<< Back to Report Card
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:
Pomona College
Date submitted:
September 20, 2010
ADMINISTRATION
SUSTAINABILITY POLICIES
1) Does your school have its own formal sustainability policy and/or sustainability plan? Check all that apply.
[ ] No
[X] Yes, a sustainability policy. Please describe and provide the URL below.
[X] Yes, a sustainability plan. Please describe and provide the URL below.
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Description:
Pomona's Statement of Environmental Policy was first adopted by the Board of Trustees in 2003 and was updated in 2009. It can be found at http://pomona.edu/administration/sustainability/policies-procedures/environmental-policy.aspx. Pomona's first comprehensive strategic Sustainability Action Plan was completed in April 2010 by the President's Advisory Committee on Sustainability. It has been approved by the Executive Staff and is in the first phase of implementation (2010-2012). It contains strategies for action in addition to quantitative targets for the year 2020. It is not yet available online.
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2) Has the president of your institution signed any commitments related to environmental stewardship and/or greenhouse gas reductions? Check all that apply.
[ ] None
[X] American College and University Presidents’ Climate Commitment (ACUPCC)
[ ] Talloires Declaration
[X] Other. Please describe: STARS Charter Participant
3) Is there a sustainability component in your institution's master plan and/or strategic plan? Check all that apply.
[ ] No
[X] Yes, in the master plan. Please describe and provide the URL below.
[X] Yes, in the strategic plan. Please describe and provide the URL below.
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Description:
In Pomona's latest strategic plan, approved October 2007 by the Board of Trustees, economic, social, and environmental sustainability are included as a basic underlying value and a context for the College’s strategic plans. The plan describes sustainability as “one of the greatest challenges facing the next generation of college graduates” and states, “all of the activities carried out by Pomona College must reflect this concern.” The plan also expresses Pomona's desire to become a leader in higher education for sustainability, through its actions as well as its curriculum.In the 2009 Pomona College Land Use/Planning Study, three of the seven planning principles relate to sustainability: "create a pedestrian oriented campus," "preserve and enhance the hierarchy of open spaces which define Pomona as a 'college in a garden,'" and "explore effective means to achieve sustainable development." Specific plans include the renovation of pedestrian walkways, the reuse of developed sites, the consolidation and reclamation of parking lots, protection of existing open spaces, the clarification of pedestrian and vehicular circulation, the closure of some roads to vehicular traffic, and improved water resource management.Neither of these documents are currently available online but they are available upon request.
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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).
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Please provide the number of committees:
Three committees
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Committee I
5) Please provide the name of the committee and note the number of meetings held since August 2009.
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Committee name:
President's Advisory Committee on Sustainability
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Number of meetings:
Approximately 40
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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).
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Number of representatives
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Administrators
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4
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Faculty
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6
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Staff
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3
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Students
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5
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Other. Please describe.
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Note: these are official members - more people regularly attend meetings but are not official members.
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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.
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Name
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Position
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Chair 1
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Charles Taylor
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Faculty
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Chair 2
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Chair 3
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8) To whom does the committee report?
[X] President/Chancellor
[ ] 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.
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Addressed
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Progress
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Description
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Academics
Examples: minor, major and concentration programs, curricular additions, research projects
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[X]
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Significant
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Developed policy on sustainability in the curriculum, applied for and won Mellon grant for faculty development workshop, June 28-29, 2010.
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Administration
Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions
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[X]
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Significant
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Wrote Sustainable Purchasing Policy, proposed full-time fellowship position for Sustainability Integration Office, developed strategies and goals for administration of sustainability programs (part of Plan).
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Climate
Examples: draft climate action plan, greenhouse gas emissions inventory
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[X]
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Significant
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Wrote and approved preliminary (9/2009) and updated (4/2010) Climate Action Plans, discussed strategy for and completed 2009 GHG inventory.
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Endowment
Examples: proxy voting guidelines, investment advisory committees
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[ ]
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Energy
Examples: conservation/behavioral change programs, retrofits and efficiency improvements
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[X]
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Significant
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Developed 10-year energy use, cost projection, and strategic reduction plan, including strategies for efficiency, conservation, and renewable energy sources. Discussed opportunities for monitoring-based commissioning and retro-commissioning.
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Food
Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens
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[X]
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Significant
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Developed strategic plan for increasing purchases of sustainable food (including developing definition of "sustainable food"), developed strategies for educational programs about sustainable food. Consulted on various efforts to use more sustainable foods in the dining halls.
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Green Building
Examples: design or construction policy
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[X]
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Significant
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Approved updated Green Building Guidelines (including commitment to LEED-Gold certification for new construction) and new Sustainable Operations and Maintenance Guidelines.
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Student Involvement
Examples: speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus
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[X]
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Significant
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Assisted with planning fall sustainability campaigns including the residence hall energy use commpetition, assisted with development of sustainable living guide and green office certification program.
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Transportation
Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit
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[X]
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Significant
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Approved new sustainability guidelines for vehicle purchases, investigated new opportunities for bikesharing programs on campus, developed long-term transportation goals and strategic actions.
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Waste Reduction
Examples: recycling, composting, reducing consumption
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[X]
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Significant
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Assisted with development of student-run campus waste audit, promoted composting and recycling on campus, developed long-term waste management goals and strategic actions. Assisted with development of and provided funding for residential composting program.
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Water
Examples: water conservation, reducing campus pollution, bottled water campaigns
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[X]
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Significant
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Developed long-term water management plan, including identifying areas for turf reduction on campus and standards for plumbing retrofits across campus. Provided funding for dual-flush toilet retrofits.
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Other
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[X]
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Significant
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Wrote white paper discussion of environmental justice and campus sustainability; developed strategic plan for reducing pollution on campus (e.g. hazardous waste, use of chemicals).
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Committee II
5b) Please provide the name of the committee and note the number of meetings held since August 2009.
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Committee name:
Food Committee
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Number of meetings:
Approximately 25
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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).
