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Report Card 2011

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Miami 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: Miami University

Date submitted: July 26, 2010

 

ADMINISTRATION

 

SUSTAINABILITY POLICIES

 

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

[X]  No

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

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

 

Description:

 

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

[X]  None

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

[  ]  Talloires Declaration
[  ]  Other. Please describe:


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

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

 

Description:

 

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: University Senate Sustainability Committee

Number of meetings: 9

 

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

 

5

Students

 

3

Other. Please describe.   

 

 

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   

 

David Prytherch  

 

Faculty

Chair 2

 

   

 

Chair 3

 

   

 

 

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

 

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

 

curricular revision to create a new "Sustainability Co-Major"

Administration

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

 

[X]

 

Significant

 

appointment of part-time Sustainability Coordinator (significant), creation of University Senate Sustainability Committee and formulation of charge and membership (significant); drafting of university-wide sustainability commitments and recommendation to administration (moderate)

Climate

Examples: draft climate action plan, greenhouse gas emissions inventory

 

[X]

 

Moderate

 

formal adoption of greenhouse gas emissions inventory (significant), draft recommendation to Administration of emissions reduction target (moderate)

 

Endowment

Examples: proxy voting guidelines, investment advisory committees

 

[X]

 

Moderate

 

draft recommendations to Administration to improve endowment transparency and provide guidance to investment managers

Energy

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

 

[X]

 

Significant

 

promotion of energy conservation competition "Unplugged, Untapped, Game On!"

Food

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

 

[  ]

 

 

Green Building

Examples: design or construction policy

 

[X]

 

Moderate

 

draft recommendation to Administration of LEED certification for new construction and major renovation

Student Involvement

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

 

[X]

 

Significant

 

establishment of a Miami University Revolving Green Fund to promote projects combining efficiency, sustainability, and student learning

Transportation

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

 

[X]

 

Moderate

 

draft recommendation to Administration for increasing mode share for alternative transportation

Waste Reduction

Examples: recycling, composting, reducing consumption

 

[X]

 

Moderate

 

draft recommendation to Administration for increased waste diversion rate

 

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: Housing Dining and Guest Services Leveraging Efficiencies and Aligning Needs "Improved Energy Efficiency" Committee

Number of meetings: 15

 

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

 

4

Faculty

 

Staff

 

4

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    

 

Matt Frericks

 

Staff

Chair 2

 

 

Chair 3

 

 

 

8b)  To whom does the committee report?
[  ]  President/Chancellor
[  ]  Vice President/Vice Chancellor
[X]  Other:  Sr. Director of Shriver Center

 

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

 

[X]

 

Significant

 

Participated in the Fall training of the Office of Residence Life to help educate residence hall advisors/directors and Resident Assistants on resident hall sustainable issues and encouraging them to create a hall “culture” and programming that reflects awareness of and willingness to commit to improved energy efficiency practices such as turning off lights, fans, air conditioners, TV’s and other electronics when not in the room; sent a fall “Welcome to Campus” e-mail to every hall resident encouraging them to adopt improved energy efficiency habits throughout the academic year; installed red and green switch plate covers reminding residents to turn off room lights; and installed permanent, informational signage in resident hall student rooms explaining the room’s HVAC system and how to better manage/regulate its operation.

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]

 

 

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

 

[X]

 

 

Water

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

 

[X]

 

Significant

 

Created an all residence hall competition called Unplugged, Untapped… GAME ON! to promote sustainable energy practices and reward the residents in the winning hall(s) most able to reduce per student usage of electric and water between Feb. 1-19, 2010.

Other

 

[  ]

 

 

 

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.

No

 

Please provide details below.

