of energy utilization from 45% for conventional power generation systems (burning fossil fuel in boilers and buying electricity from the grid, as we do now) to as much as 75%.

·         Building Metering and Dashboard: At present, the Smith campus is monitored by a single utility electric meter. Facilities Management is implementing a program of installing state-of-the-art metering of gas, electric, steam, water and chilled water. All new meters will report data in “real time” which will allow us to install building “dashboards” to show that information.  Metering will help the facilities department to manage buildings for greater efficiency, the data will provide a valuable educational tool, and the systems will allow us to sponsor dorm-to-dorm energy and/or water reduction competitions. We expect to install comprehensive metering suites in eight buildings during 2009 including seven residential houses and our campus center.

·         Cooler Efficiency Retrofits: A student project in EVS 300 Advanced Seminar in Environmental Policy identified a set of technologies that could help the college reduce electricity use in our walk-in coolers and freezers in twelve locations. This will save 113,965 kWh annually. The approach has three components:

     o        Addition of CoolTrol® Cooler Control Systems that reduce evaporator fan-run time by 25% to 80% which, in turn, reduces compressor run time. The system also utilizes outdoor air when temperature-appropriate.

     o        Addition of CoolTrol® Anti-Sweat Door Heater Controllers that reduce electric and refrigeration operating costs up to $50-$100 per door annually by applying just enough heat-to-cooler or -freezer doors to prevent sweating.

     o        Retrofitting of evaporator fan motors with brushless, DC evaporator motors that reduce energy costs up to 70% over conventional motors.

·         Multi-functional Devices . Smith is moving its fleet of copiers to multi-functional devices that copy, print, scan and can send and receive facsimiles. Given that the campus has more than 1,000 printers, scanners and fax machines, we believe that the introduction of these new devices will allow us to substantially reduce plug-loads, as well as monitor paper use across campus. See: http://www.smith.edu/purchasing/Replace%20Your%20Old%20Office%20Machine%20with%20a%20New%20MFD.pdf

·         Power Strips: The office of Environmental Sustainability and ITS will distribute 500 power saving power strips in 2009-2010. These strips turn off “control” loads (e.g. monitors, speakers etc.) whenever the “master” load (computer) goes to sleep. Every user who receives a new power strip also receives a card educating them about “vampire loads” and instructions for setting their computer to go to sleep. We expect this effort to save 62,500 kWh annually.

·         Vacation Set-back: Smith closes the entire campus and sets back thermostats in all residential, academic and administrative buildings in the period between Christmas and New Year’s Day. Dormitories remain set back until students begin returning a week later.

·         See building-specific initiatives under question #49

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)?
[ X]  Yes. There are a number of programs that reach out to the campus community.

·         Many light switches that do not have occupancy sensors have a green sticker on them that reads “Smith conserves. Save energy. Please turn out the lights when leaving.”

·         All window air conditioning units are “Smith conserves. Save Energy. Please turn off when leaving. Even though this unit is already installed, we are requesting that you delay using it until June 1 st and then maintain minimum setting of 76 deg. We thank you for your cooperation.”  

·         The Clark Science Center, comprising all of Smith’s science buildings, adopted the following policy which we hope to use as a model for other buildings and departments on campus:

Clark Science Center Indoor Lighting Policy

Approved by Science Planning Committee March 26, 2009

·         All classroom, restroom, and other indoor Science Center lights apart from hallways and stairwells should remain off when not in use. Both faculty and staff should be responsible for implementing the policy. Custodians should be informed of the policy and their aid enlisted in implementing it. Department heads should share the policy with the rest of their department members.

·         Except when used for continuous functions such as lunch meetings, hallways and stairwells should generally be lit with the minimum level required for safety, and should use the most energy‐efficient mode (e.g., fluorescent rather than incandescent) whenever a choice is available.

·         If safety code allows, lights in hallways with direct natural light (e.g. McConnell Foyer) should remain off by default during daylight hours.

·         The Science Center should, with Facilities, pursue installation of electricity meters, usage displays, light and motion sensors in classrooms, and full energy “dashboards” in major Science Center buildings. Output data will be made available to classes in Engineering, Physics, ESPP, etc. to learn about conservation, energy generation and grids, etc.

·         The “Green Team” (an informal coalition of students, faculty and staff) has run a number of awareness campaigns including “Sleep Is Good” competition that encouraged all to set computers to go to sleep. http://www.smith.edu/its/estar/ . A competition was run between houses (dorms) for the house that had the highest rate of pledges. Pizza parties were awarded to dorms with highest participation.