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Number of representatives
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Administrators
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2
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Faculty
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0
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Staff
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5
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Students
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Approximately 10
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Other. Please describe.
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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.
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Name
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Position
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Chair 1
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David Janosky
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Staff
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Chair 2
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Ric Townes
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Administrator
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Chair 3
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Stephanie Alameida
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Student
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8b) To whom does the committee report?
[ ] President/Chancellor
[ ] Vice President/Vice Chancellor
[X] Other: Asst. VP / Director of Facilities and Campus Services
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.
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Addressed
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Progress
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Description
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Academics
Examples: minor, major and concentration programs, curricular additions, research projects
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[ ]
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Administration
Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions
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[ ]
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Climate
Examples: draft climate action plan, greenhouse gas emissions inventory
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[ ]
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Endowment
Examples: proxy voting guidelines, investment advisory committees
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[ ]
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Energy
Examples: conservation/behavioral change programs, retrofits and efficiency improvements
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[ ]
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Food
Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens
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[X]
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Significant
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Made preliminary recommendations on initiatives for sustainable food, including cage-free eggs, local produce, more information in food labeling, potential cost savings programs for cost reallocation, implementation of campus-wide food survey, and inclusion of healthier food items.
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Green Building
Examples: design or construction policy
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[ ]
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Student Involvement
Examples: speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus
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[ ]
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Transportation
Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit
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[ ]
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Waste Reduction
Examples: recycling, composting, reducing consumption
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[ ]
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Water
Examples: water conservation, reducing campus pollution, bottled water campaigns
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[ ]
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Other
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[ ]
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Committee III
5c) Please provide the name of the committee and note the number of meetings held since August 2009.
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Committee name:
Committee on Social Responsibility
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Number of meetings:
6
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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).
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Number of representatives
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Administrators
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1
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Faculty
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3
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Staff
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3
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Students
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3
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Other. Please describe.
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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.
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Name
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Position
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Chair 1
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Stephen Erickson
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Faculty
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Chair 2
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Chair 3
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8c) To whom does the committee report?
[X] 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.
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Addressed
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Progress
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Description
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Academics
Examples: minor, major and concentration programs, curricular additions, research projects
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[ ]
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Administration
Examples: procurement policies, institution-wide sustainability policy, sustainability-related staff positions
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[ ]
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Climate
Examples: draft climate action plan, greenhouse gas emissions inventory
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[ ]
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Endowment
Examples: proxy voting guidelines, investment advisory committees
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[X]
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Moderate
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Made recommendations on proxy voting guidelines and responsible investment opportunities. Committee deals exclusively with issues concerning the endowment and socially-responsible investment.
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Energy
Examples: conservation/behavioral change programs, retrofits and efficiency improvements
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[ ]
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Food
Examples: policies to increase purchase of local/sustainably produced foods, implementing campus gardens
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[ ]
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Green Building
Examples: design or construction policy
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[ ]
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Student Involvement
Examples: speaker series, peer-to-peer residential sustainability education programs, student guide to sustainable living on campus
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[ ]
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Transportation
Examples: incentives for use of environmentally-preferable commuting options, campus fleet improvements, connecting students with public transit
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[ ]
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Waste Reduction
Examples: recycling, composting, reducing consumption
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[ ]
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Water
Examples: water conservation, reducing campus pollution, bottled water campaigns
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[ ]
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Other
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[ ]
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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.
Please provide details below.
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Office name:
Sustainability Integration Office
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Year created:
2009
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Description:
This office is responsible for developing, implementing, and assessing campus sustainability efforts (programs, projects, and policies), and includes a variety of ongoing campus programs, such as the Green Bikes Shop and the materials reuse and exchange project.
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Number of staff in office (in FTE):
1, plus up to 20 part-time student staff
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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).
Please provide details below.
Title:
Director, Sustainability Integration Office / Assist. Director, Facilities and Campus Services
Department:
Facilities and Campus Services / Sustainability Integration Office
Time worked (in FTE):
1
Job description:
Responsible for developing, implementing, and assessing sustainability efforts (programs, projects, and policies) and for coordinating all outreach and strategic planning related to campus sustainability. Also involved with academic courses, including individual projects (e.g. thesis advisor) and group coursework. Serves on committees including the Food Committee, the Board of Trustees Facilities and Environment Committee, and the President's Advisory Committee on Sustainability.
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 managingsustainability 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).
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Title
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Department
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Time worked (in FTE)
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Job description
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Sustainable Foods Coordinator
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Dining Services
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1
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Develop and coordinate programs to enhance sustainability in dining services (e.g. procurement, operations, composting)
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Energy Manager
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Facilities and Campus Servies
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1
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Oversee energy reduction and management programs, including identification and evaluation of efficiency and conservation opportunities. Also responsible for long-term energy planning.
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WEBSITE
13) Does your school have a website detailing its sustainability initiatives?
If yes, please provide URL
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www.pomona.edu/sustainability
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GREEN PURCHASING
14) Does your school have a formal green purchasing policy?
If yes, please indicate the areas to which your policy pertains, and whether purchase is required or encouraged:
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Required
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Encouraged
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Appliances
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[X]
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[ ]
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Cleaning products
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[X]
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[ ]
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Computers/electronics
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[X]
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[ ]
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Lighting
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[ ]
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[X]
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Office supplies
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[ ]
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[X]
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Paper products
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[X]
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[ ]
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Reduced packaging for purchases
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[ ]
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[X]
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Other. Please describe below.
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[X]
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[ ]
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Other description:
Together, the Sustainability Purchasing Policy and the Sustainable Operations and Maintenance Guidelines require specific qualities in fixtures, furnishings, and building materials.
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.
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Percentage purchased
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Description
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[X]
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Appliances
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Not available
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[X]
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Building products
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Not available
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[X]
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Computers/electronics
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100%
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Covered under Sustainability Purchasing Policy
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[X]
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Heating and cooling
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Not available
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[X]
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Lighting and fans
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100%
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Covered under the Sustainable Operation and Maintenance Guidelines
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[X]
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Plumbing
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Not available
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16) Does your school purchase environmentally preferable paper products (e.g., 100 percent post-consumer recycled content, certified by the Forest Stewardship Council)?