 

Office name:

Year created:

Description:

Number of staff in office (in FTE):

 

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 Coordinator

Department:  Office of the Provost

Time worked (in FTE):  0.2

Job description:  The part-time Sustainability Coordinator's role is to provide leadership in promoting sustainability-related goals within and across university units, promoting communication between students, faculty, and staff; raise the profile and promote understanding of sustainability-related issues and opportunities at Miami University; work with a Sustainability Committee to identify and prioritize policy changes, including implementation of the recommendations of the Report of the President’s Task Force on Environmental Sustainability; provide a point of contact for sustainability-related inquiries and ideas at Miami, particularly to connect student researchers with operational challenges and personnel, but also to forward inquiries or suggestions to appropriate personnel; collaborate in institutional research on existing sustainability-related practices and benchmarking; collaborate in efforts to secure grant funding for particular campus projects or the work of the Sustainability Coordinator more specifically; communicate with existing campus committees on issues relevant to sustainability; report on the activities of the Sustainability Coordinator to the Sustainability Committee, Provost, and Vice President for Business and Finance.

 

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

Energy Management Engineer

 

Physical Facilities

 

.66

 

Manage Miami University energy usage by pursuing projects and programs that conserve energy and save money.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEBSITE


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

If yes, please provide URL

http://www.units.muohio.edu/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

 

[  ]

 

[X]

Cleaning products

 

[  ]

 

[X]

Computers/electronics

 

[X]

 

[  ]

Lighting

 

[X]

 

[  ]

Office supplies

 

[  ]

 

[X]

Paper products

 

[X]

 

[  ]

Reduced packaging for purchases               

 

[  ]

 

[X]

Other. Please describe below.

 

[  ]

 

[  ]


Other description: We do not have a formal, comprehensive green purchasing policy. But we maintain green purchasing standards for a number of products listed above.

 

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

 

refrigerators

[  ]

 

Building products

 

 

[X]

 

Computers/electronics     

 

100

 

computers, printers, faxes/scanners

[X]

 

Heating and cooling

 

100

 

window air conditioners

[X]

 

Lighting and fans

 

100

 

[  ]

 

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

 

varies

 

 

 

Facial tissues

 

varies

 

 

 

Napkins

 

varies

 

 

 

Notepads

 

varies

 

 

 

Office paper

 

minimum 30

 

 

 

90% of all copy and letterhead papers have a minimum 30% post and pre consumer recycled content

Paper towels

 

70

 

 

 

Toilet tissue and paper towels made from 70 percent post-consumer waste have been used in residence halls for many years.

Other. Please describe.

 

 

 

 

 

Additional comments:

 

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

Yes

 

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

 

All

 

40

 

computers and some server

Product 2

 

All

 

20

 

scanner/copiers/printers

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

[  ]

 

Alumni green fund

 

[X]

 

Capital budget

 

Capital budgets are used promote sustainability projects on campus, particularly in more efficient reuse and retrofit of existing state buildings on a regular schedule.

[  ]

 

Endowment investment in on-campus sustainability projects    

 

[X]

 

Operating budget

 

When upgrading HVAC, lighting, etc. operating budget money is used to install more energy efficient products.

[X]

 

Revolving loan fund for sustainability projects

 

In 2009 a Miami University Revolving Green Fund was established to fund sustainability-related projects on campus, particularly those that combine efficiency, environmental sustainability, and student learning. The initial investment is $50,000 and the first loan has been to approved for a student proposal to construct a wind turbine at our Ecology Research Center.

[  ]

 

Student green fee

 

[  ]    

 

Other. Please describe.

 

 

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

[X]

 

Departmental sustainability liaisons

 

: In 2010 we expanded the role of our existing “Building Points of Contact” program to emphasize energy efficiency. These “Energy Points of Contact” are responsible for promoting energy efficiency within their departments and buildings, and disseminating information about energy conservation. In 2010-11 these contacts will help display and update building by building energy cost, consumption, and conservation information to better inform building users.

[  ]

 

Green office certification program

 

[X]

 

Green office tips posted online or on staff bulletin boards

 

: In 2010 Miami launched a new sustainability web page, which includes a “Green Tips” section designed for students, faculty, and staff. We are working on having these tips displayed via the personnel and content management systems used by all employees.

[X]

 

Incorporation of sustainability issues into new employee orientation

 

Energy Awareness presentations are given to new Resident Assistants to promote building-wide conservation in residence halls.

