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Report Card 2011

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McGill University

Campus Survey

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

 

School name: McGill University

Date submitted: August 25, 2010

 

ADMINISTRATION

 

SUSTAINABILITY POLICIES

 

1)  Does your school have its own formal sustainability policy and/or sustainability plan? Check all that apply.

[  ]  No

[X]  Yes, a sustainability policy. Please describe and provide the URL below.

[  ]  Yes, a sustainability plan. Please describe and provide the URL below.

 

Description: “University aspires to achieve the highest possible standards of sustainability on its campuses and in its day-to-day activities through its academic practices, in its facilities and their operations, and by its outreach to the broader community. We strive to be a leader in research and education, creating and communicating the knowledge required for humans to live sustainably at the local, regional and global scales. We will meet or exceed in our operations governmental standards of sustainability for educational institutions and the norms of sustainability achieved by our comparator universities. Our goal is to become an institutional model of sustainability for society as we pursue our academic mission and play a positive and proactive role in communicating the rationale and need to develop and implement sustainable practices in the broader community.”  http://www.mcgill.ca/sustainability/plan/

 

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

[  ]  None

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

[X]  Talloires Declaration
[X]  Other. Please describe: Halifax Declaration, Universitas 21 Statement on Sustainability


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

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

 

Description: “McGill's master plan commits it to building sustainably, respecting the environment, and preserving natural resources: all future development will be carried out in accordance with principles of sustainability, respectful of the environment and the need to preserve natural resources.” http://www.mcgill.ca/masterplan/plan/The White Paper: Strengths and Aspirations (http://www.mcgill.ca/files/provost/Strengths_and_Aspirations_June_2006.pdf) and Campaign McGill (http://www.mcgill.ca/campaign/goalsandpriorities/sustainability/) identify means by which the University intends to encourage sustainability research and education, respectively.

 

ADMINISTRATIVE COMMITTEES

 

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

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

Yes

 

Please provide the number of committees: Two committees

 

Committee I

 

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

 

Committee name: Subcommittee on the Environment

Number of meetings: 6

 

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

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

 

 

 

Number of representatives

Administrators

 

4

Faculty

 

3

Staff

 

4

Students

 

3

Other. Please describe.   

 

Member-at-Large (appointed by the Senate Committee on Physical Development)

 

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

 

 

 

Name       

 

Position

Chair 1   

 

Jim Nicell (McGill administration and academic)  

 

Faculty

Chair 2

 

   

 

Chair 3

 

   

 

 

8)  To whom does the committee report?
[  ]  President/Chancellor
[  ]  Vice President/Vice Chancellor
[X] Other: Senate Committee on Physical Development

 

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

 

 

 

Addressed       

 

Progress     

 

Description

Academics

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

 

[X]

 

Moderate

 

Hosted 8th annual Rethink conference with theme Education & Sustainability

Administration

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

 

[X]

 

Significant

 

Sustainability Policy

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[  ]

 

 

 

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

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

 

[  ]

 

 

Food

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

 

[  ]

 

 

Green Building

Examples: design or construction policy

 

[  ]

 

 

Student Involvement

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

 

[X]

 

Moderate

 

Student presentations at the Rethink Conference.

Transportation

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

 

[  ]

 

 

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[  ]

 

 

 

Water

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

 

[  ]

 

 

Other

 

[  ]

 

 

 

Committee II

 

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

 

Committee name: Sustainability Projects Fund Working Group

Number of meetings: 10

 

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

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

 

 

 

Number of representatives

Administrators

 

2

Faculty

 

2

Staff

 

3

Students

 

4

Other. Please describe.     

 

 

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

 

 

 

Name      

 

Position

Chair 1    

 

Jim Nicell, Associate Vice-Principal (University Services)

 

Administrator

Chair 2

 

 

Chair 3

 

 

 

8b)  To whom does the committee report?
[  ]  President/Chancellor
[  ]  Vice President/Vice Chancellor
[X]  Other:  The committee submits a report once annually to the Provost and to its funding bodies

 

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

 

 

 

Addressed  

 

Progress 

 

Description

Academics

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

 

[  ]

 

 

 

Administration

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

 

[  ]

 

 

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[  ]

 

 

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

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

 

[  ]

 

 

Food

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

 

[X]

 

Significant

 

Nine of the twelve projects approved for funding to date are food-related (e.g. purchasing, growing, waste processing/disposal)

Green Building

Examples: design or construction policy

 

[  ]

 

 

Student Involvement

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

 

[X]

 

Significant

 

Six of the twelve projects approved for funding are student-led

Transportation

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

 

[X]

 

Moderate

 

Approved funding for an electric vehicle demonstration project

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[X]

 

Significant

 

Approved funding for an in-vessel composting project

Water

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

 

[  ]

 

 

Other

 

[X]

 

Significant

 

CROSS-SECTOR/MULTI-STAKEHOLDER COLLABORATION

 

Committee III

 

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

 

Committee name:

Number of meetings:

 

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

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

 

 

 

Number of representatives

Administrators

 

Faculty

 

Staff

 

Students

 

Other. Please describe.     

 

 

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

 

 

 

Name      

 

Position

Chair 1    

 

 

Chair 2

 

 

Chair 3

 

 

 

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

 

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

 

 

 

Addressed  

 

Progress  

 

Description

Academics

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

 

[  ]

 

 

Administration

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

 

[  ]

 

 

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[  ]

 

 

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[  ]

 

 

Energy

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

 

[  ]

 

 

Food

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

 

[  ]

 

 

Green Building

Examples: design or construction policy

 

[  ]

 

 

Student Involvement

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

 

[  ]

 

 

Transportation

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

 

[  ]

 

 

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[  ]

 

 

Water

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

 

[  ]

 

 

Other

 

[  ]

 

 

 

 

OFFICE OR DEPARTMENT                                  


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

Yes

 

Please provide details below.