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.
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Percentage
post-consumer
recycled content
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Percentage
Forest Stewardship
Council certified
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Percentage
chlorine-free
processed
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Description
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Envelopes
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100%
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Unknown
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Unknown
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Facial tissues
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Unknown
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Unknown
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Unknown
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Napkins
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100%
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Unknown
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100%
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Notepads
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50%
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Unknown
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Unknown
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Office paper
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95%
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95%
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95%
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Paper towels
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100%
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100%
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100%
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Other. Please describe.
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Toilet paper: 100%
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Additional comments:
Office supply purchasing is not centralized and is done separately by different offices. Offices receive points in the Green Office Program certification process for purchasing 100% post-consumer recycled content, chlorine-free processed, FSC-certified office paper.
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17) Does your school purchase computers or electronics that are Electronic Product Environmental Assessment Tool (EPEAT) certified?
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).
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Portion
EPEAT certified
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Percentage
EPEAT certified
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Product description
(e.g. computers, printers)
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Product 1
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All
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100%
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Laptop computers
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Product 2
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All
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100%
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Desktop computers
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Product 3
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Some
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Unknown
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Printers
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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.
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Description
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[ ]
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Alumni green fund
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[X]
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Capital budget
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Capital budgets are used for infrastructural projects, including renewable energy installations and sustainability-measures included in renovations, remodels, and new construction.
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[ ]
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Endowment investment in on-campus sustainability projects
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[X]
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Operating budget
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The operating budget is used for funding most non-facility sustainability programs and projects, including the budget for the Sustainability Integration Office.
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[ ]
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Revolving loan fund for sustainability projects
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[ ]
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Student green fee
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[X]
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Other. Please describe.
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The President's Sustainability Fund is a grant program administered by the President's Advisory Committee on Sustainability and provides funding for student-run infrastructure projects. Past projects have included the inception of a drying rack checkout program, a residential composting program, and a 1kW mobile solar PV station.
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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.
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Description
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[X]
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Departmental sustainability liaisons
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A variety of academic and administrative offices have staff/faculty who have volunteered to do outreach on behalf of the Sustainability Integration Office, including posting information, assisting people in the department with reducing their environmental impacts, and developing projects for their office (e.g. eliminating bottled water, purchasing reusable diningware for events).
|
|
[X]
|
|
Green office certification program
|
|
Pomona's Green Office Programs certifies offices and departments for a variety of behaviors in areas such as water, energy, waste management, campus culture, and food and beverages. Offices can be certified at four different levels.
|
|
[X]
|
|
Green office tips posted online or on staff bulletin boards
|
|
The Sustainability Integration Office's website has an extensive section for staff and faculty including tips on what they can do in their offices, how to get involved in efforts, how to advise student projects, and more. The office also distributes posters, stickers, and other information to interested offices.
|
|
[X]
|
|
Incorporation of sustainability issues into new employee orientation
|
|
All new employees receive detailed information about campus sustainability programs, including the Green Office Program, campus recycling, and free CFL bulb distribution.
|
|
[X]
|
|
Other
|
|
The SIO distributes a monthly eNewsletter for staff and faculty with articles, upcoming event announcements, tips for sustainability at home, and coverage of "Eco Myths."
|
Back to top
CLIMATE CHANGE & ENERGY
Please note: Unless otherwise indicated, when providing data about greenhouse gas emissions levels, please provide data based on scopes 1 & 2 emissions. Scope 1 emissions refer to GHG emissions directly resulting from sources owned or operated by the institution (e.g. on-campus combustion of fossil fuels, emissions from campus vehicles). Scope 2 emissions refer to emissions generated indirectly due to the production of electricity that the institution consumes. Scope 3 emissions refer to all other indirect emissions that result from activities of the institution (e.g. employee travel).
GREENHOUSE GAS INVENTORY
20)Has your school completed a greenhouse gas (GHG) emissions inventory?Please check all that apply.
The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.
[ ] No
[]In progress. Please describe status and provide estimated completion date:
[X] Yes. Please provide total annual GHG emissions (Scopes 1 & 2, as well as scopes 1, 2 & 3 in metric tons of CO2e). Include the start date for each year as well as the URL to each inventory, if available online, or attach the document.
|
|
|
Start Date
|
|
Emissions level
(Scopes 1 & 2)
|
|
Emissions level
(Scopes 1, 2 & 3)
|
|
URL
|
|
Notes
|
|
2009
|
|
|
|
|
|
|
|
|
|
Data not yet available for July 2009 - July 2010 time period.
|
|
2008
|
|
July 1, 2008
|
|
12,753 metric tons of CO2e
|
|
28,094 metric tons of CO2e
|
|
http://acupcc.aashe.org/ghg/945/
|
|
|
|
2007
|
|
July 1, 2007
|
|
12,421 metric tons of CO2e
|
|
24,018 metric tons of CO2e
|
|
http://acupcc.aashe.org/ghg/318/
|
|
|
|
2006
|
|
|
|
|
|
|
|
|
|
|
|
2005
|
|
|
|
|
|
|
|
|
|
|
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.
If yes, please list details below.
|
|
|
Reduction level (percentage):
20%
|
|
Baseline year:
2007-2008
|
|
Baseline emissions level:
24,018 mTCO2e
|
|
Target year:
2020
|
|
Additional comments:
The College has also conducted a study of what it would take to reduce emissions by 75% by 2050, in line with the State of California's goals.
|
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.)
If yes, please list details below.
|
|
|
Percentage reduced:
|
|
Baseline year:
|
|
Baseline emissions level:
|
|
Year achieved:
|
|
Additional comments:
2009 inventory will be completed in August 2010. A small reduction in total (scope 1, 2, & 3) emissions was noted in 2008-2009 with different emissions accounting methodology. See http://pomona.edu/administration/sustainability/resources/publications/GHGinventory0809.pdf
|
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:
|
|
|
|
2008:
|
|
9.103 mTCO2e/1,000 sq-ft
|
|
2007:
|
|
8.866 mTCO2e/1,000 sq-ft
|
|
2006:
|
|
|
|
2005:
|
|
|
24) Please provide GHG emissions figures per full-time student equivalent for the past four years. Answers should be based on scopes 1 & 2 emissions.