[X]

 

Other

 

Staff in Physical Facilities maintain an additional sustainability web site, ran a promotional campaign to encourage researchers to close fume hood sashes, planned a statewide energy conservation challenge in residence halls (Untapped, Unplugged, Game On!), and expanded promotion of Recyclemania to office buildings.


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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

 

7/1/2009    

 

72160

 

80451

 

 

2008

 

7/1/2008

 

72126

 

89386

 

 

2007

 

7/1/2007

 

74088

 

91545

 

 

2006

 

7/1/2006

 

90282

 

108789

 

 

2005

 

7/1/2005

 

87994

 

106825

 

 

 

 

 

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.

No


If yes, please list details below.

 

Reduction level (percentage):

Baseline year:

Baseline emissions level:

Target year:

 

Additional comments: A recommendation by the University Sustainability Committee to reduce emissions by 20-30% by 2020 based on a 2008 baseline year is now under consideration by the university administration.

 

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: 17.8

Baseline year: 2006

Baseline emissions level: 108,789

Year achieved: 2008

 

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:

 

0.011695

2008:

 

0.012119

2007:

 

0.012448

2006:

 

0.015169

2005:

 

0.016137


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:

 

4.4584

2008:

 

4.5675

2007:

 

4.6814

2006:

 

5.6974

2005:

 

5.5411

 

ENERGY EFFICIENCY                                                 

 

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

Yes


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:
  925,640 
Gross square feet of building space:   5,862,143

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

Building energy consumption 958,126

Gross square feet of building space :  7,086,667

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

[X]    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

 

[X]

 

Economizers

 

75

[X]

 

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

 

98

[X]

 

Gas-fired hydronic heating systems

 

10

[X]

 

Heat recovery systems

 

5

[  ]

 

LED lighting

 

[X]

 

Lighting sensors

 

3

[X]

 

Metering—chilled water

 

100

[X]

 

Metering—electric

 

100

[X]

 

Metering—steam

 

98

[X]

 

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

 

90

[  ]

 

Performing system tune-ups

 

[X]

 

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

 

15

[  ]

 

Steam turbines

 

[X]

 

Steam-line insulation

 

100

[  ]

 

Timers for temperature control

 

[X]

 

Variable speed drives

 

100

[  ]

 

Vending machine sensors

 

[  ]

 

Other. Please describe below.

 

 .

 

Description:


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)

[  ]

 

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: Energy points of contacts were created to pass energy information to individual buildings.                                                          

 

RENEWABLE ENERGY GENERATION

 

28) Does your school generate renewable energy?

No

 

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

 

 

[  ]

 

Geothermal (shallow depth)

 

 

[  ]

 

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

 

85.7

Natural Gas

 

14.3

Nuclear

 

Petroleum

 

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

 

Other. Please specify:

 



Percentage of overall electricity consumption purchased from the grid: 93.0%


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:

715,760

 

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

 

79

Geothermal

 

Natural gas

 

21

Petroleum

 

Other. Please specify:

 

     

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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:  16,152
Total waste generated (garbage + recycling + compost):   91,112 cubic yards
 

Performance year (most recent year for which data are available)
Weighted campus users:
 16,745 (FY 10)
Total waste generated (garbage + recycling + compost):  92,381 cubic yards

 

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)

[X]

 

Other. Please list: cooking oil, engine oil, yard waste, tires    

 

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).

35%

 

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]

 

[  ]

Cell phones

 

[X]

 

[  ]

Computers

 

[X]

 

[X]

Light bulbs

 

[X]

 

[  ]

Printer cartridges

 

[X]

 

[X]

Other E-waste. Please list items:

 

[  ]

 

[  ]



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?

100%


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

 

In 2009 Miami University Purchasing and IT Services partnered with Modern Office Methods to reduce the costs and environmental impact of copying and printing, this includes centralizing printing services, setting prices to discourage excessive printing, and helping departments gain more efficiency from their printing and copying.

[X]  

 

Move-in waste reduction

 

We recycle unpacked boxes.