 

Office name: Office of Sustainability

Year created: 2008

Description: Launched to create a culture of sustainability on campus. Supplement to original Environmental Officer (previously under Environmental Health and Safety since 2003)

Number of staff in office (in FTE): 3

 

SUSTAINABILITY STAFF

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

 

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

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

Yes

 

Please provide details below.

 

Title:  Sustainability Director

Department:  Office of Sustainability

Time worked (in FTE):  1

Job description:  Direct the activities of the Office of Sustainability in its mission to encourage and unite the efforts of students, faculty, staff and administrators to incorporate principles of sustainability in university operations, campus living and learning and in its relations with the broader community.

 

12) Please list the titles and a brief job description for all other full- and part-time staff who are engaged in planning, implementing or managing sustainability initiatives on your campus (e.g. Assistant Sustainability Coordinator, Food Services Sustainability Coordinator, Green Office Program Manager).

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

 

Your response should exclude academic researchers, administrative assistants, technical support staff, and recycling/compost collections staff. Your response should also exclude information about undergraduate student interns and student employees. This information should be provided in the Student Involvement section of the survey (questions 56-61).

 

Title      

 

Department      

 

Time worked (in FTE)      

 

Job description

Environmental Officer

 

Office of Sustainability

 

1

 

Steward of Committee on Environment, coordinate conferences and events, external committees (government, AASHE, NECSC, etc.)

Sustainable Project Fund Administrator

 

Office of Sustainability

 

1

 

Facilitate and assist with the funding application review  process for  projects that  build a culture of sustainability in the McGill campus community. Encourage applied student projects.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEBSITE


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

If yes, please provide URL

www.mcgill.ca/sustainability

 

GREEN PURCHASING


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

No

 

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

 

 

 

Required      

 

Encouraged      

Appliances

 

[  ]

 

[  ]

Cleaning products

 

[X]

 

[  ]

Computers/electronics

 

[  ]

 

[  ]

Lighting

 

[  ]

 

[  ]

Office supplies

 

[  ]

 

[  ]

Paper products

 

[  ]

 

[X]

Reduced packaging for purchases               

 

[  ]

 

[  ]

Other. Please describe below.

 

[  ]

 

[  ]


Other description: Cleaning supplies for general purpose cleaning and disinfectant cleaning used by in-house custodial staff are exclusively low-toxicity and detergent free.

 

15) Please indicate in which categories you regularly purchase ENERGY STAR qualified products. Check all that apply.  If possible, provide the percentage of products purchased that are ENERGY STAR qualified for each category.

 

 

 

 

 

Percentage purchased  

 

Description

[X]

 

Appliances

 

100

 

EnerGuide is a Government of Canada initiative that rates the energy consumption and efficiency and  promotes the international ENERGY STAR symbol in Canada.

[  ]

 

Building products

 

 

[X]

 

Computers/electronics     

 

100

 

EnerGuide

[X]

 

Heating and cooling

 

100

 

EnerGuide

[  ]

 

Lighting and fans

 

 

[  ]

 

Plumbing

 

 

 

Additional comments:

 

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

Yes

 

If yes, please provide details below.

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

               

 

 

Percentage
post-consumer
recycled content     

 

Percentage
Forest Stewardship
Council certified   

 

Percentage
chlorine-free
 processed     

 

Description

Envelopes

 

 

 

 

Facial tissues

 

 

 

 

Napkins

 

 

 

 

Notepads

 

 

 

 

Office paper

 

100

 

100

 

 

The McGill Paper Use Policy (2005) encourages use of  EcoLogo (Environmental Choice) or 100% post-consumer recycled paper. All paper used in central Printing Services conforms to these requirements.

Paper towels

 

 

 

 

Other. Please describe.

 

 

 

 

 

Additional comments:

 

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

No

 

If yes, please describe below.

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

 

 

 

Portion
EPEAT certified      

 

Percentage
EPEAT certified      

 

Product description (e.g. computers, printers)

Product 1

 

 

 

Product 2

 

 

 

Product 3

 

 

 

 

FUNDING MECHANISMS

 

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

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

 

[  ]  No specific mechanisms are in place.

 

 

 

 

 

Description

[X]

 

Alumni green fund

 

Alumni have the option to direct donations to the Office of Sustainability to fund initiatives.  Staff have the option to have payroll deductions directed to a fund administered by the Office of Sustainability for campus initiatives

[  ]

 

Capital budget

 

[  ]

 

Endowment investment in on-campus sustainability projects    

 

[X]

 

Operating budget

 

McGill Design Specifications now have sustainability criteria for renovation and repairs.

[  ]

 

Revolving loan fund for sustainability projects

 

[X]

 

Student green fee

 

See below

[X]    

 

Other. Please describe.

 

Sustainable Project Fund created by student voted 50 cent per credit levy (non-opt out) which is matched by Administration (partially through an increase in fees for on campus parking).

 

EMPLOYEE OUTREACH OPPORTUNITIES

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

 

 

 

 

 

Description

[  ]

 

Departmental sustainability liaisons

 

[X]

 

Green office certification program

 

The Office of Sustainability will visit offices upon invitation with a Green Office checklist.

[X]

 

Green office tips posted online or on staff bulletin boards

 

"Green Corner" published in McGill Reporter.