·          The Green Team built a10’x10’x10’ black box that was placed on the steps of the campus center that represented the amount of carbon saved by changing the sleep settings on a single computer.  It was also used to advertise a presentation of Smith’s GHG inventory.

·         The Green Team students conducted a survey about energy use in dorm rooms and student willingness to forgo the use of dorm room refrigerators. We found that refrigerators are one of the top three energy users in student rooms. This was the first step in an effort to educate students to the amount of power used by these devices.

·         Morrow House students created and ran a "switch hunt" to turn off lights and electronics, also leaving a reminder tag. Prizes were awarded to team with most switches turned off.   This was part of Earth Hour 2009, a global energy awareness event.

·         Morrow House students signed "I Gave It Up" pledge cards to end use of disposable plastic bags. 

 

RENEWABLE ENERGY GENERATION

29)  Does your school generate renewable electricity?
[X]  Yes. The Smith Physics Department has an experimental collector that produced 532 kWh last year. We have just signed a power purchase agreement with Community Energy Inc. for a 30kW installation to be constructed this fall.

30)  Does your school have solar hot water systems?
[X]  Yes: The Smith Physics Department has an experimental array that consists of both flat plate and evacuated tube collectors. They provide most of the hot water needs for McConnell Hall. This past year it produced 15,303 MBtus.   


RENEWABLE ENERGY PURCHASE

31) Has your school purchased electric energy from renewable sources or renewable energy credits (RECs)?

[X]  Yes. Please describe.

Green-e Energy certified RECs from nation-wide wind sources purchased from Sterling Planet
Date of most recent contract: May 8, 2009
Quantity (kWh): 2,070,000 (690,000kWh /year for three years)
Percentage of your total electric energy use that it represents: 3% (Smith is EPA Green Power Partner)

 

32) Has your school purchased non-electric energy from renewable sources?
[X]  No

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

218,370 MMBtus (FY 2008)


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

# 6 Oil: 0.20%

# 2 Oil: 0.59%

Natural Gas: 99.2%
(FY 2008)

 

35) Is any on-site combustion for heating and cooling derived from renewable sources?
[X]  No


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
[  ]  Plastics (all)
[ x ]  Plastics (some) Smith recycles all resins of plastic bottles (#1-7) and plastic yogurt tubs. 

37) Diversion rate: [    %]
In FY 2008 over 28% of the routine solid waste collected was diverted for recycling.  Routine solid waste includes routine trash and recyclables, paper, bottles & cans, and cardboard, but excludes food waste, construction & demolition materials, scrap metal, computers & electronics, landscaping wastes, and manure & bedding from the equestrian center.

 

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

[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
[ x ]  Other E-waste. Please list:  In addition to recycling computers, Smith recycles televisions, other devices bearing cathode ray tubes, and other related computer peripherals (sometimes referred to as breakage)

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

[Almost 100%] Nearly all of the campus’s landscaping wastes are composted.  In addition, all of the manure and animal bedding from the equestrian center is hauled away via roll-off to a local farmer for composting.

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

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

[ X]  Yes. Please describe:

Smith reduces waste left behind by students by: 

·    Collecting and donating clothing and other items to charity. 

·    Promoting storage and shipping options in an effort to reduce the amount of waste left behind.

·    Every new student is provided with a reusable metal water bottle during Central Check In.  As part of that program, bottled water in dining services has been replaced with filtered water faucets that can be used to re-fill the reusable water bottles.

·    There is an ongoing effort on campus to replace the multitude of small printers, fax machines, scanners, and other devices with new centralized multi-function machines.  These new machines make it far easier for office staff to take advantage of paper-saving features such as double-sided copying. They will also allow us to track paper usage and reduction.

·    For over a decade, Smith has been charging students for any printing in the student computer labs and libraries.  This keeps reduces unnecessary copying and printing.

·    Smith’s recycling program has long encouraged waste reduction strategies including:  double sided copying, margin & font reduction; and avoiding the printing of documents by using electronic communication tools.  We note that we’ve started to see a greater comfort with electronic communications and that these programs are becoming more effective.

 

GREEN BUILDING

GREEN BUILDING POLICY

42) Does your school have a formal green building policy?
[X]  Yes. Please describe policy and provide URL to the full policy, if available: As a tangible action under the ACUPCC, Smith committed to LEED Silver or equivalent, as a minimum standard for construction projects.