Per full-time student equivalent emissions = Total CO2e in metric tons / Total number of full-time equivalent students.
The year the inventory was started (rather than ended) should be the year of the inventory. For example, if you began an inventory in June 2008, this would be your 2008 inventory.
|
|
|
|
|
2009:
|
|
|
|
2008:
|
|
8.268 mTCO2e/student
|
|
2007:
|
|
8.053 mTCO2e/student
|
|
2006:
|
|
|
|
2005:
|
|
|
ENERGY EFFICIENCY
25) Has your school achieved a reduction in building energy consumption compared to a 2005 baseline?
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:
50,788,436 kWh (2005-2006)
Gross square feet of building space:
1,409,095 sq-ft (2005-2006)
Performance year (most recent year for which data are available)
Building energy consumption
:
54,093,476 kWh (2008-2009)
Gross square feet of building space
:
1,400,985 sq-ft (2008-2009)
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
|
|
30%
|
|
[X]
|
|
Energy management system; building automation system, energy information system, or monitoring-based commissioning (MBCx) system
|
|
90%
|
|
[ ]
|
|
Gas-fired hydronic heating systems
|
|
|
|
[X]
|
|
Heat recovery systems
|
|
10%
|
|
[X]
|
|
LED lighting
|
|
2%
|
|
[X]
|
|
Lighting sensors
|
|
30%
|
|
[ ]
|
|
Metering—chilled water
|
|
|
|
[X]
|
|
Metering—electric
|
|
70%
|
|
[ ]
|
|
Metering—steam
|
|
|
|
[X]
|
|
Other energy-efficient lighting (e.g. T5 or T8)
|
|
100%
|
|
[X]
|
|
Performing system tune-ups
|
|
100%
|
|
[X]
|
|
Retrocommissioning of HVAC systems (buildings must have been commissioned, retrocommissioned or re-commissioned within the last 10 years)
|
|
25%
|
|
[ ]
|
|
Steam turbines
|
|
|
|
[ ]
|
|
Steam-line insulation
|
|
|
|
[X]
|
|
Timers for temperature control
|
|
50%
|
|
[X]
|
|
Variable speed drives
|
|
75%
|
|
[ ]
|
|
Vending machine sensors
|
|
|
|
[ ]
|
|
Other. Please describe below.
|
|
.
|
27) What programs does your school facilitate that encourage members of the campus community to reduce energy use? Check all that apply.
|
[X]
|
|
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
|
|
[X]
|
|
Green IT policies (e.g. enabling power management)
|
|
[X]
|
|
PR campaigns (increased/innovative signage, newsletters, slogans, saturation), demonstrations to raise awareness, pledge drives
|
|
[X]
|
|
Trade-in or rebate programs for inefficient appliances (e.g. CFLs, refrigerators)
|
|
[X]
|
|
Other. Please describe: Annual building reviews, monthly energy use data made available online to campus community.
|
RENEWABLE ENERGY GENERATION
28) Does your school generate renewable energy?
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
|
|
|
|
|
|
[X]
|
|
Photovoltaics
|
|
0.18% (in 2008-2009)
|
|
Three solar PV installations for a total of 89.2 kW.
|
|
[ ]
|
|
Wind
|
|
|
|
|
|
[ ]
|
|
Other. Please specify below.
|
|
|
|
|
29) Does your school have solar hot water systems?
If yes, please specify number of systems and total MBtus generated annually, if available.
|
Number of systems:
Two systems are currently in installation
|
|
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
|
|
8
|
|
Natural Gas
|
|
49
|
|
Nuclear
|
|
21
|
|
Petroleum
|
|
0
|
|
Renewables (biomass, solar, wind, low-impact hydropower, photovoltaics, geothermal)
|
|
17
|
|
Other. Please specify:
|
|
5
|
Large-scale hydro.
|
Percentage of overall electricity consumption purchased from the grid:
99.4%
|
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
.
If yes, please describe below.
Date of most recent purchase:
2007
Length of contract:
Two years
Average annual quantity (kWh):
1,065,000
Average percentage of your total annual electric energy use that it represents:
5.0%
ON-SITE COMBUSTION
32) Please provide total MBtus of energy for heating and cooling generated annually from on-site combustion:
99,379
33) Please list each fuel source used in on-site combustion for heating and cooling, and note the percentage of overall BTUs derived from that source:
If less than one percent of a source is purchased, leave the percent box blank.
|
Energy Source
|
|
Percent of overall BTUs
|
|
Biomass
|
|
|
|
Coal
|
|
|
|
Geothermal
|
|
|
|
Natural gas
|
|
100
|
|
Petroleum
|
|
|
|
Other. Please specify:
|
|
|
Back to top
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:
2,239
Total waste generated (garbage + recycling + compost):
1,205 tons (2006-2007 estimate, earliest year available)
Performance year (most recent year for which data are available)
Weighted campus users:
2,308
Total waste generated (garbage + recycling + compost):
1,199 tons (2008-2009 estimate)
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
|
|
[X]
|
|
Plastics (all)
|
|
[ ]
|
|
Plastics (some)
|
|
[ ]
|
|
Other. Please list:
|
36) Please indicate the campus-wide diversion rate of recyclable waste from traditional disposal.
The diversion rate should be calculated based on the diversion of traditional recyclables (paper, plastics, aluminum, cardboard, glass). Please do not include recycled electronic waste, recycled construction waste, or composted food and landscaping waste in the calculation of this figure.
The diversion rate is equal to the (total amount of traditional recycled materials) divided by the (total amount of landfill waste plus the total amount of traditional recycled materials).
RECYCLING OF ELECTRONIC WASTE
37) Does your institution have an electronics recycling program?