[X]

 

Incorporation of sustainability issues into new employee orientation

 

Pamphlets included in orientation package, tabling at new faculty orientation.

[X]

 

Other

 

Rethink McGill is the face of the Sustainability Office’s communication and outreach campaign and integrates its activities involving students, faculty and community members.


Back to top

 

CLIMATE CHANGE & ENERGY

 

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

 

GREENHOUSE GAS INVENTORY


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

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

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

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

 

 

Start Date         

 

Emissions level

(Scopes 1 & 2)

 

Emissions level

(Scopes 1, 2 & 3)

 

URL          

 

Notes

2009

 

     

 

 

 

 

2008

 

 

 

 

 

2007

 

 

 

 

 

2006

 

 

 

 

 

2005

 

 

 

 

 

 

Uploaded MELS.xls - 42 KB

 

COMMITMENT TO GREENHOUSE GAS EMISSIONS REDUCTION

 

21) Has your school made a commitment to reduce GHG emissions a specific amount by a target year?

The commitment should be to reducing actual campus greenhouse gas emissions, and does not include offsets or renewable energy credits (purchase of RECs is addressed in question 31). For example, if the university is committed to reaching carbon neutrality by 2030, and aims to do so by reducing campus emissions by 50 percent and buying offsets for the remaining 50 percent, you would indicate “50%” as the reduction level.

Yes


If yes, please list details below.

 

Reduction level (percentage): 30

Baseline year: 2002-2003 academic year

Baseline emissions level: 52915 tons CO2E 2002-2003

Target year: 2010

 

Additional comments: These emissions reductions apply only to McGill’s powerhouse, which represent the majority of our GHG emissions.  McGill aims to achieve, by 2010, a 12% reduction in energy intensity and 30% reduction in GHG emissions from our Power House relative to 2002-2003. Our electricity is supplied via a sustainable source that does not generate GHG emissions.

 

REALIZED GREENHOUSE GAS EMISSIONS REDUCTIONS

22) Has your school achieved a reduction in GHG emissions? Answer should be based on scopes 1 & 2 emissions.

Please indicate whether your school has achieved actual reductions in greenhouse gas emissions. This does not include the purchase of carbon offsets or renewable energy credits. (Purchase of RECs is considered in question 31.)

Yes


If yes, please list details below.

 

Percentage reduced: 19% for total GHG emissions, 28% for GHG emissions per square meter (i.e., GHG emission intensity)

Baseline year: 2002-2003

Baseline emissions level: 52,915 tons of CO2 equivalent

Year achieved: 2008-2009

 

Additional comments:

 

23) Please provide GHG emissions figures in terms of gross square feet on campus for the past four years. Answers should be based on scopes 1 & 2 emissions.
Per-gross-square-foot emissions = Total CO2e in metric tons / Total maintained building space

 

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

 

 

 

2009:

 

not available yet; we are currently working on the MELS Report.

2008:

 

0.0574 t CO2 eq/ft²

2007:

 

0.0573 t CO2 eq/ft²

2006:

 

0.0553 t CO2 eq/ft²

2005:

 

0.0558 t CO2 eq/ft²


24) Please provide GHG emissions figures per full-time student equivalent for the past four years. Answers should be based on scopes 1 & 2 emissions.

Per full-time student equivalent emissions = Total CO2e in metric tons / Total number of full-time equivalent students.

 

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

 

 

 

2009:

 

2008:

 

1.26 t CO2 eq/student

2007:

 

1.24 t CO2 eq/student

2006:

 

1.21 t CO2 eq/student

2005:

 

1.22 t CO2 eq/student

 

ENERGY EFFICIENCY                                                 

 

25) Has your school achieved a reduction in building energy consumption compared to a 2005 baseline?

No


If yes, please list details below.

Data must be provided in terms of MBtus (one thousand British thermal units) .

2005 baseline year
Building energy consumption:
 
Gross square feet of building space:  

Performance year (most recent year for which data are available)

Building energy consumption

Gross square feet of building space :  

26) Please indicate which programs or technologies your school has implemented to improve energy efficiency since 2000. Check all that apply.
[  ]    Cogeneration

[X]    Temperature setbacks

[  ]    Steam trap systems

 

For the following technologies and programs, please indicate the percentage of possible campus building space in which they have been implemented.

 

 

 

 

 

Percentage of building space

[  ]

 

Back pressure turbines

 

[  ]

 

Economizers

 

[  ]

 

Energy management system; building automation system, energy information system, or monitoring-based commissioning (MBCx) system

 

[  ]

 

Gas-fired hydronic heating systems

 

[X]

 

Heat recovery systems

 

[  ]

 

LED lighting

 

[X]

 

Lighting sensors

 

[X]

 

Metering—chilled water

 

[X]

 

Metering—electric

 

[X]

 

Metering—steam

 

[X]

 

Other energy-efficient lighting (e.g. T5 or T8)

 

[X]

 

Performing system tune-ups

 

[  ]

 

Retrocommissioning of HVAC systems (buildings must have been commissioned, retrocommissioned or re-commissioned within the last 10 years)

 

[  ]

 

Steam turbines

 

[X]

 

Steam-line insulation

 

[  ]

 

Timers for temperature control

 

[X]

 

Variable speed drives

 

[X]

 

Vending machine sensors

 

[X]

 

Other. Please describe below.

 

 .

 

Description: All the above-indicated technologies are in place, but we are unable to give the building percentage. We are currently in the process of replacing chillers, redirecting waste heat from the Computing Centre to the chemistry building which will increase the energy efficiency of both buildings.