GREEN BUILDING STANDARDS
43)
Please indicate LEED-certified buildings.
[#   1  ]  LEED-certified buildings. Certification expected in Jan/Feb of 2010– Ford Hall
[ 140K   sq ft]  Silver-level (expected)

44) Please indicate buildings that meet LEED certification criteria but are not certified.
[#   0 ]  Total number of buildings that meet LEED criteria

45) Please indicate buildings that are ENERGY STAR labeled.
[#    1  ]  Total number of ENERGY STAR buildings. Conway House achieved a Five Star Plus rating. It features triple-glazed windows and R-40 prefabricated panel construction. Conway House provides residence for Smith’s Ada Comstock scholars (non-traditional students) in ten apartments.
[ 13K sq ft]  Combined gross square footage.

RENOVATIONS AND RETROFITS

46) Please indicate LEED-EB certified buildings.
[#    0 ]  Total number of LEED-EB certified buildings. Please list building names:

47) Please indicate buildings that meet LEED-EB certification criteria but are not certified.
[#  0   ]  Total number of buildings that meet LEED-EB criteria but are not certified. Please list building names:

48) Please indicate renovated buildings that are ENERGY STAR labeled.
[# 0    ]  Total number of renovated buildings that are ENERGY STAR labeled. Please list building names:

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).  

·         In FY 2009, energy efficient lighting retrofits were installed in four buildings (swimming pool, service garage, equestrian arena, and stage area), which included replacement of HID lighting with T5HO fluorescent.  

·         Under way now is the first phase of an effort to remove all T-12 lamps and ballasts from campus. Phase I will retrofit or replace about 3,500 fixtures. See http://www.smith.edu/news/2008-09/lampswitch-146.php

·          Since 2003, 15 campus buildings representing 14% of maintained building space have had state-of-the-art lighting installed as part of a comprehensive renovation or standalone retrofit.  These upgrades include LED exit signs, occupancy sensors, T8 and T5HO fluorescent technology, and de-lamping w/ use of reflectors and/or new fixtures.   (Total electricity use 2004: 24.6 million kWh, total 2008: 22.4 million kWh, a 9% reduction).

·         All screw-type incandescent bulbs have been replaced with compact fluorescent bulbs in campus buildings including individual office fixtures.

·         The Neilson Library has undergone an extensive HVAC system and control upgrade which has included the addition of heat recovery and upgrade of controls such that ventilation rates decrease when the building is unoccupied. Insulation and air sealing of library attic was also conducted during this project. http://www.smith.edu/news/2008-09/neilsonattic-103.php

·         The Smith Field House has received an energy retro-fit including the closing of an open fireplace damper.  http://www.smith.edu/news/2008-09/fireplace-074.php

 

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).   

·         High-performance (1.5-gpm) showerheads were installed in a single dorm (4% of resident students) in a successful trial. 

·         A conversion of all 550 showerheads on campus with 1.5-gpm heads is under way. 

·         All washing machines on campus have been replaced with water-efficient front-loading design. 


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

Smith handles all construction and demolition (C&D) waste in accordance with Massachusetts DEP regulations which prohibit the land-filling of scrap metal, asphalt, brick, concrete and wood waste. Smith does not track the amount of C&D waste recycled annually because past experience with diverse projects have shown that the C&D waste stream varies so significantly from project to project (year to year) in content that tracking recycling percentage from year-to-year has little comparative value. 

 

STUDENT INVOLVEMENT

RESIDENTIAL COMMUNITIES

52) Are there any sustainability-themed residential communities or housing options at your school?
[ X] No, but…

Name of program: Morrow House
Type of community: Residence hall
Number of students involved: 84
Additional details:
Students live in mixed-age houses (dorms) at Smith. A majority of students remain in their house from their first year to graduation.  This system yields very strong house communities. These strong communities prove beneficial to doing things like energy or recycling-based competitions, as competitions between houses can be very lively events. It does preclude having “theme-based” houses. However, one of our larger dorms, Morrow House, has evolved a strong sustainability personality without being created as such. Morrow House has its own “sustainability committee” that sponsors awareness-raising activities within the house and provides leadership on campus-wide events. It was a Morrow House resident who created the “switch-hunt” a competition in which houses compete to see who has turned off the most lights. See http://www.smith.edu/news/2008-09/switchhunt-112.php . The Morrow House student who created the switch-hunt and ran it for two years has been elected as her House President in her senior year. Morrow House has also helped promote end-of-year recycling efforts in Smith’s “quad” area, the largest concentration of student rooms, by offering ice-cream to students who brought paper recycling to a spring celebration.