If yes, please provide details below.
Please indicate recycling of the following items is available for students (through receptacles on campus, recycling drives, or other means), and/or for institutional electronics waste. Check all that apply.
|
|
|
For waste generated by students
|
|
For waste generated by the institution
|
|
Batteries
|
|
[X]
|
|
[X]
|
|
Cell phones
|
|
[X]
|
|
[X]
|
|
Computers
|
|
[X]
|
|
[X]
|
|
Light bulbs
|
|
[X]
|
|
[X]
|
|
Printer cartridges
|
|
[X]
|
|
[X]
|
|
Other E-waste. Please list items:
|
|
[X]
|
|
[X]
|
Appliances, chargers, and anything else with a cord or with batteries (except large appliances, which are handled otherwise).
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:
|
We use TRI Products, Inc. (http://ewaste4u.com/), a company licensed by and operated under the directives of the State of California. State regulations determine what commodities can be recycled and how they are recycled. At their Arcadia, California facility using local labor, TRI dismantles, consolidates, and ships recovered materials to manufacturing facilities around the globe. In April 2010 a small group of students researched their practices and visited their site, where they received a full tour and explanation of their practices and determined that TRI was a competent organization to use for collecting and recycling ewaste.
|
COMPOSTING (APART FROM DINING FACILITIES)
38) What percentage of your campus's landscaping waste is composted or mulched?
39) Do you provide composting receptacles around campus in locations other than dining halls (e.g., in residence halls, offices, academic buildings)?
If yes, please provide details below.
|
[X]
|
|
Academic buildings
|
|
[X]
|
|
Offices
|
|
[X]
|
|
Outdoors
|
|
[X]
|
|
Residence halls
|
Description:
|
Buckets are available for collecting compost through the Sustainability Integration Office, and are currently placed in residential, academic, and other locations around campus. Locations for disposing of and processing compost (compost piles, tubs) are placed at the Organic Farm, residential hall courtyards, and one major walkway between residential and academic buildings.
|
SOURCE REDUCTION
40) Does your campus run any source-reduction initiatives (e.g., end-of-semester furniture or clothing swaps and collections)?
If yes, please check and describe all of the programs below that are in place at your institution:
|
|
|
|
|
Description
|
|
[X]
|
|
Limited printing
|
|
Pomona provides students with a limited printing quota each semester, charging per page after it has been exhausted. A double-sided print costs the same as a single-sided print.
|
|
[X]
|
|
Move-in waste reduction
|
|
The ReCoop holds a Fall Sale during move-in week for incoming students and returning students. The 2009 Fall Sale brought in over $12,000 to cover operating costs. The ReCoop also operates year-round.
|
|
[X]
|
|
Move-out waste reduction
|
|
Clean Sweep is the ReCoop's move-out collection operation. It employs students to recover items from student dormitories during and after move-out. Clean Sweep has reduced landfill-bound waste by approximately 40% in the month of May from pre-Clean Sweep years.
|
|
[X]
|
|
Year-round materials exchange programs
|
|
The Sustainability Integration Office and the ReCoop, the materials reuse program, assist students, staff, and faculty with the collection of unwanted reusable items (including furniture, appliances, clothing/shoes, and school/office supplies) and gives or sells them back to the campus community.
|
|
[ ]
|
|
Other
|
|
|
Back to top
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?
If yes,
please describe policy and provide URL to the full policy, if available:
|
The Pomona College Green Building Standards require specific design elements for the building and adherence to specific procedures before and during any new constructions or major renovations. For example, the project team must conduct a life cycle cost analysis and develop a solid waste management plan. Buildings must target a LEED Gold level certification, including certain credits deemed to be prerequisites by the College, such as stormwater design, low-emitting materials, and recycled content. The updated 2010 Pomona College Green Building Standards are not yet available online but are available upon request.
|
42) Please provide the following information about LEED-certified buildings on your campus:
|
Total number of LEED-certified buildings:3
|
|
|
|
Combined gross square footage:
|
|
Building name(s):
|
|
Certified-level
|
|
0
|
|
|
|
Silver-level
|
|
41,109
|
|
Richard C Seaver Biology Building
|
|
Gold-level
|
|
82,076
|
|
Lincoln-Edmunds Building, Edmunds Building
|
|
Platinum-level
|
|
0
|
|
|
43) Please provide information about campus buildings that meet LEED certification criteria, but are not certified.
|
Total number of buildings that meet LEED criteria
:Approximately 6. Recently renovated buildings abide by Pomona's Green Building Standards, which are equivalent to LEED standards.
|
|
|
|
Combined gross square footage:
|
|
Building name(s):
|
|
Certified-level criteria met, but not certified
|
|
244,519
|
|
Crookshank Hall, Mason Hall, Pearsons Hall, Harwood Court Residence Hall, Norton-Clark III Residence Hall, Smith Campus Center
|
|
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:
Combined gross square footage:
Building names:
45) Please provide information about buildings on your campus that meet the standards of other third-party green building certifications (e.g. Green Globes).
Certification type:
Total number of buildings:
Combined gross square footage:
Building names:
46) For the 2009-2010 academic year, what percentage of your institution's non-hazardous construction and demolition waste was diverted from landfills?
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: 0
|
Please provide additional details for up to ten of the most comprehensive projects:
|
Project name
|
|
Square footage
|
|
Former use
|
|
Current use
|
|
Additional details
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
48) Please provide the student enrollment and gross square footage of buildings on campus in the 2000-2001 academic year.
Student enrollment (FTE):
1,563
Square footage:
1,285,910
49)
Please provide the student enrollment and gross square footage of buildings on campus for the 2009-2010 academic year.
Student enrollment (FTE):
1,543
Square footage:
1,400,985
OPERATIONS AND MAINTENANCE
50) Does your school have a formal green building policy specifically pertaining to operations and maintenance?