27) What programs does your school facilitate that encourage members of the campus community to reduce energy use? Check all that apply.

[  ]

 

Audits or investigations of individual energy use 

[  ]

 

Cash incentives for energy reductions among departments

[  ]

 

Energy monitoring website or dashboard displays for buildings

[  ]

 

Energy reduction competitions among departments and/or offices

[X]

 

Fume hoods in science buildings

[  ]

 

Green IT policies (e.g. enabling power management)

[X]

 

PR campaigns (increased/innovative signage, newsletters, slogans, saturation), demonstrations to raise awareness, pledge drives    

[  ]

 

Trade-in or rebate programs for inefficient appliances (e.g. CFLs, refrigerators)

[X]

 

Other. Please describe: Office of Sustainability web site identifies “Things you can do in a class or lecture” http://www.mcgill.ca/sustainability/what/class/.                                                         

 

RENEWABLE ENERGY GENERATION

 

28) Does your school generate renewable energy?

Yes

 

If yes, please provide details below.

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

 

 

 

Renewable
energy type

 

Percent of
total energy
consumption    

 

Production
source description

[  ]

 

Biomass

 

 

[  ]

 

Concentrated solar power

 

 

[X]

 

Geothermal (shallow depth)

 

 

Lady Meredith House uses a geothermal exchange system

[  ]

 

Low-impact hydropower

 

 

[  ]

 

Photovoltaics

 

 

[  ]

 

Wind

 

 

[  ]

 

Other. Please specify below.    

 

 

 

Other description:


29) Does your school have solar hot water systems?

No

 

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

 

Number of systems:

Total MBtus generated annually:

 

RENEWABLE ENERGY PURCHASE

 

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

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

 

Energy source

 

Percent of total energy purchase

Coal

 

Natural Gas

 

Nuclear

 

Petroleum

 

Renewables (biomass, solar, wind, low-impact hydropower, photovoltaics, geothermal)      

 

97.2

Other. Please specify:

 



Percentage of overall electricity consumption purchased from the grid: 100%


31) Has your school purchased electric energy from renewable sources or renewable energy credits (RECs)?
RECs and electricity from renewable sources must be Green-e Certified or meet the requirements of the Green-e standards .

No

 

If yes, please describe below.

Date of most recent purchase:  
Length of contract:  
Average annual quantity (kWh):  
Average percentage of your total annual electric energy use that it represents:  

 

ON-SITE COMBUSTION

 

32) Please provide total MBtus of energy for heating and cooling generated annually from on-site combustion:

810,564,913 From the 2008-2009 MELS Reports

 

33) Please list each fuel source used in on-site combustion for heating and cooling, and note the percentage of overall BTUs derived from that source:
If less than one percent of a source is purchased, leave the percent box blank.

 

Energy Source    

 

Percent of overall BTUs   

Biomass

 

Coal

 

Geothermal

 

Natural gas

 

99

Petroleum

 

Other. Please specify:

 

0.5% heating oil (and 0.02% propane) in 2008-2009    

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FOOD & RECYCLING

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

 

WASTE REDUCTION

 

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

2005 baseline year

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

Performance year (most recent year for which data are available)
Weighted campus users:
 
Total waste generated (garbage + recycling + compost): 

 

RECYCLING OF TRADITIONAL MATERIALS

 

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

[  ]

 

None

[X]

 

Aluminum

[X]

 

Cardboard

[X]

 

Glass

[X]

 

Paper

[  ]

 

Plastics (all)

[X]

 

Plastics (some)

[  ]

 

Other. Please list:      

 

36) Please indicate the campus-wide diversion rate of recyclable waste from traditional disposal.

The diversion rate should be calculated based on the diversion of traditional recyclables (paper, plastics, aluminum, cardboard, glass). Please do not include recycled electronic waste, recycled construction waste, or composted food and landscaping waste in the calculation of this figure.

The diversion rate is equal to the (total amount of traditional recycled materials) divided by the (total amount of landfill waste plus the total amount of traditional recycled materials).

32%

 

RECYCLING OF ELECTRONIC WASTE


37) Does your institution have an electronics recycling program?

Yes

 

If yes, please provide details below.

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

 

 

 

For waste generated by students  

 

For waste generated by the institution

Batteries

 

[X]

 

[X]

Cell phones

 

[X]

 

[X]

Computers

 

[X]

 

[X]

Light bulbs

 

[  ]

 

[  ]

Printer cartridges

 

[X]

 

[X]

Other E-waste. Please list items:

 

[  ]

 

[X]

All departmental waste electronic and electrical equipment (WEEE) can be directed to McGill Waste Management for recycling.

If possible, describe the organization and/or company you are using to collect your e-waste for recycling, and the environmental and social safeguards that they take in disposal:

 

COMPOSTING (APART FROM DINING FACILITIES)


38) What percentage of your campus's landscaping waste is composted or mulched?

60%


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

No

 

If yes, please provide details below.

[  ]  

 

Academic buildings

[  ]  

 

Offices

[  ]  

 

Outdoors

[  ]  

 

Residence halls

 

Description:

 

SOURCE REDUCTION


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

Yes

 

If yes, please check and describe all of the programs below that are in place at your institution:

 

 

 

 

Description

[X]  

 

Limited printing

 

Paper Use Policy (2005)

[X]  

 

Move-in waste reduction

 

In purchasing office furniture, a supplier of "pre-used" office furniture is the preferred source.

[X]  

 

Move-out waste reduction

 

Moving boxes are re-used as much as possible.