[X]  

 

Move-out waste reduction

 

We recycle furniture and clothing upon move-out. ShareFest was founded in 2005 to collect items on- and off-students left behind when they headed home for summer break. It is co-sponsored by many Miami University offices and local community organizations and businesses. Most closely involved from the university side are Miami’s offices of recycling, off-campus affairs and residence life. During ShareFest 2010  200 university and community volunteers spent nearly 1,500 hours sorting through the equivalent of 300 bags of clothing, 106 boxes of food and hundreds of pieces of furniture. Nearly 90 percent of what they collected, materials that would have been sent to landfills in the past.

[  ]  

 

Year-round materials exchange programs     

 

[  ]  

 

Other

 


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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?

No

 

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


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

Total number of LEED-certified buildings: 1

 

 

 

Combined gross square footage:      

 

Building name(s):

Certified-level   

 

218,473  

 

Farmer School of Business

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: 0

 

 

 

Combined gross square footage:    

 

Building name(s):

Certified-level criteria met, but not certified

 

   

 

Silver-level criteria met, but not certified

 

   

 

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:  
6
Combined gross square footage: 184950
Building names: Heritage Commons Residential Hall Complex

 

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?

60%

 

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:   6


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

 

Project name     

 

Square footage  

 

Former use       

 

Current use      

 

Additional details

North Chiller Plant

 

36000

 

Natatorium

 

Chilled Water Plant

 

Year completed 2001. Project maintains historic presence of the building, but converted interior into a chilled water plant extending the campus chilled water loop to the north half of the campus.

Culinary Support Center

 

61000

 

supermarket

 

Central Commissary and Cook/Chill Facility

 

Year Completed: 2001. Project converted an abandoned supermarket into the University’s central food service production facility, and includes an employee credit union.

Laws Hall

 

32000

 

academic offices and classrooms

 

library and administrative offices

 

Completion Scheduled for December 2010. Project converts an academic building into a new Science, Business, Engineering, and Psychology Library.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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

 

Student enrollment (FTE):   15702

Square footage:   5940837

 

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

 

Student enrollment (FTE):   16185

Square footage:   7086667

 

OPERATIONS AND MAINTENANCE


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

No

 

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

We make efforts to promote sustainability in individual operations and maintenance decisions, for example in purchasing environmentally-friendly cleaning products. However, we have no formal policy.


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

Total number of LEED-EB certified buildings:  0
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: 0
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) .

Yes

 

If yes, please provide the following information:

2005 baseline year
Weighted campus users:
  16152
Water consumed (gallons):  2199010

Performance year (most recent year for which data are available)
Weighted campus users:
  16745
Water consumed (gallons):   2111720

 

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     

[X]  

 

Building water metering

 

100

[  ]  

 

Dual-flush toilets

 

[  ]  

 

Gray water systems

 

[  ]  

 

Laundry technology

 

[  ]  

 

Leak detection and reduction  

 

[X]   

 

Low-flow faucets

 

35

[X]  

 

Low-flow showerheads

 

100

[  ]  

 

Non-potable water usage

 

[  ]  

 

Waterless urinals

 

[  ]  

 

Xeriscaping

 

N/A

[  ]  

 

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

[X]

 

Retention ponds

[  ]

 

Stone swales

[X]

 

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

Environmental Awareness Program (EAP) Living Learning Community

 

Building

 

75

 

EAP aims to educate students about environmental issues and the impacts of society in this context. Previous educational experiences included helping maintain a section of Hueston Woods State Park, visiting the Cincinnati Zoo, and an environmental science course. The EAP LLC willingly participates in university initiatives that promote sustainable efforts. EAP students compiled a list of “Sustainability Tips” for new students, which is now distributed at new student orientation. These activities allow EAP to further enact its mission and provide the university with a model for promoting sustainability in the wider student population.

 

 

 

 

 

 

 

 

 

 

 

 

 

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.

[X]  

 

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:

 Resident assistants are given presentations by staff about whole-building conservation measures, which they are then expected to share with residents. RAs and students are given instruction on how best to operate room heating controls to maximize comfort while conserving energy.