If
yes, please describe policy and provide URL to the full policy, if available:
|
The Pomona College Sustainable Operations & Maintenance Standards address hardscape and building exterior management, landscape management, integrated pest management, water consumption, energy, and interior cleaning. The Standards demand that all LEED-NC certified building meet equivalent LEED-EBOM certifications, and require that all facilities have an operations and maintenance plan that acknowledges compliance with the Standards and outlines exceptional circumstances. Under the Standards, Facilities and Campus Services must conduct an annual building-level review of energy and other resource use. Cleaning products must be in accordance with the College's Green Cleaning Program and the College has identified Green Seal and EcoLogo-certified products as being preferable. The Standards are not yet available online.
|
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)
.
If yes, please provide the following information:
2005 baseline year
Weighted campus users:
2238.5
Water consumed (gallons):
105,205,278
Performance year (most recent year for which data are available)
Weighted campus users:
2307.5 (2008-2009)
Water consumed (gallons):
97,579,636 (2008-2009)
54) Please indicate which of the following water-conservation technologies have been installed in existing buildings on campus. Check all that apply. For each item, please indicate the percentage of possible campus building space in which the technology has been installed.
For example, if dual-flush toilets have been installed in all bathrooms on campus, you would indicate “100” as the percentage of building space in which the technology has been installed.
|
|
|
|
|
Percentage of building space
|
|
[ ]
|
|
Building water metering
|
|
|
|
[X]
|
|
Dual-flush toilets
|
|
30%
|
|
[ ]
|
|
Gray water systems
|
|
|
|
[X]
|
|
Laundry technology
|
|
100%
|
|
[ ]
|
|
Leak detection and reduction
|
|
|
|
[X]
|
|
Low-flow faucets
|
|
100%
|
|
[X]
|
|
Low-flow showerheads
|
|
10%
|
|
[ ]
|
|
Non-potable water usage
|
|
|
|
[X]
|
|
Waterless urinals
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33%
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[X]
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Xeriscaping
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N/A
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[X]
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Weather-informed irrigation
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N/A
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[ ]
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Other. Please describe below.
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55) What stormwater management technologies or strategies are used on your campus?
|
[ ]
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Living or vegetated roofs
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[X]
|
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Porous pavement
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[ ]
|
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Retention ponds
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[ ]
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Stone swales
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[X]
|
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Vegetated swales
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[ ]
|
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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.
Back to top
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
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NEW STUDENT ORIENTATION
57) Does a portion of your new student orientation specifically cover sustainability?
If yes, please check and describe all ways in which sustainability is incorporated into new student orientation:
|
[X]
|
|
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.
|
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[X]
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Incorporating sustainability information into presentations made by RAs to individual hallways.
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[X]
|
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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).
|
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[X]
|
|
Making orientation more sustainable through efforts such as a zero-waste meal or carbon offsets.
|
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[X]
|
|
Other. Please describe:
Events/efforts include: presentation at first-year class meeting, green living training for RAs and other residential staff, sustainability fair during move-in day (including Green Bikes checkout, laundry rack/compost bucket/CFL distribution), information in move-in packets, information posted on new student orientation web portal, information distributed to parents, material reuse/exchange sale on first-year move-in day, mandatory outdoor trips prior to the start of class including sustainability training, electronic communication prior to move-in (as opposed to paper, previously used).
|
INTERNSHIPS/OUTREACH OPPORTUNITIES
58) Does your school offer on-campus, office-based sustainability internships or jobs for students during the academic year?
If yes, please provide the number of students and average number of hours worked weekly per student below.
|
|
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Number of students:
|
|
Average hours worked weekly per student:
|
|
Paid positions
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20
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3
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Unpaid positions
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30
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3
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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.”
Please provide the following details about the number of students involved in program, their average working hours, and any compensation that they receive.
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|
Number of students:
|
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Average hours worked weekly per student:
|
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Paid positions.
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Positions that award academic credit.
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Uncompensated positions.
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SUSTAINABILITY CHALLENGES AND COMPETITIONS
60) Does your school organize any sustainability challenges/competitions for your campus and/or with other colleges?
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:
POWER DOWN dorm energy challenge
|
|
Year Initiated:
2006
|
|
Website:
http://pomona.edu/administration/sustainability/programs/powerdown.aspx
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Frequency that competition is run:
Once annually
Groups involved in coordinating the competition:
|
[X]
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Students
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[ ]
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Faculty
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[X]
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Staff
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[X]
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Administrators
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[ ]
|
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Other, please describe.
|
Participants in the competition:
|
[X]
|
|
Students
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[ ]
|
|
Faculty
|
|
[ ]
|
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Staff
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[ ]
|
|
Administrators
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[ ]
|
|
Other, please describe:
|
Incentives for participation:
|
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Describe:
|
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[X]
|
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Cash
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Twice the value saved on energy savings, to be put toward a sustainability project of the winner's choice.
|
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[X]
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Non-monetary prizes
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Differs each year - parties, gift certificates, etc.
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[X]
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Other
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Announcements of the winner in banners, publications, etc.
|
Goals of competition:
|
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Describe:
|
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[X]
|
|
Energy conservation
|
|
>6% reduction for all dorms together, and dorms compete with each other for largest reduction.
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[ ]
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Waste reduction
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[ ]
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Water conservation
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[ ]
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Other
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|
Percent of energy and/or resource use reduction resulting from the competition:
All dorms together reduced 6.2%, winning dorm reduced by 23%.
Lasting effects of competition:
Increased awareness of energy reduction techniques, lasting energy reduction in residence halls.
Additional Information:
This competition included a variety of outreach techniques, including tabling at the dining halls and student center, an on-line student pledge for energy reduction with over 50% of the student body pledging (!!!), dorm room energy audits, and door-to-door outreach about the competition and how students can reduce their energy use.