[X]  

 

Year-round materials exchange programs     

 

McGill is developing an online system FAR (Free Assets for Redistribution) that allows a department to post surplus furniture and equipment for other departments to claim for reuse.  Moving is arranged by the department receiving the assets.  Ad hoc furniture redistribution within departments, clothing collections and freecycling events organized by student groups also save useable assets from being sent to the landfill.

[X]  

 

Other

 

The introduction in 2008 of on-line course evaluations has saved an estimated 480,000 sheets of paper annually


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GREEN BUILDING

 

DESIGN AND CONSTRUCTION


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

Yes

 

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

The University’s master plan and its Environmental Policy both include green building practices. URL for policy: http://www.mcgill.ca/files/sustainability/enviropolicySCPDamendmentWinter06.pdf http://www.mcgill.ca/files/masterplan/McGillPrinciplesReport.pdf


42) Please provide the following information about LEED-certified buildings on your campus:

Total number of LEED-certified buildings:

 

 

 

Combined gross square footage:      

 

Building name(s):

Certified-level   

 

  

 

Silver-level

 

 

Gold-level

 

 

Platinum-level   

 

 

 

43) Please provide information about campus buildings that meet LEED certification criteria, but are not certified.

Total number of buildings that meet LEED criteria: 1

 

 

 

Combined gross square footage:    

 

Building name(s):

Certified-level criteria met, but not certified

 

   

 

Silver-level criteria met, but not certified

 

18080  

 

Life Sciences Building

Gold-level criteria met, but not certified

 

   

 

Platinum-level criteria met, but not certified   

 

   

 

 

44) Please provide information about buildings that are ENERGY STAR labeled.

Total number of ENERGY STAR buildings:  

Combined gross square footage:
Building names:

 

45) Please provide information about buildings on your campus that meet the standards of other third-party green building certifications (e.g. Green Globes).

Certification type:
 
Total number of buildings:
     
Combined gross square footage: 

Building names:  

 

46) For the 2009-2010 academic year, what percentage of your institution's non-hazardous construction and demolition waste was diverted from landfills?

not yet measured for all projects

 

ADAPTIVE REUSE

 

47) Please provide information about adaptive reuse projects your campus has completed since the year 2000.

Total number of adaptive reuse projects completed since the year 2000:  


Please provide additional details for up to ten of the most comprehensive projects:

 

Project name     

 

Square footage  

 

Former use       

 

Current use       

 

Additional details

New Residence Hall

 

 

Hotel

 

Student residences

 

Carrefour Sherbrooke

 

 

Hotel

 

Student residences

 

3505 Peel

 

 

Commercial office

 

Student residence

 

This is a Victorian style row house that was turned into an commercial office and has been returned to residential use

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


48) Please provide the student enrollment and gross square footage of buildings on campus in the 2000-2001 academic year.

 

Student enrollment (FTE):   25,187

Square footage:   7,128,271

 

49) Please provide the student enrollment and gross square footage of buildings on campus for the 2009-2010 academic year.

 

Student enrollment (FTE):   31,982

Square footage:   8,069,930

 

OPERATIONS AND MAINTENANCE


50) Does your school have a formal green building policy specifically pertaining to operations and maintenance?

Yes

 

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

http://www.mcgill.ca/sustainability/plan/Minimize the use and consumption of energy and material resources in recognition of the finite capacity of the biosphere to accommodate human activities.  Encourage economic efficiencies in the University’s operations that are consistent with social equity and respect for the environment;


51) Please provide the following information about LEED-EB certified buildings on your campus:

Total number of LEED-EB certified buildings:  
Combined gross square footage: 
Building names:

 

52) Please provide the following information about buildings that meet LEED-EB certification criteria but are not certified:

Total number of buildings that meet LEED-EB criteria but are not certified:
Combined gross square footage: 
Building names:

 

 

WATER MANAGEMENT

 

53) Has your institution reduced its water consumption per weighted campus user, as compared to a 2005 baseline?
Weighted campus users = (1 * number of on-campus residents) + (0.75 * number of non-residential or commuter full-time students, faculty and staff members) + (0.5 * number of non-residential or commuter part-time students, faculty, and staff members) .

No

 

If yes, please provide the following information:

2005 baseline year
Weighted campus users:
 
Water consumed (gallons):  unknown

Performance year (most recent year for which data are available)
Weighted campus users:
 
Water consumed (gallons):   unknown

 

54) Please indicate which of the following water-conservation technologies have been installed in existing buildings on campus. Check all that apply. For each item, please indicate the percentage of possible campus building space in which the technology has been installed.

For example, if dual-flush toilets have been installed in all bathrooms on campus, you would indicate “100” as the percentage of building space in which the technology has been installed.

 

 

 

 

Percentage of building space     

[  ]  

 

Building water metering

 

[X]  

 

Dual-flush toilets

 

<1%

[  ]  

 

Gray water systems

 

[  ]  

 

Laundry technology

 

[  ]  

 

Leak detection and reduction  

 

[X]  

 

Low-flow faucets

 

100

[X]  

 

Low-flow showerheads

 

100

[  ]  

 

Non-potable water usage

 

[  ]  

 

Waterless urinals

 

[X]  

 

Xeriscaping

 

N/A

[X]  

 

Weather-informed irrigation

 

N/A

[  ]  

 

Other. Please describe below.  

 

 

Other description:

 

55) What stormwater management technologies or strategies are used on your campus?

[  ]

 

Living or vegetated roofs  

[  ]

 

Porous pavement

[  ]

 

Retention ponds

[  ]

 

Stone swales

[  ]

 

Vegetated swales

[  ]

 

Other. Please describe:  

 

ENERGY MANAGEMENT

Information concerning energy management will be drawn from question 26 (Climate Change & Energy) . If you wish to provide any additional information about energy-efficiency technologies installed in campus buildings, please attach it in a supplemental document at the end of the survey.