 

INTERNSHIPS/OUTREACH OPPORTUNITIES


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

No

 

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

 

 

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.”

No

 

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, two competitions.

 

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: Recyclemania

Year Initiated: 2001

Website: www.pfd.muohio.edu/recycling/events/recyclemania/index.jsp

 

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

[X]

 

Faculty

[X]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, please describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[  ]  

 

Non-monetary prizes  

 

[  ]  

 

Other

 

 

Goals of competition:

 

 

 

 

Describe:

[  ]   

 

Energy conservation  

 

[X]  

 

Waste reduction

 

Reduce waste stream to landfills by increasing volume of recyleables

[  ]

 

Water conservation  

 

[  ]  

 

Other

 

 

Percent of energy and/or resource use reduction resulting from the competition:   Not yet calculated.

Lasting effects of competition:   Recyclemania provides an annual reminder of the importance of recycling, and we use its promotion to inform campus users about recycling opportunities on campus.

Additional Information:  

 

Second Competition:

 

Competition Overview

 

Competition Name: Unplugged, Untapped, Game On!

Year Initiated: 2010

Website: http://www.pfd.muohio.edu/sustainability/ByTheNumbers.jsp

 

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

[X]

 

Staff

[  ]

 

Administrators

[  ]

 

Other, describe:  

 

Incentives for participation:

 

 

 

 

Describe:

[  ]  

 

Cash

 

[X]  

 

Non-monetary prizes  

 

[  ]  

 

Other

 

 

Goals of competition:

 

 

 

 

Describe:

[X]  

 

Energy conservation

 

[  ]  

 

Waste reduction

 

[X]  

 

Water conservation  

 

[  ]  

 

Other

 


Percent of energy and/or resource use reduction resulting from the competition:   Inconclusive. A number of factors, including exceptionally harsh winter weather, reduced the effectiveness of this inaugural competition.

Lasting effects of competition:   This was Miami's first competition designed to encourage resource conservation in residence halls, using our capacity to meter individual buildings to inform building users of consumption trends and reward conservation. This was designed as a pilot test for an upcoming statewide competition, as well as longer term strategies for communicating and encouraging conservation.

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

Green Oxford

 

We are committed to improving the environment of the Miami and Oxford communities through education, action, and leadership. By arming our members with knowledge, it is possible to connect with the community and make a difference here at Miami. We envision a university with better environmental policies, an improved curriculum, and a well-informed student body.

 

http://greenoxford.org/

 

 

 

 

 

Green Hawks Media

 

Green Hawks media features news stories, blogs,  photo essays, and video created by student and community contributors, the site seeks to unite the green efforts of Miami University and the surrounding area.  The site was started as a joint project between members of Annie Blair’s JRN 350: Environmental Journalism class and other passionate students from across the university.

 

web.me.com/miamijrn/GreenHawks/GreenHawks.html

 

 

 

 

 

EDUN Live on Campus

 

Launched in 2006 as a partnership between Miami’s Center for Social Entrepreneurship and EDUN, the high-end ethical fashion line started by singer Bono’s wife Ali Hewson, EDUN Live on Campus intentionally purchases blank T-shirts made by workers in Africa who are paid premium wages and turns them into custom designs for organizations and companies.

 

www.fsb.muohio.edu/centers/social-entrepreneurship/edun-live-u

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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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.

405

 

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

[  ]  

 

100 percent electric

 

[  ]  

 

Diesel-electric hybrid

 

[  ]  

 

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

 

[  ]  

 

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

 

[X]  

 

Gasoline-electric hybrid

 

1

[  ]  

 

Hydrogen fueled

 

[  ]  

 

Plug-in hybrid

 

[  ]  

 

Other. Please describe:

 

 


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)?

62%

 

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

 

 

 

Percentage

Bicycle

 

4%

Carpool/vanpool

 

Public transit

 

18%

Single-occupancy vehicle    

 

38%

Walking

 

40%

 

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

8%

 

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

 

 

 

Percentage

Bicycle

 

3%

Carpool/vanpool

 

Public transit

 

2%

Single-occupancy vehicle    

 

91%

Walking

 

4%

 

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

[X]   

 

Carpool matching

 

Miami University and AlterNetRides partner to provide an on-line, ride-sharing service.