Second Competition:
Competition Overview
|
Competition Name:
|
|
Year Initiated:
|
|
Website:
|
Frequency that competition is run:
Groups involved in coordinating the competition:
|
[ ]
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|
Students
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|
[ ]
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Faculty
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|
[ ]
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Staff
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|
[ ]
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Administrators
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|
[ ]
|
|
Other, please describe.
|
|
Participants in the competition:
|
[ ]
|
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Students
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|
[ ]
|
|
Faculty
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|
[ ]
|
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Staff
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[ ]
|
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Administrators
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[ ]
|
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Other, describe:
|
Incentives for participation:
|
|
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|
Describe:
|
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[ ]
|
|
Cash
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[ ]
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Non-monetary prizes
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[ ]
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Other
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|
Goals of competition:
|
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|
Describe:
|
|
[ ]
|
|
Energy conservation
|
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[ ]
|
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Waste reduction
|
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|
[ ]
|
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Water conservation
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|
[ ]
|
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Other
|
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|
Percent of energy and/or resource use reduction resulting from the competition:
Lasting effects of competition:
Additional Information:
Third Competition:
Competition Overview
|
Competition Name:
|
|
Year Initiated:
|
|
Website:
|
Frequency that competition is run:
Groups involved in coordinating the competition:
|
[ ]
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Students
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[ ]
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Faculty
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[ ]
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Staff
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[ ]
|
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Administrators
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[ ]
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|
Other, please describe.
|
Participants in the competition:
|
[ ]
|
|
Students
|
|
[ ]
|
|
Faculty
|
|
[ ]
|
|
Staff
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[ ]
|
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Administrators
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[ ]
|
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Other, describe:
|
Incentives for participation:
|
|
|
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|
Describe:
|
|
[ ]
|
|
Cash
|
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|
[ ]
|
|
Non-monetary prizes
|
|
|
|
[ ]
|
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Other
|
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|
Goals of competition:
|
|
|
Describe:
|
|
[ ]
|
|
Energy conservation
|
|
|
|
[ ]
|
|
Waste reduction
|
|
|
|
[ ]
|
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Water conservation
|
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[ ]
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Other
|
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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?
If yes, please provide names of organizations, a brief description of each, and URLs for the organizations’ websites, if available:
|
Name
|
|
Description
|
|
URL
|
|
Pomona for Environmental Activism and Responsibility
|
|
The College's main student organization for campus sustainability and environmental activism (political campaigns, 350.org, etc.).
|
|
http://groups.google.com/group/PEAR47?pli=1
|
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Green Bikes Program
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Student-run bike shop with free labor on repairs, free bikeshare, bike workshops and events, and more.
|
|
http://pomona.edu/administration/sustainability/programs/greenbikes.aspx
|
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Environmental Quality Committee
|
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Committee on student senate focusing on campus environmental issues and how senate activities can be improved.
|
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N/A
|
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ReCoop/Clean Sweep
|
|
Coordinates campus materials reuse/exchange program.
|
|
http://pomona.edu/administration/sustainability/programs/recoop.aspx
|
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Food Rescue
|
|
Coordinates food donation programs in association with the dining halls.
|
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N/A
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Back to top
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.
83
63) Please indicate which of the following alternative-fuel vehicles are included in your fleet. Check all that apply. Please list the number of vehicles for each class.
|
|
|
|
|
Number of vehicles
|
|
[X]
|
|
100 percent electric
|
|
50
|
|
[ ]
|
|
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)?
If data are available, please provide the percentage of students who commute by each of the following means.
|
|
|
Percentage
|
|
Bicycle
|
|
|
|
Carpool/vanpool
|
|
|
|
Public transit
|
|
|
|
Single-occupancy vehicle
|
|
|
|
Walking
|
|
|
65) What percentage of employees commute via transportation methods other than single-occupancy vehicles (e.g., bicycle, walking, public transportation, carpool)?
If data are available, please provide the percentage of employees who commute by each of the following means.
|
|
|
Percentage
|
|
Bicycle
|
|
6%
|
|
Carpool/vanpool
|
|
22%
|
|
Public transit
|
|
3%
|
|
Single-occupancy vehicle
|
|
59%
|
|
Walking
|
|
11%
|
LOCAL TRANSPORTATION ALTERNATIVES
66) Does your school offer incentives for carpooling to faculty, staff and/or students? Check all that apply, and describe below.
[ ] No
[X] Yes, to faculty and staff
[ ] Yes, to students
|
Description:
(N/A for students - residential campus, no commuting) $2/day for staff/faculty who don't drive alone to campus, up to $100/month for public transportation costs, and monthly/annual drawings with significant prizes for people who participate in Rideshare (i.e. people who don't drive alone to campus).
|
Please check and describe carpooling incentives provided for
faculty/staff
. Check all that apply.
|
|
|
|
|
Description
|
|
[X]
|
|
Carpool matching
|
|
A campus website coordinates carpool matching for all staff and faculty.
|
|
[X]
|
|
Financial remuneration
|
|
Up to $2/day for people who don't drive alone to campus, up to $100/month for public transportation costs.
|
|
[X]
|
|
Preferential parking
|
|
Preferred hybrid and carpool parking in major parking structures.
|
|
[X]
|
|
Other
|
|
Monthly/annual drawings with significant prizes for people who participate in Rideshare (i.e. people who don't drive alone to campus).
|
Please check and describe carpooling incentives provided for
students
. Check all that apply.
|
|
|
|
|
Description
|
|
[ ]
|
|
Carpool matching
|
|
N/A
|
|
[ ]
|
|
Financial remuneration
|
|
N/A
|
|
[ ]
|
|
Preferential parking
|
|
N/A
|
|
[ ]
|
|
Other
|
|
N/A
|
67) Does your school offer subsidies for the use of public transportation?
|
Up to $100/month and reduced cost student passes.
|
|
|
|
Eligible community members:
|
|
Size of the discount (as a percent of full price)
|
|
[X]
|
|
Faculty
|
|
100%, up to $100/month
|
|
[X]
|
|
Staff
|
|
100%, up to $100/month
|
|
[X]
|
|
Students
|
|
A discounted 10-trip pass is available to students for Metrolink, the train to L.A. Discount is between 31.7% (weekday) and 9.5% (weekend) off normal fares.
|
[X]
Check here if subsidy takes the form of pre-tax payroll deduction.