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STUDENT INVOLVEMENT

 

RESIDENTIAL COMMUNITIES

 

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

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

 

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

 

Name of program     

 

Type of community     

 

Number of students involved     

 

Additional details

EcoResidence

 

Building

 

100

 

The EcoResidence is without a doubt, McGill's most innovative of residences. From the shell of an old residence, the EcoResidence was created out of almost completely recycled materials. The 100-student complex of duplexes and six-plexes features state-of- the-art heating and ventilation systems to maximize energy conservation. The EcoResidence attracts young men and women with a desire to live ecologically and independently. The resident students may deposit their recyclables and compostables on site. The latter is picked up twice per week and added to the general farm compost and used to fertilize the campus gardens.” (Source: Macdonald Residences website)

 

 

 

 

 

 

 

 

 

 

 

 

 

NEW STUDENT ORIENTATION


57) Does a portion of your new student orientation specifically cover sustainability?

Yes

 

If yes, please check and describe all ways in which sustainability is incorporated into new student orientation:

[  ]  

 

Skits, speakers, or presentations that take place in large venues that most or all first-year students attend. Topics must include at least one of the following: promoting the Office of Sustainability, student campus sustainability groups, or sustainability as an important campus issue.

[  ]  

 

Incorporating sustainability information into presentations made by RAs to individual hallways.

[  ]  

 

Active engagement of students in activities that raise awareness about sustainability, highlight how sustainability occurs on campus, or in which students take part in a productive activity, such as volunteer work or projects (e.g., working in the on-campus garden).

[  ]  

 

Making orientation more sustainable through efforts such as a zero-waste meal or carbon offsets.

[X]  

 

Other. Please describe:

 Promotional material is provided in first-year orientation packets. An information kiosk is open during orientation, briefings are given on proper recycling practices, and pamphlets on campus sustainability/recycling practices are distributed to all new students in residences.

 

INTERNSHIPS/OUTREACH OPPORTUNITIES


58) Does your school offer on-campus, office-based sustainability internships or jobs for students during the academic year?

Yes

 

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

 

 

 

Number of students:     

 

Average hours worked weekly per student:    

Paid positions

 

1-2

 

15-20

Unpaid positions

 

 


59) Does your school have residence hall Eco-Reps or a similar program to promote behavioral change on campus?

 

If yes, please provide the URL to the program's website. If not, select “no.”

http://ssmu.mcgill.ca/blog/keep-spreading-the-word-on-campus-become-a-sustainability/

 

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

 

 

 

Number of students:     

 

Average hours worked weekly per student:

Paid positions.

 

 

Positions that award academic credit.  

 

 

Uncompensated positions.

 

 

 

SUSTAINABILITY CHALLENGES AND COMPETITIONS

 

60) Does your school organize any sustainability challenges/competitions for your campus and/or with other colleges?

Yes, one competition.

 

For each competition or challenge that is run on campus, please provide the details requested. You may provide detailed information for up to three competitions.

 

First Competition:

 

Competition Overview

 

Competition Name: “Fight the Power” Energy Competition

Year Initiated: 2003

Website: https://home.mcgill.ca/residences/undergraduate/life/council/erc/

 

Frequency that competition is run:   Once annually

 

Groups involved in coordinating the competition:

[X]

 

Students

[  ]

 

Faculty

[X]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe.  

 

Participants in the competition:

[X]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[X]  

 

Cash

 

$1000 cash prize to hall with largest overall energy reduction, $400 prize from McGill Facilities to 2nd place hall to go toward a building improvement

[X]  

 

Non-monetary prizes  

 

'Blackout' black-light party for all at the close of competition.

[  ]  

 

Other

 

 

Goals of competition:

 

 

 

 

Describe:

[X]  

 

Energy conservation  

 

[  ]  

 

Waste reduction

 

[  ]

 

Water conservation  

 

[X]  

 

Other

 

Raise awareness

 

Percent of energy and/or resource use reduction resulting from the competition:  

Lasting effects of competition:   Increased awareness, many energy reduction measures stay in place for remainder of the year, lower energy bill for department.

Additional Information:  

 

Second Competition:

 

Competition Overview

 

Competition Name:

Year Initiated:

Website:

 

Frequency that competition is run: 

 

Groups involved in coordinating the competition:

[  ]

 

Students

 

[  ]

 

Faculty

 

[  ]

 

Staff

 

[  ]

 

Administrators

 

[  ]

 

Other, please describe.  

 

 

Participants in the competition:

[  ]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[  ]  

 

Non-monetary prizes  

 

[  ]  

 

Other

 

 

Goals of competition:

 

 

 

 

Describe:

[  ]  

 

Energy conservation

 

[  ]  

 

Waste reduction

 

[  ]  

 

Water conservation  

 

[  ]  

 

Other

 


Percent of energy and/or resource use reduction resulting from the competition:  

Lasting effects of competition:  

Additional Information:  

 

Third Competition:

 

Competition Overview

 

Competition Name:

Year Initiated:

Website:

 

Frequency that competition is run:

 

Groups involved in coordinating the competition:

[  ]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe.

