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Report Card 2011

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Oregon State University–Corvallis

Student 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: Oregon State University

Date submitted: May 20, 2010



For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.

 

The response to this survey should be only in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.

 

1)  Contact Information

 

The following fields designate the main contact person for your group.

Name: Kathy Han

School Name: Oregon State University

Name of student organization: OSU Solar Vehicle Team

Your position or title: Manager

 

2)  Student Organization

Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.

Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”

 

Number of active members:

25

Date of last meeting (mm/dd/yyyy):

May 19, 2010

Frequency of meetings:

Note: if you meet more than once a week, please select weekly.

Weekly

 

Key issues addressed and programs implemented since August 2009:

Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."

 

 

Addressed     

Progress           

Describe

Academics

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

[  ]

Administration

Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions

[  ]

Climate

Examples: 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

Alternative transportation research

Food

Examples: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines

[  ]

 

Green Building

Examples: Design or construction policy

[  ]

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[  ]

Student Involvement

Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus

[  ]

Transportation

Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit

[X]

Significant

Electric/solar vehicle research

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[  ]

Water

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

[  ]

Other

[  ]

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.

 

First competition

 

Name of competition

Electrathon Race

Frequency of competition

Annually

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

2005

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

Solar Vehicle Team, da Vinci Days volunteers

               

Participants:

 

Students

[X]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

high school students

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

Trophies, recognition.

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[X]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

Vehicles when if they are designed for the most energy efficient usage over an hour period- longest distance in that time.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

Give hands-on electric vehicle construction and research experience to high school and university students.

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

Does your student government include a specific position or committee dedicated to campus sustainability issues?

 

If yes. Please describe below:

Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?

 

Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:

Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.

We are the only electric vehicle research or experimentation group on our campus.

 

 

Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.

 

Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):

 

 

 

______________________________

 

 

 

 

 

School name: Oregon State University

Date submitted: May 20, 2010



For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.

 

The response to this survey should be only in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.

 

1)  Contact Information

 

The following fields designate the main contact person for your group.

Name: Jane Harrison

School Name: Oregon State University

Name of student organization: Corvallis Bicycle Collective

Your position or title: Transportation Coordinator

 

2)  Student Organization

Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.

Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”

 

Number of active members:

100

Date of last meeting (mm/dd/yyyy):

May 10, 2010

Frequency of meetings:

Note: if you meet more than once a week, please select weekly.

Biweekly

 

Key issues addressed and programs implemented since August 2009:

Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."

 

 

Addressed     

Progress           

Describe

Academics

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

[  ]

Administration

Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions

[  ]

Significant

We are working with OSU to make sure the bike co-op will be here to stay and integrated with the Student Sustainability Center's long-term activities

Climate

Examples: 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: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines

[  ]

 

Green Building

Examples: Design or construction policy

[  ]

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[  ]

Moderate

We continue to upgrade our bike shop with new paint, light fixtures, furniture, and outdoor storage space for bikes and bike parts.  We attempt to reuse materials whenever possible or get them from sustainable sources.

Student Involvement

Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus

[  ]

Moderate

We continue to bring in new students to take on responsbilities for the bike co-op and benefit from the shop.

Transportation

Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit

[  ]

Significant

There are have been over 1000 people in our shop in the last fixing up their bikes, working on bikes for other people, and learning how to maintain and repair their bicycles.

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[  ]

Water

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

[  ]

Other

[  ]

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.

 

First competition

 

Name of competition

Recycling Challenge

Frequency of competition

Annually

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

Student Sustainbility Center, Campus Recycling

               

Participants:

 

Students

[X]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[X]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

Does your student government include a specific position or committee dedicated to campus sustainability issues?

Yes

 

If yes. Please describe below:

Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?

 

Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:

Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.

 

 

Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.

 

Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):

 

 

 

______________________________

 

 

 

 

 

School name: Oregon State University

Date submitted: July 26, 2010



For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.

 

The response to this survey should be only in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.

 

1)  Contact Information

 

The following fields designate the main contact person for your group.

Name: Brian Laird

School Name: Oregon State University

Name of student organization: OSU Student Sustainability Initiative

Your position or title: Program Facilitator

 

2)  Student Organization

Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.

Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”

 

Number of active members:

30

Date of last meeting (mm/dd/yyyy):

May 28, 2010

Frequency of meetings:

Note: if you meet more than once a week, please select weekly.