NEW STUDENT ORIENTATION
53) Does a portion of your new student orientation specifically cover sustainability?
X ]  Yes. 

·         Student orientation leaders will rotate through an orientation session provided by the Environmental Sustainability Director during orientation.

·         All first year students will be addressed by the Environmental Sustainability Director when they first meet as a group. 

·         All new students entering Smith this year will be required to read “The Green Collar Economy” by Van Jones and will participate in discussion groups.

·         Sustainability content is included in the new student orientation booklet and is provided on an admitted students’ “Moodle” page where entering students can look up environmentally preferential back-to-school shopping list. 

·         During orientation first-year students will participate in a sustainability scavenger hunt designed to promote student interaction, basic understanding of the Smith campus and surroundings and will feature challenges that have specific sustainability themes such as energy consumption, carbon footprint and local agriculture.

·         Finally, there is an optional orientation program for first year students called “Sustainability and Ecological Literacy” that is taught by the director of the Environmental Science and Policy program. The orientation program exposes students to local ecological and geographical features; local transportation options, and discusses where the college gets its heat and electricity. Guest speaker from facilities, dining and elsewhere who discuss the efforts the college is making and take students on tours of our heating and cogeneration facility.  

 

INTERNSHIPS/OUTREACH OPPORTUNITIES
54) Does your school offer on-campus office-based sustainability internships or jobs for students?
[ X]  Yes. Please provide number of students and average number of hours worked weekly per student:
[#   6] Paid positions. Average hours worked weekly per student: 10

- Green Team coordinator

- Recycling coordinator

- 2 Sustainability representatives

- Research assistants in the Office of Environmental Sustainability

- Assistant in the Environmental Science and Policy Program office

- In addition, this summer an engineering student is working with an engineering professor to develop the energy efficiency portion of our Climate Action Plan.

 

55) Does your school have residence hall Eco-Reps or other similar programs to promote behavioral change on campus?
[ X]  Yes. Please provide details below, and indicate URL if available:
[#    3]  Paid positions. Average hours worked weekly per student: 10 (identified in question #54)

STUDENT ORGANIZATIONS
56) Does your school have active student-run organizations devoted to sustainability efforts on campus?
[ X]  Yes. Please provide total number of active organizations, names of organizations, a brief description of each, and URLs, if available:

There are a variety of student organizations that related to sustainability efforts on campus. For a complete list please see http://www.smith.edu/stud_clubs.php . Below we have listed those organizations that are most active and most closely related.

MassPIRG Student Chapter

MassPIRG is a coalition of students working together as grassroots activists on issues that they're passionate about. Through a waiveable semester fee, students accomplish their goals on major environmental campaigns by pooling their resources together to hire campus organizers, scientists, and lawyers to provide support to student campaigns and assist them in their endeavors.

http://www.masspirgstudents.org/smith

Community Garden

The Community Garden’s mission is to be a practical academic tool, to engage the Smith community, and to serve as a model of sustainability. This garden revives the historical tradition of the student victory garden. The aim of the garden is to be an educational experiment that allows students to practice sustainability.

http://smithgarden.blogspot.com/

The Bike Kitchen

We teach students basic bike maintenance skills for safe riding. We also rent bikes to students for $15/semester or for work exchange time at the Bike Fixin' workshops. We talk to administrators at Smith about getting covered bike racks, safety classes for new cyclists, and ways to reduce car traffic on campus. Additionally, we provide the space for people to get together with a common interest through get-togethers, group rides and film screenings.

http://sophia.smith.edu/bikekitchen/

Engineers for a Sustainable World Student Chapter

Engineers for a Sustainable World (ESW) is a nonprofit organization with a network of professionals and students working to reduce poverty and improve global sustainability. Through domestic and international development work, education, and public outreach, ESW mobilizes engineers to address the challenges of global poverty and sustainability.