   

 

Participants in the competition:

[  ]

 

Students

[  ]

 

Faculty

[  ]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, describe:

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[  ]  

 

Non-monetary prizes

 

[  ]  

 

Other

 

 

Goals of competition:

 

 

Describe:

[  ]   

 

Energy conservation  

 

[  ]  

 

Waste reduction

 

[  ]  

 

Water conservation

 

[  ]  

 

Other

 


Percent of energy and/or resource use reduction resulting from the competition:  

Lasting effects of competition:  

Additional Information:  

 

STUDENT ORGANIZATIONS


61) Does your school have active student-run organizations devoted to sustainability efforts on campus?

Yes

 

If yes, please provide names of organizations, a brief description of each, and URLs for the organizations’ websites, if available:

Name

 

Description

 

URL

Gorilla Composting

 

Gorilla Composting provides composting services to students and is working with McGill to develop large scale composting infrastructure. Gorilla Comporting operates a composting system on the Downtown campus; its sister group, Gorilla at Mac, provides services for the MacDonald campuses.

 

http://gorilla.mcgill.ca/

 

 

 

 

 

CERES (Committee for Environmental Responsibility, Education and Sustainability)

 

A student group dedicated to the promotion and implementation of environmentally sustainable technologies and practices, and environmental awareness within and around the Macdonald Campus. Recent activities have focused on expanding recycling facilities on MacDonald Campus, as well as making paper pads, having used textbook sales and clothing drives, and hosting an annual Buy Nothing Day.

 

http://ceres.mcgill.ca/

 

 

 

 

 

MESS (McGill Environment Students' Society)

 

The aim of MESS is to promote the interests of its members through the encouragement of cultural, educational, recreational and social activities sponsored by the society. The club works to foster a community of environmentalists at McGill and act as the liaison between the students in the Environment program and the rest of the McGill community. Activities encourage environmental awareness at the University and includea Harvest Potluck fundraiser, monthly movie nights, meet your Professors, Pub Crawls, Sugar Shack trips, Envirofest and Environmental Career Week. MESS works with other Green groups on campus to organize Envirofest, the group’s most important event. Held annually at the end of September, this event is an opportunity for the McGill community to participate in a celebration of environmentalism on campus that includes lots of information, debate, music, and free food.

 

http://www.mcgill.ca/mse/mess/

 

 

 

 

 

Campus Crops

 

Campus Crops is a group of McGill students working towards obtaining gardening space on the downtown campus and promoting urban agriculture. The group’s primary garden is located behind the McGill School of Environment (MSE) on University. The food grown is given to the volunteers during the summer; during the school year, Campus Crops donates their produce to the Midnight Kitchen. For the 2009-2010 school year, the group is looking to establish more gardening space around the Law Building and creating a container garden on the Leacock Terrace.

 

http://www.campuscropsmcgill.blogspot.com/

 

 

 

 

 

Greening McGill

 

Greening McGill is a working group of QPIRG-McGill, focused on promoting environmental awareness and activism on campus. Projects have included the 'From Field to Feast' campaign, the Green Events Guide and the annual Car Free day; the group also established the Plate Club and the McGill Food Systems Project.

 

http://www.greeningmcgill.org/

 

 

 

 

 

McGill Food Systems Project

 

A cooperative project between students, McGill Food and Dining Services, and the McGill Office of Sustainability, the McGill Food Systems Project will use student research and community collaboration to improve the food operations on our campuses. By engaging the McGill community in consultation, facilitating McGill-focused research projects, and supporting sustainable change in McGill's policies and operations, the Project will endeavor to maximize the ecological, social and economic sustainability of McGill's food systems.

 

http://mfsp.wordpress.com/

 

 

 

 

 

Farmers Market at McGill

 

The market occurs during the fall harvest and provides the McGill community and neighborhood residents the opportunity to buy fresh, healthy, organic and local food directly from the farmers who produce it. This initiative came out of the Rethink Conference 2008 with the collaboration of students, staff and faculty. Its aim is to support community building and local, sustainable agriculture.

 

http://ssmu.mcgill.ca/environment/?q=groups-8

 

 

 

 

 

others

 

List and description of campus sustainability focused groups

 

http://www.mcgill.ca/sustainability/group/student/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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TRANSPORTATION

 

CAMPUS MOTOR FLEET

 

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

80

 

63) Please indicate which of the following alternative-fuel vehicles are included in your fleet. Check all that apply. Please list the number of vehicles for each class.

 

 

 

 

Number of vehicles

[X]  

 

100 percent electric

 

2

[  ]  

 

Diesel-electric hybrid

 

[X]  

 

Fueled with B20 or higher biofuel for more than 6 months of the year

 

1

[  ]   

 

Fueled with E85 or higher ethanol for more than 6 months of the year    

 

[X]  

 

Gasoline-electric hybrid

 

1

[  ]  

 

Hydrogen fueled

 

[  ]  

 

Plug-in hybrid

 

[X]  

 

Other. Please describe:

PZEV - Practically zero emission vehicles

 

2

 


COMMUTE MODAL SPLIT

64) What portion of the student body commutes via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool/vanpool)?

97%

 

If data are available, please provide the percentage of students who commute by each of the following means.

 

 

 

Percentage

Bicycle

 

Carpool/vanpool

 

Public transit

 

Single-occupancy vehicle    

 

Walking

 

 

65) What percentage of employees commute via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool)?

97%

 

If data are available, please provide the percentage of employees who commute by each of the following means.

 

 

 

Percentage

Bicycle

 

Carpool/vanpool

 

Public transit

 

Single-occupancy vehicle    

 

Walking

 

 

LOCAL TRANSPORTATION ALTERNATIVES

 

66) Does your school offer incentives for carpooling to faculty, staff and/or students? Check all that apply, and describe below.