[  ]  

 

Financial remuneration  

 

[  ]  

 

Preferential parking

 

[  ]  

 

Other

 


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

 

 

 

 

 

Description

[X]  

 

Carpool matching

 

Miami University and AlterNetRides partner to provide an on-line, ride-sharing service.

[  ]  

 

Financial remuneration  

 

[  ]  

 

Preferential parking

 

[  ]  

 

Other

 

 

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

 

 

 If not applicable, please explain:  Miami University operates a local transit system funded by student fees, which is available to all students, faculty, and staff at no fare-box cost.

 

 

 

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?

 

Miami Metro bus service, including Access Miami (ADA-compliant transportation with wheelchair access) and Nighttime Door-to-Door (evening escort van) are supported by student fees, so there’s not a per-ride cost. The Metro services include shuttle service from two perimeter parking lots, intra-campus routes, and routes that service Uptown Oxford and off-campus residential areas.

 

  

 

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

 

Nighttime Door-to-Door provides an escort van to off campus destinations during evening and nighttime hours.

 

  

 

BICYCLE PROGRAM

 

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

No

 

If yes, please provide details below.


Year created:  
Number of bikes available:  
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:

 

71) Does your school offer bicycle repair services?

No

 

If yes, please provide details below:


Year created:  
Service fee:  
Description:  

 

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:

 

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)?

By tradition, campus planning at Miami University's Oxford campus emphasizes a walkable, compact campus layout. This vision of the pedestrian-oriented campus is reflected in all campus master planning documents. In 2010-11 a campus circulation plan will be developed to better incorporate bikes.

 

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

 

 

[  ]  

 

Condensed work week  

 

 

 

Additional comments:


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STATISTICS

 

75) Campus setting:        

Compact campus in a small town, set amidst rural croplands.

 

76) Total number of buildings on campus:

150

 

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

7,086,667

 

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

15,487

 

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

1,397

 

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

47%

 

 

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)

[  ]    

 

Campus garden or farm

 

 

 

 

 

 

[  ]    

 

Disposable water bottle ban

 

 

 

 

 

 

[X]    

 

Environmental science/studies major (undergraduate-level)

 

Miami University offers two environmental 'co-majors.' One is an Environmental Principles & Practice Co-major that emphasizes human-nature interaction in understanding environmental patterns and processes. For those interested in science and the environment, students can declare an Environmental Science Co-major along with their primary major. The Environmental Science Co-major emphasizes earth science and life science approaches to understanding environmental patterns and processes.

 

 

 

 

 

[  ]    

 

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

 

 

 

 

 

 

[X]    

 

Graduate-level environmental studies program (graduate-level)

 

The Institute of Environmental Sciences (IES) is an interdisciplinary unit within the College of Arts and Science at Miami University and offers a Master of Environmental Science (M.En.) professional degree. The program prepares students to be an environmental professional by emphasizing problem-solving skills, competence, teamwork, and effective communication.

 

 

 

 

 

[  ]    

 

Graduate-level sustainability studies program

 

 

 

 

 

 

[  ]    

 

Outdoors club

 

 

 

 

 

 

[X]     

 

Participation in Recyclemania

 

Miami University is a founder of Recyclemania, and has participated for the past decade.

 

 

 

 

 

[  ]    

 

Single-stream recycling

 

 

 

 

 

 

[  ]    

 

Student trustee position

 

 

 

 

 

 

[X]    

 

Sustainability major, minor or concentration (undergraduate-level)   

 

The interdisciplinary "Global Perspectives on Sustainability" minor introduces students to the foundations of environmental sustainability and its complexities, with an emphasis on the approaches taken by people living under different geographic and economic conditions. Of special importance in this minor is increasing student understanding of the issues and problems faced by the majority of global citizens who live in less industrial or less economically developed parts of the world.

 


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