The Green Team

The Green Team is a coalition of faculty, staff, and students dedicated to fostering sustainability at Smith. We work to educate and support the campus community and the college's sustainability committee in the efficient use of finite natural resources. Our work touches many areas of Smith's operations, including construction, transportation, purchasing, materials use, energy use, and waste management.

http://www.smith.edu/physplant/greenteam/


SUSTAINABILITY CHALLENGES AND COMPETITIONS
57) Does your school organize any sustainability challenges/competitions for your campus and/or with other colleges?
[X]  Yes. Please list details for all competitions.
Name of competition: House Recycling Competition/Recyclemania
Year initiated: ~2004
Frequency of competition: Annual
Participants: Usually 20 houses
Incentives: Glory
Goal of competition: Reduce waste, increase recycling diversion rate
Percent of energy/water/waste reduced:
Lasting effects of competition: Very early competitions (in the ‘90’s) resulted in creation of the Earth Rep program and lasting infrastructure and educational outreach programs.
Website:

 

Recycling competitions have a long history at Smith and among our “Five College” partners. For over 15 years, Smith College has participated in a comparison of recycling diversion rate with Amherst, Mount Holyoke and Hampshire colleges via the Five College Recycling Program.  This comparison is the model that was used to develop the National College & University Recycling Council's standard metric (and therefore was the basis for RecycleMania).

 Prior to 2008-2009, Smith conducted a house-to-house recycling competition for several years. In the 2008-2009 academic year, Smith participated in the national RecycleMania Competition. We will return to the house-to-house competition rather than continue to participate in national RecycleMania. We believe that utilizing Smith’s strong house system results in greater student engagement and substantive results.

 

Name of competition: The Switch Hunt

Year initiated: March 2008

Frequency of competition: Annually

Participants: Quad dorms

Incentives: Food prizes for winning dorm

Goal of competition: Turn off energy-using devices normally left on

Percent of energy/water/waste reduced:

Lasting effects of competition: More users remembering to switch off lights and electronics when leaving

Website: http://www.smith.edu/news/2008-09/switchhunt-112.php

 

Name of competition: Million Monitor Drive/Sleep Is Good Campaigns

Year initiated: 2005

Frequency of competition: Annually

Participants: Students (every year), staff and faculty (2006)

Incentives: Pizza parties, glory

Goal of competition: Enabling power management features on personal computers

Percent of energy/water/waste reduced: 2-4% electricity use

Lasting effects of competition: Settings changed, screen savers fallen out of favor

Website: http://www.smith.edu/its/estar/

 
TRANSPORTATION

CAMPUS MOTOR FLEET

58) How many vehicles are in your institution's fleet?
[#  57 ] This is vehicles that are legal for use on public streets. The total fleet includes grounds vehicles, loaders, skid-steers, golf carts etc.

59) Please list the number of alternative-fuel vehicles in each class.
[# 1  ]  Hybrid: 2007 Honda Civic Hybrid
[# 1  ]  Electric: Gem E825 2 seat electric cart
[# 18]  Biodiesel: B20 Biodiesel blend is used for all diesel vehicles.  Including: 2 Ford F350s, 1 Ford F450, 1 Ford F550, 1 International Garbage truck, 3 Kubota tractors, 1 Holder utility truck, 2 Isuzu NPR  box trucks, 1 Bobcat, and 1 Caterpillar loader, 5 Toro Grounds-master mowers.   
 
60) What is the average GHG emission rate per passenger mile of your institution's motorized fleet?
[#        ]  pounds of carbon dioxide equivalent (CO2e) per passenger mile traveled.

We agree that this is a valuable metric for measuring the concentration of use, and impact of our vehicle fleet; however, we do not have sufficient data to produce a GHG emission rate per passenger mile for our fleet.

LOCAL TRANSPORTATION ALTERNATIVES

61) Does your school offer incentives for carpooling?
[ X]  Yes. Please describe details of the program including the type of the incentive and eligible community members (e.g., faculty, staff, students):

·         Smith provides parking permits to carpool groups (of at least two members) at $10 per year (regular permit is $50/year).  Decals are of a type that can be peeled off and moved to another vehicle.

·         Smith employees have access to two carpool matching services – MassRIDES and UMass Rideshare. By signing up for the MassRIDES program, employees who use alternative ways to get to work are eligible for emergency rides home. See http://www.smith.edu/pubsafety/parking_carpool.php

·         Smith  initiated a "parking opt-out" program in 2008 that pays faculty and staff not to drive. In year one the college offered a flat fee to those who opt not to bring a car to campus. This year, the program has been altered by the creation of a tiered system where those who “opt-out” and live w/in 1 mile of the center of campus will receive $150/year and those who “opt-out” and live beyond 1 mile will receive $400. Details at http://www.smith.edu/pubsafety/parking_optout.php


62) Does your school offer public transportation subsidies?
[ X ]  Yes. Smith (in cooperation with Amherst, Mount Holyoke, and Hampshire Colleges along with the University of Massachusetts at Amherst) financially subsidize the Pioneer Valley Transit Authority, which provides transit service among the “five college” campuses and bordering communities.  Smith students, faculty and staff may ride all PVTA buses free of charge during the academic year.