Weekly

 

Key issues addressed and programs implemented since August 2009:

Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."

 

 

Addressed     

Progress           

Describe

Academics

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

[X]

Moderate

Participated in a Bacc-Core review group to re-evaluate the current required classes and implement a requirement more sustainable-oriented classes. Additionally, we have worked with professors on developing more exeriential learning oppotunities as well as making them more visible.

Administration

Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions

[  ]

None

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Significant

OSU participates in the President's Climate Committment, issues an annual inventory of greenhouse gasses, and has a timeline for its progression towards climate neutralit.

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[X]

None

Energy

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

[X]

Significant

This was the first year of our Sustainable Energy Revolving Loan Fund and we funded over $60,000 in energy efficiency projects around campus. We also shifted from purchasing of Renewable Energy Certificates and will now use over $350,000 on renewable energy projects on campus. Our energy projects coordinator also launched a Building Energy Challenge for the month of February. 6 buildings on campus competed for who could decrease their energy consumption the most, and the winning building decreased its energy consumption by over 32.5%. The total amount of energy saved compared to the historical baseline was 21,500 kW/h.

Food

Examples: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines

[X]

Significant

Implemented an emergency food pantry for students which was partially stocked with organically grown produce from a greenhouse at our Sustainability Center. We also had an awareness week concerning many aspects of food such as security (or insecurity) and production (like where it is grown, how it is grown, etc.); week was known as From Seed to Stomach. Also had a food cart that was managed completely by volunteers and operated twice a week during spring term offering local, organic, and nutritional meal choices at affordable prices for students.

 

Green Building

Examples: Design or construction policy

[X]

Moderate

The SSI Fee Board gave a $4,000 grant to fund a green roof demonstration project. We are also working with the Kelly Engineering building to develop an even more extensive demonstration on their roof.

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[X]

Moderate

At our Student Sustainability Center we built a 20 foot diameter herb spiral that is based off of permaculture design principles. We have also greatly expanded our landscaped areas on site and have even more organic gardening areas, all of which are fertilized with compost from our Earth Tub.

Student Involvement

Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus

[X]

Significant

Had a regional sustainability conference (Powershift West) fall term that over 40 students from OSU attended at the University of Oregon. One of our staff members helped to organize the conference itself, and worked on campus to encourage student attendance. The SSI also funded to transportation and registration costs to make it easily accessible to students. We had a panel discussion spring term called "It IS Easy Being Green" that focused on the change of mindset that must occur for a more sustainable society along with what people can do to adopt a more sustainable lifestyle; over 50 students in attendance. Our Student Sustainability Center itself also acts as an example of sustainable living to students.

Transportation

Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit

[X]

Moderate

Our Bike Co-op on site has largely expanded since it's inception and helps teach students the skills necessary to properly repair and maintain their bicycles. This makes alternative transportaion easier to pursue and increases awareness. OSU provides free bus passes with Corvallis Transit System to students and the SSI has partnered with them to increase awareness and encourage students to use this alternative transportation.

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant

Took part in the national competition Recyclemania and won first place in the Pacific Northwest for Per Capita Classic and the Gorilla Prize. We also maintained a strong connection with the residence halls throughout the entire year to increase awareness around recycling and waste reductin. We also implemented a pilot composting program in one of the buildings that was maintained by student volunteers.

Water

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

[X]

Moderate

We passed a resolution in our student government that restricts the use of student fees on bottled water. Money from student fees can no longer be used towards the purchase of bottled water.

Other

[  ]

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.

 

First competition

 

Name of competition

Energy Civil War

Frequency of competition

Annually

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

2009

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

The Student Sustainability Initiative

               

Participants:

 

Students

[X]

Faculty

[X]

Staff

[X]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

The Energy Civil War was a competition between the University of Oregon and Oregon State University to see which school could produce the most human-generated renewable energy on exercise equipment outfitted to generate electricity. We advertised before the event around campus and in the school newspaper, and ultimately won the competition for bragging rights. We also took advantage of the increased visibility and used the opportunity to educate more staff and students about energy efficiency as well as more sustainable forms of energy generation.

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[X]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

Roughly 12 kW/h were generated which we equated to leaving a Nintendo Wii on for 24 hours straight (and OSU won).