[X] No

[  ] Yes, to faculty and staff

[  ] Yes, to students

 

Description:  


Please check and describe carpooling incentives provided for faculty/staff . Check all that apply.

 

 

 

 

 

Description

[  ]  

 

Carpool matching

 

[  ]  

 

Financial remuneration  

 

[  ]  

 

Preferential parking

 

[  ]  

 

Other

 


Please check and describe carpooling incentives provided for students . Check all that apply.

 

 

 

 

 

Description

[  ]  

 

Carpool matching

 

[  ]  

 

Financial remuneration  

 

[  ]  

 

Preferential parking

 

[  ]  

 

Other

 

 

67) Does your school offer subsidies for the use of public transportation?

 

 

 If not applicable, please explain:  Transit agencies offer students a discounted fare,

 

 

 

Eligible community members:

 

Size of the discount (as a percent of full price)

[  ]  

 

Faculty

 

[  ]  

 

Staff

 

[  ]  

 

Students   

 


[   ]  Check here if subsidy takes the form of pre-tax payroll deduction. Please describe below:

 

68) Does your school provide free transportation around campus?

 

The MacDonald Campus - Downtown Campus is free for all McGill affiliates and runs on a regular schedule throughout the day and evening. Both campuses are easily accessible to all by walking; a free shuttle service is available within the campus to those who are mobility impaired.

 

  

 

69) Does your school operate a free transportation shuttle to local off-campus destinations?

 

McGill operates free bus service between MacDonald Campus - Downtown Campus (42 km distance) for all McGill students (a nominal fee is charged to staff) which runs on a regular schedule throughout the day and evening.

 

  

 

BICYCLE PROGRAM

 

70) Does your school offer a bicycle sharing/rental program?

Yes

 

If yes, please provide details below.


Year created:   2004
Number of bikes available:   10
Usage fee per hour:     $0
Usage fee per day:    $0

 

Annual membership fee for students: 

Annual membership fee for faculty, staff, and administrators:  

Other annual membership fee: 

 

Description: Usage is free for 3 hours with McGill ID card. Also: City of Montreal offers a bike loan program. http://montreal.bixi.com/home

 

71) Does your school offer bicycle repair services?

Yes

 

If yes, please provide details below:


Year created:   2008
Service fee:   Yes
Description:   http://theflat.wordpress.com/

 

CAR SHARING PROGRAM

 

72) Does your school partner with a car-sharing program?

No

 

If yes, please provide details below.

Year created:  
Total number of vehicles: 
Number of hybrid vehicles:   
Usage fee per hour:  
Usage fee per day:  


Annual membership fee for students: 

Annual membership fee for faculty, staff, and administrators: 

Other annual membership fee: 

 

Description: http://www.communauto.com/rejoindre_MTL.html located adjacent to campus

 

PLANNING

 

73) Does your school have policies that support a pedestrian-friendly or bike-friendly campus (e.g., in the school's master plan, a policy prohibiting vehicles from the center of campus)?

A bike path links the north and south ends of campus, and another path links two major streets in the city.  Development of convenient and pleasant paths for pedestrian and bicycle traffic is a feature of the master plan. One objective of the master plan is to prohibit vehicles on central campus grounds. http://www.mcgill.ca/masterplan/principles/

 

74) Do you offer the option of a condensed work week or telecommuting to at least ten percent of full-time employees? For each option, please indicate who is eligible.

 

 

 

 

Employees eligible

 

Description:

[  ]  

 

Telecommuting

 

 

[X]  

 

Condensed work week  

 

All full-time employees

 

During the summer months all employees have a reduced (four day) work week.

 

Additional comments:


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STATISTICS

 

75) Campus setting:        

McGill University – with 42,000 faculty, students and staff, 228 buildings and almost 700 hectares of land on its two main campuses (located downtown and on the West Island of Montreal) – is the single largest real estate operation on the Island of Montreal. It was recently awarded a Certificate of Excellence by the Geotourism Council of Montreal and the National Geographic Society in recognition of its efforts to sustain and enhance the environment, culture, heritage and geographical character of its downtown campus. McGill is also the steward of important conservation properties, including the Penfield and Molson Nature Reserves the 1,000-hectare Gault Nature Reserve – the first Canadian biosphere reserve in UNESCO’s Man and the Biosphere program.

 

76) Total number of buildings on campus:

228

 

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

8,069,930

 

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

28,664

 

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

6,636

 

80) Percent of full-time students that live on campus: 

10%

 

 

OTHER AREAS OF ENVIRONMENTAL ENGAGEMENT

Question 81 is for informational purposes only; responses will NOT be included in the Report Card evaluation process.

 

81) Please check all items that apply to your institution:

 

 

 

 

 

Description (optional)

[X]    

 

Campus garden or farm

 

 

 

 

 

 

[  ]    

 

Disposable water bottle ban

 

 

 

 

 

 

[X]     

 

Environmental science/studies major (undergraduate-level)

 

 

 

 

 

 

[X]    

 

Environmental science/studies minor or concentration (undergraduate-level)   

 

 

 

 

 

 

[X]    

 

Graduate-level environmental studies program (graduate-level)

 

 

 

 

 

 

[  ]    

 

Graduate-level sustainability studies program

 

 

 

 

 

 

[X]    

 

Outdoors club

 

 

 

 

 

 

[  ]     

 

Participation in Recyclemania

 

 

 

 

 

 

[  ]    

 

Single-stream recycling

 

 

 

 

 

 

[X]    

 

Student trustee position

 

 

 

 

 

 

[  ]    

 

Sustainability major, minor or concentration (undergraduate-level)   

 

 


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