Please describe below:
|
For faculty and staff, up to $100/month.
|
68) Does your school provide free transportation around campus?
|
If not applicable, please explain: Campus is small enough that people don't drive around, though staff have access to 50 electric carts.
|
69) Does your school operate a free transportation shuttle to local off-campus destinations?
|
The College runs regular shuttles to local stores and cultural events.
|
BICYCLE PROGRAM
70) Does your school offer a bicycle sharing/rental program?
If yes, please provide details below.
Year created:
2006
Number of bikes available:
80
Usage fee per hour:
$0
Usage fee per day:
$0
Annual membership fee for students:
$0
Annual membership fee for faculty, staff, and administrators:
$0
Other annual membership fee:
$0
|
Description:
The Green Bikes Program provides free semester-long rentals of their fleet, as well as free labor on bike repairs for fleet or private bikes. A small fleet of folding bikes (6) is also available for daily checkout at the campus center or through the outdoor education center.
|
71) Does your school offer bicycle repair services?
If yes, please provide details below:
Year created:
2006
Service fee:
No
Description:
The Green Bikes Program provides free semester-long rentals of their fleet, as well as free labor on bike repairs for fleet or private bikes.
CAR SHARING PROGRAM
72) Does your school partner with a car-sharing program?
If yes, please provide details below.
Year created:
2007
Total number of vehicles:
13
Number of hybrid vehicles:
3
Usage fee per hour:
$7
Usage fee per day:
$66
Annual membership fee for students:
$35
Annual membership fee for faculty, staff, and administrators:
$35
Other annual membership fee:
|
Description:
Students using Zipcars to get to internships through the college's internship program do not have to pay to use the vehicles. RAs, other residential staff, volunteers through the Draper Center for Community Partnership, and student staff of the Sustainability Integration Office also get a free membership and a driving credit. With the school's approval, Zipcar has emphasized the purchase of highly efficient vehicles over hybrid vehicles.
|
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)?
|
One of the seven planning principles in Pomona College's 2009 Land Use / Planning Study is to "create a pedestrian oriented campus." Specific measures furthering this goal are included in the plan, such as closing streets to vehicular traffic, limiting vehicular access to other streets, and relocating parking areas.
|
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
|
|
|
|
|
Back to top
STATISTICS
75) Campus setting:
76) Total number of buildings on campus:
77) Combined gross square footage of all buildings on campus:
78) Full-time enrollment (undergraduate + graduate, headcount at start of academic year):
79) Part-time enrollment (undergraduate + graduate, headcount at start of academic year):
80) Percent of full-time students that live on campus:
OTHER AREAS OF ENVIRONMENTAL ENGAGEMENT
Question 81 is for informational purposes only; responses will NOT be included in the Report Card evaluation process.
81) Please check all items that apply to your institution:
|
|
|
|
|
Description (optional)
|
|
[X]
|
|
Campus garden or farm
|
|
"The Organic Farm" at Pomona College is comprised of two unique spaces: one available to all interested community members and focusing on smaller-scale plots, perennial tree fruit production, and sustainable/land-integrated architecture, and the other dedicated to academic activities and organic/biodynamic crop production. The Farm seeks to provide the College with a working model of ecologically-based crop production and a means for educational exploration in permaculture, organic farming, alternative architecture, and sustainability. The Farm has recently introduced small-scale animal husbandry (bees, chickens, and worms) and will supply the Orientation Adventure program with vegetables in 2010 for the first time. In Fall 2009, a group of students constructed a raised-bed herb garden for the Oldenborg Dining Hall.
|
|
|
|
|
|
|
|
[ ]
|
|
Disposable water bottle ban
|
|
|
|
|
|
|
|
|
|
[X]
|
|
Environmental science/studies major (undergraduate-level)
|
|
A major in Environmental Analysis is available. Students must choose one of eleven tracks: Environmental Biology, Environmental Chemistry, Environmental Ethics, Environmental Analysis in Geology, Human Behavior and the Environment, Mathematical Analysis for Environmental Issues, Environmental Policy, Society, Development & the Environment, Race, Class, Gender and the Environment, Environmental Design, or Environmental Physics and Engineering.
|
|
|
|
|
|
|
|
[X]
|
|
Environmental science/studies minor or concentration (undergraduate-level)
|
|
Yes, in Environmental Analysis.
|
|
|
|
|
|
|
|
[ ]
|
|
Graduate-level environmental studies program (graduate-level)
|
|
N/A, no graduate studies at institution
|
|
|
|
|
|
|
|
[ ]
|
|
Graduate-level sustainability studies program
|
|
N/A, no graduate studies at institution
|
|
|
|
|
|
|
|
[X]
|
|
Outdoors club
|
|
"On the Loose" is the outdoors club for the Claremont Colleges. OTL dispatches student-led trips to destinations across California and the Southwestern states. OTLers backpack, climb, car-camp, surf, and bike. OTL offers advice to those who are lost, cars to those who need transportation, and a wide-ranging assortment of gear to all students – all for free. OTL also provides extensive subsidies for trips. OTL teaches "leave no trace" principles and instructs its leaders how to reduce the environmental impact of trips.
|
|
|
|
|
|
|
|
[ ]
|
|
Participation in Recyclemania
|
|
|
|
|
|
|
|
|
|
[X]
|
|
Single-stream recycling
|
|
Yes. Plastics #1-7, aluminum, steel, tin, glass, paper, and cardboard are collected together by the City of Claremont.
|
|
|
|
|
|
|
|
[X]
|
|
Student trustee position
|
|
The Environmental Affair Commissioner (elected representative of the Associated Students of Pomona College) sits as a student representative on the Board of Facilities and Environment Committee; other Board committees have student representation as well.
|
|
|
|
|
|
|
|
[X]
|
|
Sustainability major, minor or concentration (undergraduate-level)
|
|
The Environment Analysis major and minor engage students in sustainability issues and problem-solving from a variety of different perspectives.
|
Back to top
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