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

Though the amount of electricity generated was minimal, the competition increased awareness around campus. Not only around the fact that our cardio machines generate electricity, but also energy efficiency facts as well. It also tied in nicely to a Campuses Beyond Coal campaign one of our staff members was running because it informed people about problems associated with coal.

 

Website:

http://oregonstate.edu/ua/ncs/archives/2009/nov/osu-and-uo-students-engage-energy-producing-contest

 

Second competition

 

Name of competition

Recyclemania

Frequency of competition

Annually

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

2008

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

The SSI and Campus Recycling

               

Participants:

 

Students

[X]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

Although we didn't win anything on the national level of the competition, we compete with the University of Oregon over a recycled trophy they made a couple years ago. We had a large board clearly displayed in the quad of campus that showed our progress in the competition and our placement against U of O. We also had volunteers that lived in the residence halls that promoted the campaign and encouraged increased recycling and composting.  One event that increased visibility of the competition was a dumpster audit in the quad. We sorted through a dumpster and removed all of the items that could be recycled to clearly display what portion of dumpster is actually trash, and what portion is recyclable or compostable.

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[X]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

In the 10 weeks of the competition, OSU recycled 374,864 lbs and composted 19,145 lbs.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

Increased awareness in students as well as increased involvement with our waste reduction group after the competition.

 

Website:

http://recycle.oregonstate.edu/recyclemania/#results

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

Does your student government include a specific position or committee dedicated to campus sustainability issues?

Yes

 

If yes. Please describe below:

Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?

There are various task forces within the Associated Students of Oregon State University (ASOSU) that are designed to help the student community. The Environmental Affairs Task Force Director works on sustainability related projects and programs at OSU, and works closely with the Student Sustainability Initiative. The Director works on their own projects, but also partners with the Program Facilitator of the SSI for developing projects that will engage student volunteers. They also sit in on an ASOSU internship class that provides experiential learning for students.  The Director primarily works with a core group of approximately 5 students (usually interns from the class), but also engages a much larger number of students that have a more minor role in the implementation of projects. It usually meets weekly or every other week. It has the resources of ASOSU available to it, such as announcements on the all students listserv, graphic designers available for promotion, advertising space at university games on retainer, and other resources available to a student government that I am not extremely familiar with since I have never worked there before. 

 

One benefit of the Task Force is that it works closely with the ASOSU Senate and House of Representatives which makes it easier to pass sustainability related legislation. A large victory came in 2007 when the Director helped pass a green fee at OSU of $8.50 per student, per term to offset OSU's energy consumption with Renewable Energy Certificates. Although in this upcoming budgetary year we are no longer purchasing RECs and are instead using the $359,000 to fund renewable energy sources on campus. This green fee also funds a $100,000 revolving loan fund that supports energy efficiency projects on campus and the SSI's operational budget which is just under $100,000. Due to annual turnover in the EATF Director position, the working relationship with other student groups and the administration changes year to year. ASOSU as a whole tends to have a good working relationship with students and administration and the Environmental Affairs Task Force Director position also tends to reflect this.

 

Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:

Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.

Our Partnerships Coordinator worked closely with the Environmental Affairs Task Force Director this last year on beginning a group known as the Corvallis Community Energy Project. This group focused in on a specific neighborhood and surveyed the residents about energy efficiency in their homes. The goal was to create more energy efficient households for both residents of Corvallis as well as OSU students living off campus. By providing applicable information about easy energy efficiency solutions as well as larger projects that offer tax rebates, the neighborhood as a whole would be more energy efficient and students would adopt practices they would follow for the rest of their lives. Although there haven't been many tangible outcomes yet, the CCEP is still active and has reached out to over 300 homes to date. They recently received the Neighborhood Empowerment Grant from the city of Corvallis (http://www.ci.corvallis.or.us/index.php?option=com_content&task=view&id=2218&Itemid=3122) to continue their work.

 

 

Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.

 

Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):

Some of our work (such as Campuses Beyond Coal) are Sierra Student Coalition campaigns. We also have attended national conferences organized by the Energy Action Coalition. A regional conference (Powershift West) was organized by students, but had some organizational support from the EAC. The Cascade Climate Network (http://cascadeclimate.org/) is a network of student activists throughout the Pacific Northwest that focus on sustainable solutions to climate change. We have numerous students on campus involved anywhere from attending a conference they put on to working on organizational development and campaign planning. The CCN also drew on its network to organize Powershift West.

 

 

 

 

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