63) Does your school provide free transportation around campus?
[ X]  N/A. Our campus is very compact; there is no need for internal transportation system.

64) Does your school operate a free transportation shuttle to local off-campus destinations?
[ X]  N/A. Please explain: See question #62. In addition, Smith is located in downtown Northampton, MA, a thriving small city that features multiple music and performance venues, restaurants, shopping, galleries and a farmers market.

BICYCLE PROGRAM
65) Does your school offer a bicycle-sharing/rental program or bicycle repair services?
[X] Yes. Please provide details below.
Year created: 2005
Number of bikes available: 40
Fees for participation: $15/semester or four days of volunteer work to rent a bike.
Repair services provided: The goal of the bicycle kitchen is to help students learn how to maintain their bikes rather than solely providing maintenance service. The student volunteers help other students learn how to repair flat tires, rusty chains, bad breaks, gear and shifting problems and general tune up.

This spring students from the Bike Kitchen cooperated with the Alumnae Association in the Associations efforts to “green up” reunion weekends by providing rental services during two reunion weekends in May. Almost all bikes were rented during these weekends.
http://sophia.smith.edu/bikekitchen/

http://www.smith.edu/news/2008-09/bikekitchen-116.php


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

[ X ]  Yes.
Year created: 2006
Total number of vehicles: 5 ZipCars
Number of hybrid vehicles:1
Fee for membership: $35/year

http://www.zipcar.com/smith


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)?

[ X]  Yes. Please describe: Smith developed a Landscape Master Plan in 1995 to guide the planning and development of the built environment. This plan identifies all transportation routes (pedestrian and vehicular) on campus and outlined remedies for a number of areas of pedestrian/vehicular conflict. Smith continues to work to improve pedestrian movement across state highway 9, which runs through the middle of campus. Following the Landscape Master Plan, “bump outs” and painted crossings were enhanced, but this area has remained a campus hazard. In 2008 a new pedestrian safety plan was completed and many of those recommendations are being enacted now.

In 2007 Smith also completed a draft parking master plan that addressed challenges to limited parking availability. The recommendations of this plan including the “parking opt-out program,” enhancement of car-sharing and increase of permit fees have all been undertaken to decrease the number of cars coming to campus.  

In 2009 the Engineers for a Sustainable World student chapter completed an inventory and needs assessment for campus bike parking.  As a result, we hope to begin enhancing the very long tradition of bicycle use on the Smith campus.

68) What percentage of individuals commute to campus via environmentally preferable transportation (e.g., walking, bicycling, carpooling, using public transit)?
[ 22 %]

STATISTICS

69) Campus setting:
[  ]  Rural
[  ]  Suburban
[  ]  Urban
[ X]  Other. Please describe: City of 28K in rural area.

70)  Total number of buildings: [#  111 ]
71)  Combined gross square footage of all buildings: [#   3.15M    ]
72)  Full-time enrollment (undergraduate and graduate): [# 3,014 ]
73)  Part-time enrollment (undergraduate and graduate): [#  87 ]
74)  Part-time enrollment as a proportion to a full-time course load: [# 13.32 ]
75)  Percent of full-time students that live on campus: [ 90 %] (does not include students who live in Smith owned apartments which are essentially on the grounds of the campus)

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: [  ] – We don’t have an outright ban. We have passed a policy in which bottled water is no longer served in dining halls, and will not be served by the catering department. It will continue to be sold in vending machines and in the Campus Center Café, but it must be sourced from within 500 miles.
78)  Participation in Recyclemania: [ X ]
79)  Student trustee position: [  ] – Immediate past president of the student body serves two years as a trustee upon graduation.
80)  Environmental science/studies major: [  ] – In development
81)  Environmental science/studies minor or concentration: [ X]
82)  Graduate-level environmental program: [  ]
83)  Student green fee: [  ]
84)  Alumni green fund: [  ]
85)  Revolving loan fund for sustainability projects: [  ]- Revolving fund was developed and expected to be enacted in 2011.

86)  Campus garden or farm: [X ]
87)  Single-stream recycling: [  ]

 

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